Haagse Hogeschool - NVAO

Haagse Hogeschool

Master

International Communication Management

Netherlands Quality Agency (NQA)

Utrecht, May 2010

NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 2/61


Management information

This is the assessment report of the master of International Communication Management

(MICM) degree programme offered by Haagse Hogeschool. In this report Netherlands

Quality Agency (NQA) gives account of its findings, considerations and conclusions. The

assessment was undertaken according to the NQA-Protocol 2010 for hbo master’s

degrees in compliance with Dutch education legislation.

This report concerns:

Institution Haagse Hogeschool

Degree programme Master International Communication Management MICM

Delivery mode(s) Fulltime and part-time

Croho-number (ISAT) 70016

Site Den Haag

Date(s) of site visit(s) 16 March 2010

Audit team Drs. Rutger-Jan Schoen (representative profession/discipline)

Dr. Rik Riezebos (representative profession/discipline)

Leonie Redder BPA (student member audit team)

Drs. Roelien van Empel (NQA-auditor)

Drs. János Betkó (junior NQA-auditor)

Haagse Hogeschool/The Hague University for Applied Sciences (THU) submitted a file to

NQA for the assessment of their existing professional master degree programme

International Communication Management (MICM). This file was a critical reflection on the

degree programme as required by the NQA Protocol-2010 hbo master’s degrees.

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

team. This team complies with the NVAO’s requirements*. This team studied the critical

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

assessment about the degree programme based on the critical reflection and the other

information (oral and written).

Summary Theme Aims and objectives

The audit team finds that MICM’s final qualifications correspond with the requirements set

by the international professional field. The requirements are based on input from and

discussion with the international professional field. The final qualifications adequately

comply with the Dublin descriptors at master’s level.

As a result, the audit team assesses Aims and objectives as positive.

Summary Theme Curriculum

The professional orientation of the programme is up to standard and the curriculum of the

programme covers all the programme’s objectives. The programme is consistent and the

study load is in order. The admission criteria and procedures are sufficient and the

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

legislation.


requirement for 60 EC for a master programme is met. The educational concept and the

means of assessment comply with the learning objectives of MICM.

The audit team assessed all standards positively and as a result finds the theme

‘Curriculum’ positive.

Summary Theme Staff

All standards are assessed as satisfactory or good and as a result the theme ‘Staff’ is

positive. The audit team concluded that MICM’s tutor-team is well able to link their

programme to professional practice. The required staff-student ratio is met and staff is

adequately qualified in their fields of expertise.

Summary Theme Services

The audit team considers material facilities to be well fitted for the programme. The

tutoring and information provisions are assessed to be adequate to help students in their

study and to correspond with the needs of students.

As a result, the audit team assesses Services as positive.

Summary Theme Internal Quality Assurance

The audit team saw proof of systematic evaluations by MICM. An impressive number of

improvements were made in the past years, based on various evaluations. All

stakeholders are actively involved in the quality assurance system. All standards are

assessed positively and therefore the theme ‘Internal quality assurance system’ is

positive.

Summary Theme Results

The achieved learning outcomes correspond with the aims of MICM. The percentage of

students successfully completing the programme generally is in line with the aims set by

the programme management. As a result, the audit team assesses Results as positive.

The NQA audit team concludes that the quality and the level of the existing professional

master’s degree programme complies with the required quality. A substantiation of this

conclusion is to be found in Chapter 2.


Contents

1 Basic data 7

2 Assessments and Conclusion 9

2.1 Aims and objectives 10

2.2 Curriculum 14

2.3 Staff 25

2.4 Services 29

2.5 Internal quality assurance system 32

2.6 Results 35

3 Annexes 39

Annex 1: Expertise of the Members of the Audit Team 41

Annex 2: Statement of Independence by the Members of the Audit Team 47

Annex 3 Programme for the Site Visit 53

Annex 4: Documents made available 55

Annex 5: Documents regarding the professional profile and

domain objectives of the programme 56

Annex 6: Match between final qualifications and Dublin descriptors 60


1 Basic data

The basic data of the existing hbo-master degree programme MICM:

1. Name of the institution Haagse Hogeschool / The Hague University of Applied

Sciences

2. Status of the institution Academy of Masters & Professional Courses / MICM

programme is ‘Niet Bekostigd’ (non-funded, commercial

education).

3. name degree programme in

CROHO

Master International Communication Management MICM

4. Registration number in CROHO 70016

5. Orientation and level Hbo master

6. Amount of European Credits 60 EC

7. Specializations Communication

8. Site(s) The Hague

9. Code of conduct for support of

non-EU students

Haagse Hogeschool has signed the Dutch higher

education "Code of Conduct for International Students".

10. Delivery mode(s) Full-time (one year) and part-time (two years)

11. Profile degree programme MICM is an English language professional master

(practice-oriented / Applied Sciences) programme that

takes the broad approach of communication (‘integrated

communication’), trying to establish a so-called

‘helicopter view’. To this end, the programme is built on

three communication pillars: Corporate, Internal, and

Marketing Communication. The programme integrates

these three aspects; all modules approach

communication from an international and intercultural

perspective.

12. Intended professional

environment

MICM prepares students for careers in communication

management and consultancy positions for international

organisations. MICM helps graduates to develop the

skills to manage integrated communication in an

international context, and/or to offer specialist advice at a

consultancy agency.

Based on the professional qualifications of the Dutch

Association for Communication (Logeion), MICM’s vision

is that graduates first continue to work at a high level B

(Junior Communication Consultant) with the newly-

acquired MICM knowledge, judgement and learning skills

and with some hands-on practical work experience they

should transition relatively quickly into level C (Senior

Communication Consultant).

13. Position degree programme in

organisation structure

MICM is one of six English-language hbo masters

offered at the Haagse Hogeschool, provided by the

Academy (department) of Masters & Professional

Courses (M&PC).


14. Date previous assessment and

accreditation decision NVAO

Site visit: 28 June 2004

Previous NVAO - report: 23 September 2004

Initial accreditation: December 2004

15. Relevant changes in degree

programme since previous

assessment

* Split with Hogeschool Utrecht (no longer joint

programme)

* Now managed within the Haagse Hogeschool by

Academy of Masters & Professional Courses, not by

European Studies (academy HEBO)

* Admissions criteria tightened (levels of English and

previous work experience increased)

* Complete curriculum overhaul with new modules

* Study Trip no longer offered (as NVAO advised)

* Enhanced balance between internal and external

tutors (as NVAO advised)

* Final qualifications defined (as NVAO advised)

* Ongoing implementation of Quality control system

(now within the context of the newly created Quality

Handbook of Academy M&PC)

16. Structure degree programme Curriculum is divided into 5 phases (time periods):

Phase 1:

• Communication & Management Skills Module for

Trainings: Intercultural Communication, Business

Writing, Consulting Skills

Phase 2:

• Communication Research Module

• Corporate Communication Module


Training: Media Training

Phase 3:

• Culture & Communication Module

• Internal Communication Module


Training: Project Management

Phase 4:

• Specialisations Module

• Marketing Communication Module


Training: Self-Management Skills

Phase 5:

• Advice Report (final project/thesis)


2 Assessments and Conclusion

The audit team comes to the following assessments and conclusions regarding the

degree programme:

Theme Conclusion Standards Assessments

1 Aims and objectives POSITIVE 1.1 Domain specific requirements

1.2 Level

1.3 Professional orientation (hbo)

satisfactory

good

satisfactory

2 Curriculum POSITIVE 2.1 Requirements for professional

orientation (hbo)

2.2 Correspondence between the aims

and objectives and the curriculum

2.3 Consistency of the curriculum

Full-time

Part-time

2.4 Study load

2.5 Admission requirements

2.6 Credits

2.7 Coherence of structure and contents

2.8 Learning assessment

good

satisfactory

good

satisfactory

satisfactory

satisfactory

complies

satisfactory

satisfactory

3 Staff POSITIVE 3.1 Requirements for professional

orientation (hbo)

3.2 Quantity of staff

3.3 Quality of staff

good

satisfactory

satisfactory

4 Services POSITIVE 4.1 Facilities

4.2 Tutoring

good

satisfactory

5 Internal quality

assurance system

POSITIVE 5.1 Periodical evaluations

5.2 Measures for improvement

5.3 Involvement

good

good

satisfactory

6 Results POSITIVE 6.1 Achieved learning outcomes

6.2 Study progress

satisfactory

good

The audit team concluded that the quality and the level of the existing professional master’s

programme of International Communication Management meet the required quality.

Therefore the audit team recommends the NVAO to award accreditation.

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

conclusions concerning the themes and standards. Each section concludes with a

summary.


2.1 Aims and objectives

Domain specific requirements (standard 1.1)

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

by professional colleagues, both nationally and internationally and the relevant domain

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

Findings

• The master programme in International Communication Management (MICM) is an

English language professional programme that aims to prepare students for careers in

communication management and for consultancy positions in international

organisations. MICM aims are that students develop the skills to manage integrated

communication in an international context or to offer specialist advice at a consultancy

agency. Therefore, MICM aims to establish a ‘helicopter view’ of communication

management and to teach students to focus on specific areas of communication.

Graduates need to be skilled in analyzing communication issues and the international,

organisational and corporate cultures and strategies involved. The final qualifications

are presented in annex 5 of this report.

• The international claims of MICM’s aims are evident from comparison with other

master programme’s in Europe, such as the master programme of Public Relations

(i.e. Lugano) and the master programme of Strategic Communication (Lancashire): the

aims largely correspond.

• MICM had a survey before the initial accreditation in 2004, in order to map the national

competition. MICM found that THU is the only institution in The Netherlands to offer a

master’s degree programme on a profile like Logeion’s.

• The programme’s aims were defined in collaboration with MICM’s Advisory Board,

external advisors and the lecturing team, in compliance with the standards and the

professional profiles of professional associations in the communication field, combined

in Logeion.

• The programme primarily builds on the bachelor degree in communication of The

Hague University of Applied Sciences (THU). That programme qualifies bachelor

students for the LOCO-requirements, LOCO being the Dutch national congress of

communication programmes in higher professional education. LOCO-members include

directors, managers and co-ordinators from all registered professional communication

programmes in the Netherlands. At the 2005 Congress LOCO members agreed that

graduates of hbo-bachelor programmes should be equipped to work at the Logeion

B-level as described below.

• The current Logeion professional profiles (in: Beroepsniveauprofielen communication

management, 2002) define professional levels in four categories:

- Level A: Assistant communication employee

- Level B: Communication employee/ Junior Communication consultant

- Level C: Senior communication employee/ Senior Communication consultant

- Level D: Communication manager.


• MICM aims that students enter the programme at level B and that during the

programme they gain the necessary skills and knowledge to work at a higher level.

After graduation, whilst gaining further work experience and whilst consolidating their

learning, graduates should eventually be able to work at level C. In the set up of the

final qualifications for MICM, level C is therefore taken as a benchmark and

consequently, MICM aims to develop the skills and competencies necessary for

graduates to progress more quickly to more senior communications roles. The

Logeion-qualifications that relate to the professional profiles for level C are structured

in six categories:

- Knowledge of Communication

- Communication strategy

- Relevant fields of expertise

- Internal and external environment

- Personal and professional skills

- Realisation

Level D can only be achieved with significant work experience and seniority and is not

considered to be a realistic objective for the MICM programme.

• The final qualifications of MICM have largely remained unchanged since the start of

the programme in 2003. At that time, MICM was offered jointly by THU and the

Hogeschool Utrecht. MICM’s External Advisory Board suggested some minor changes

in 2007-2008, when the MICM-collaboration between THU and Hogeschool Utrecht

was discontinued. The final qualifications were adapted accordingly:

- The Advisory Board indicated that the relationship between communication and

other disciplines, such as HRM, was too implicit. These links were made more

explicit.

- The Advisory Board pointed out that the focus on up-to-date knowledge of the area

of expertise and of society needed strengthening. ‘New media’ was also

considered to be an area that needed more attention. This was corrected in the

terms of the qualifications.

- The Advisory Board indicated that cross-cultural differences and intercultural

management need to be dealt with explicitly. This is reflected in the learning

objectives for the module on Culture and Communication.

• An updated version of the final qualifications is expected in 2010, after the new

Logeion professional profiles are released, also in 2010. MICM plans to conduct an

employers-survey in 2010-2011 in order fine-tune this planned revision of the

programme’s aims.

Competitor Analysis

• The MICM-management considers the programme to cater for a niche in the market,

due to a combination of aspects. E.g., it is practical, it covers Corporate, Internal and

Marketing Communication, it recruits young professionals and it is in English:

- Academic vs. Practical: Most communication masters are of an academic

character or focus on a specific field of communication, such as the University of

Amsterdam’s Communication Science programme or the University of Twente’s

Applied Communication Science programme. As these programmes focus mainly


on theoretical issues, they can not really be compared directly to MICM which has

both theoretical and practical objectives.

- Scope: Some master’s programmes in Europe take a similar practice-oriented

approach, such as the above mentioned master programmes. These programmes

differ significantly of MICM in that they either focus on one specific field of

communication or do not include the international perspective in their scope.

- Target Group: Another factor which differentiates other Master programmes from

MICM is the target group. E.g. the programmes Corporate Communications and

Brand Management (offered by Rotterdam School of Management) are aimed at a

more expensive segment and target professionals with relatively high levels of

work experience. - English: MICM is in English and has an international

approach to communication management in that it focuses e.g. on international

corporations or NGOs.

Considerations

The Logeion standards offer a convincing set of qualifications for professionals in

international communication management. Dutch bachelor-programmes in communication

accept Logeion’s standards. MICM’s finals qualifications correspond with the expectations

of the (international) professional field. The audit team was pleased to find that MICM will

review their final qualifications when the revised Logeion standards are released later this

year.

Conclusion

These considerations lead to the audit team’s assessment satisfactory for standard 1.1.

Master Level (standard 1.2)

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

internationally accepted descriptions of a master’s qualification.

Findings

• International communication professionals work in a complex international and cross-

cultural setting, demanding that they can reflect and learn independently throughout

their careers. This requires a deeper and more comprehensive understanding of

communication issues and more sophisticates skills than is focused on in the Dutch

bachelor programmes in communication (which are also partly designed on Logeion-

profiles). MICM-graduates need to have more highly developed abilities to think

critically and to reflect widely and intensely than bachelor-graduates.

• MICM takes the Dublin descriptors as the international standard to define the master

level. The table in Annex 6 shows how each of the Dublin descriptors is addressed in

the final qualifications.

Considerations

The audit team considers it evident that MICM’s final qualifications comply adequately

with the master’s level as defined in the Dublin descriptors.


Conclusion

These considerations lead to the audit team’s assessment of good for standard 1.2.

Professional orientation (standard 1.3)

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

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

field.

A professional master (hbo-master) has the qualifications at the level of an independent

and/or managerial professional in a profession or professional field, or the level required

to function adequately in a multidisciplinary environment for which professional higher

education is required or useful.

Findings

• As described above, MICM’s final qualifications are based on the professional profiles

as defined by the Association for Communication - Logeion. These qualifications were

reviewed, accepted and further specified by MICM’s external Advisory Board.

• The members of the Advisory Board discussed the programme’s aims. The audit team

interviewed a member of the Board, studied the minutes of the Board and found that

the Board accepts the professional profiles as representative for the needs of the

professional field. Discussions at Euprera (European Public Relations & Research

Association) indicate that Logeion’s profiles are well received by professionals in other

European countries.

• MICM was developed to comply with level C in Logeion’s professional profiles. MICM

aims at students with a relevant bachelor’s degree, with working experience in

Communication experience at A/B level (c.f. 2.5). Whilst studying at MICM they can

develop their competencies on the scale of professional profiles towards level C.

Graduates will continue their work at a high level B with their newly-acquired MICM

knowledge, judgement- and learning skills and within a few years of practical work

experience they should be able to transition into level C. The audit team saw signs

that MICM reaches this aim, through information about the career paths of graduates.

• MICM trains students for management and consultancy in communication at a

strategic level in an international environment. This qualification exceeds that of the

aims of bachelor programmes, where students are not expected to develop this

master level of reflection, knowledge and critical thinking to be able to offer

independent, strategic advice.

• Graduates interviewed by the audit team confirmed that they made considerable

progress in their year of studying at MICM and now function at level B/C. According to

the graduates, their employers hold the same opinion, as was supported by one of the

employers whom the audit team interviewed after the site visit.

Considerations

MICM’s qualifications are based on the Logeion-profiles, defined by the international

professional field and implemented in the programme in discussion with representatives of

MICM’s External Advisory Board. The graduates and employers interviewed by the audit


team support the view of the management that the programme enables graduates to work

at Logeion’s C level, after gaining additional experience. The audit team is convinced that

graduates will be communication professionals at master’s level.

Conclusion

These considerations lead to the audit team’s assessment of satisfactory for standard 1.3.

Summary Theme Aims and objectives

The audit team finds that MICM’s final qualifications correspond with the requirements set

by the international professional field. The requirements are based on input from and

discussion with the international professional field. The final qualifications adequately

comply with the Dublin descriptors at master’s level.

As a result, the audit team assesses Aims and objectives as positive.

2.2 Curriculum

Requirements for professional orientation (standard 2.1)

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

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

field and/or (applied) research.

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

discipline.

The curriculum ensures the development of professional competences and has verifiable

links with current professional practice.

Findings

• MICM uses literature, study material, cases and training courses that provide a link

with professional practice. The reading list is up to date and covers the main themes in

international communication. Recent articles are used as supplementary literature.

The reading list is part of student module evaluations and is reviewed annually in order

to keep up with current developments in the discipline and in professional practice.

The course manager decides on the reading list, advised by the teachers. The audit

team found the reading list to be fitting for the discipline and the master level and

adequately up-to-date.

• Use of relevant literature is a graded criterion in the assessment of written

assignments. Several measures are taken to stimulate students to read extra

literature. E.g. students must prove by referencing that they have read the literature

required for this module and that they have searched for, and read, additional

literature.

• A number of teachers practice professionally on a part-time basis and make

suggestions for new themes based on real-life situations. As a result of such

suggestions over the past two years, the curriculum became more emphasised on


subjects as internal branding, change management, corporate social responsibility and

internet marketing.

• Classes and lectures deal with current examples from practice. A main task of the

Advisory Board is to advise the programme management on new developments and

current topics in international communications, both in the professional field and within

the discipline. This may concern specific cases or a suggestion for introduction of a

new theme into the curriculum. Decisions on adapting the curriculum according to new

developments are taken by the course manager. A recent example is the introduction

of the specialization Social Media.

• Students are instructed in research methods and approaches and conduct empirical or

applied research in communications practice for their assignments.

• Students work with several ‘real-life’ cases in all modules. They work with a client

organisation in the second half of their studies (see below). Throughout their studies

students analyze business cases and consider the implications for communication

professionals operating in a business environment. In their final work, the Advisory

Report, they also consider international implications, e.g. when considering the most

appropriate research design and the feasible solutions.

• Modern case studies are highlighted in lectures by guest speakers. Each year, MICM

invites some ten guest speakers, both in business communication and public

communication.

• Students are trained in six professional skills, which they practice in a classroom

situation. They are:

- intercultural communication skills

- consulting skills

- business writing

- media training

- project management

- self-management skills

These skills are taught in a skills module that is spread out over the entire programme.

Skill practice is part of all modules. ‘Skills’ are an aspect in the structural evaluation

cycle. For instance, project management and business writing were added when

evaluations of both students and tutors indicated that these skills were not sufficiently

addressed in the curriculum (2008). Research skills are addressed in a specific

module (c.f. standard 2.2).

• Students must find their own client organisation as selection is seen as a task in itself,

a mirror of the real world in communication business where consultants need to find

their own clients. If necessary, MCIM supports individual students in this selection

process.

• The current support that is given starts with an instructional document which includes

the types of organisations that students should look for in a client (for example, it

should have an international aspect and at least 50 employees). It is a framework and

guideline. This document is given out two months before the programme starts. In

case of doubt about their potential client, students can speak to MICM tutors and the

Course Manager to ensure they meet the criteria, and receive other tips and ideas.


In one-on-one coaching sessions, students receive specific assistance from the tutor

about any occurring client issues.

• Foreign students can use a client organisation from their own country. Part-time

students use their own organisation as client organisation. If necessary, a student may

change to another client organisation, e.g. in case the client organisation proves to be

unable to offer sufficiently adequate projects or sufficient support. MICM assists and

tutors students in their contacts with their client.

• Students must complete projects for their clients in all three communication areas:

Corporate Communication, Internal Communication and Marketing Communication. In

preparation for this work, students are offered a two-day training on Consulting Skills

at the beginning of the academic year, in which they are taught how to act as

Communication consultants, such as business etiquette, getting the most out of

meetings, what kind of questions can best be asked to get the most information.

• The thesis, which is a Communication Advisory Report, is a real advice for a student’s

client organisation (see also standard 2.7). For this thesis, students conduct empirical

or practical research and apply the results to an issue in their client organisation.

Considerations

The audit team took into consideration that students learn their professional skills through

interaction with the professional field, largely in close combination with the client

organisations, for which they do their three projects and their final thesis, in the form of an

advice. The audit team was pleased to find that students can change their client

organisation during the study, specifically as this may address any difficulties that a

student meets in dealing with a client organisation. From the interviews with alumni and

the professional field, the audit team concluded that the number of guest lectures

increased these past years, which is helpful for strengthening the link with the professional

field.

Conclusion


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

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

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

requirements.

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

the curriculum or parts thereof.

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

outcomes.

Findings

• MICM consists of eight modules, including the final assignment that takes the form of

an advisory report. One module consists of trainings in professional skills, see also

standard 2.1. Three are communication management modules that are case or


simulation based. They are Corporate Communications, Internal Communications and

Marketing Communications. The other four modules focus on the client organisation

and consist of Communication Research, Culture and Communication,

Communication Specializations and finally the Communication Advice, which is the

final thesis for the students.

• The learning objectives of all modules are derived from the final qualifications. The

audit team found an overview in the SER showing the connection between the final

qualifications and the learning objectives of the modules. All final qualifications are

covered in at least three modules. The matrix also describes at what point in the

curriculum the difficulty level is increased (according to the Logeion profiles). As

mentioned in facet 1.2, the final qualifications are related to the Dublin descriptors.

• The audit team found that attention should be given to theory and practice of

integrated project cycle management and log frame planning, which are standard in

project management in international consultancy and development organisations.

Also, the audit team found that the ‘marketing communication’ module could include a

larger communication and advertising component. At the time of the site visit, this

module did not so much focus on communication as on other aspects of marketing.

• All modules offer both a theoretical and a practical component, aiming at an adequate

balance of theory and practice. The students that the audit team spoke with were

content with this balance.

Considerations

The audit team found that the MICM curriculum is adequate in view of the intended

learning outcomes. The topic of research is adequately dealt with, both concerning

methods and skills, there is a large skills component and the main subjects for

international communication management are covered. On the other hand, the audit team

felt that more focus on strategic planning and policy development is needed to strengthen

theory and skills in communication advice for graduates. In forming their assessment, the

audit team considered that the management is already addressing this issue, by way of

preparing to introduce a series of guest lectures on communications consultancy and for

strengthening the strategic level in the modules.

Conclusion


Consistency of the curriculum (standard 2.3)

The contents of the curriculum are internally consistent.

Findings

• The consistency of the programme is supported in three distinct learning lines:

- Practical training courses in communication and management skills to develop the

required core skills.


- Domains of international communication management focusing on specific

knowledge and understanding of key disciplines within the international

communication management field.

- Perspectives on international communication management provided through

research, culture and communication and specialisation modules.

• All study components in these three lines are sequential: modules are offered once

per year.

• The six training courses of the Trainings & Personal Development module are spread

out over the year. The skills that students will need during the entire programme are

taught first, e.g. Inter Cultural Communication Skills and Writing Skills. Other skills are

taught later, like Project Management and Self-Management.

• The three Communication Management Modules, which are case, or simulation,

based, are sequential. The audit team agrees with the position of the course

management and the teaching staff that the build-up in the programme is logical, e.g.

the module Corporate Communications is offered before Internal Communications, the

latter being hard to understand without knowledge of the former.

• The client focussed modules are also sequential. Communication Research is a

necessary first. Students’ final work is the thesis, in the form of an advisory report

which must contain research elements. In their advisory reports students show that

they can combine these three learning lines. Also, it must take international and

intercultural issues into account and focus on one or more specific communication

domains. Students must prove that they have monitored and understood trends and

developments in their specific areas.

• In order to complete the advisory report, a student must first submit a research

proposal. A student can only work on his thesis when the tutor has accepted that

proposal.

Part-time curriculum

• The part-time curriculum is less consistent than the full time curriculum. Part-time

students join the full-time students in several modules, but their study load is spread

out over two years. At times this conflicts with the sequentiality in the modules as part-

time students take the modules in a different order. However, the part-time student

whom the audit team interviewed did not feel this to be an obstacle to the consistency

of the programme.

Considerations

The audit team concludes that the programme is built up logically and consistently. The

level increases over the year, theory and practice are spread out over the year and the

skills that are needed first in the programme are trained first.

Given the fact that part-time students study the programme over two years, they cannot

benefit from the sequentiality of the programme. According to the part time student whom

the audit team interviewed, the programme management is available to help overcome

any obstacles.


Conclusion

These considerations lead to the audit team’s assessment of good for standard 2.3 for the

full-time programme. These considerations lead to the audit team’s assessment of

satisfactory for standard 2.3 for the part-time programme.

Study load (standard 2.4)

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

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

possible.

Findings

• The full-time curriculum is 12-13 months, with forty weeks of classes. In practice,

students study over forty-two weeks per year as they finalize their Advisory Reports in

July and August. Most full-time students are non-Dutch. Full-time students have two

days per week of 6 contact hours and 28 hours of self-tuition.

cohort total NL Non-NL

2007-2008 34 FT students 3 31

2008-2009 50 FT students 3 47

2009-2010 30 FT students 1 29

• The part-time curriculum runs for 24 months, with eighty weeks of classes. Part-time

students have one day weekly at THU of 6 contact hours and generally weekly need

some 14 hours of self-tuition.

• The study load is expressed in study credits, in which 1 EC stands for 28 study load

hours (SLH). The general principles in defining study load are:

- All hours of a teaching session count as SHL

- Ten pages of literature count for one SHL

- A limited assignment of four pages counts for 14 SHL

- A larger assignment of 5000 words counts for 70 SHL

- Some meetings call for extra preparation time: this time is defined in SHL.

• According to the programme management and the students, the study is spread

evenly over the year. In the module evaluations students are asked about the extent to

which their true study load complies with the teacher’s estimate, so that MICM can

adapt the workload in the module for the next cohort if necessary. Students told the

audit team that the programme is intensive, but not too much so and that they wouldn’t

have it any other way. Full-time students feel that it is not possible to have a part-time

job next to the programme.

• For some students in earlier cohorts the relationship with their client organisations

proved to be an obstacle for study progress. MICM found that changing priorities

within client organisations or misalignment of student/client interests had led to delay

in study progress for these students. To help overcome this problem, students are now

allowed to change client organisation during the programme (c.f. standard 2.1).


• In former cohorts, study progress was slow in the months that students finalized their

Advisory Reports. To address this matter, MICM introduced phased planning

components so that students can have a clear sense of direction and a concrete plan

before they start on the research and report writing.

• The main reasons for dropping out are personal problems, generally not related to

MICM. The second most common reason for dropping out was a low level of English.

This was addressed by more precise monitoring of the intake-requirements (c.f.

standard 2.5).

• The audit team found that most tutors allow students who failed a module to continue

with the rest of the programme, disregarding the sequential nature of the programme.

The Programme Management and the tutors make such decisions based on the self

responsibility of the participants, who are all mature masters’ students.

• In the summer months students work individually on their thesis, with little support

from their tutors. According to programme management, in this phase of their study,

master students should be able to work on their own (c.f. 4.2). Tutors told the audit

team that in case a student would need help, they would available to this student, e.g.

by telephone should the tutor be away on vacation.

Considerations

The audit team concludes that the programme can be successfully completed within the

scheduled time. The programme is demanding, but students are content with that. The

audit team accepts this, in view of the age and level of the students.

Conclusion


Admission requirements (standard 2.5)

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

the incoming students:

- Master’s programme (hbo-master): a bachelor’s degree and possibly a selection (with

a view on the contents of the discipline)

Findings

• The admission procedures are listed on MICM’s website, on the application form and

in the MICM Student Guide.

• Applicants fill in the application form, which includes an overview of the subjects they

studied, their work experience and their motivation to study MICM. They must answer

four essay questions: about their motivation for this degree programme and their

experience with corporate, internal and marketing communication. Based on this

information, the programme management decides whether an applicant is suitable for

MICM in that he or she can successfully complete the curriculum. The programme

manager interviews suitable candidates by telephone, to verify that the applicant has a

realistic view of MICM and has a sufficient level of English. This telephone interview is


decisive. The course manager decides which applicants are accepted. The date of the

telephone interviewer and the name of the interviewer are noted on the application

form.

• Since July 2009 all applications are subjected to the following three admission criteria:

- A bachelor’s certificate.

- Two years of work experience in the field of communication (level A+).

- Sufficient mastery of English.

• Students with a bachelor degree from a discipline that is not related to communication

need to show proof that they have relevant working experience in communication.

There are no possibilities for exemptions concerning the need to show proof of a

Bachelor diploma before entering the programme.

• Prior to July 2009 there were some inconsistencies in admissions procedures, mainly

because the requirements for work experience appeared to be not sufficiently clear to

applicants nor to the course management/admissions officers. The admission criterion

regarding work experience was revised after feedback of both a former audit team and

the Advisory Board (c.f. standard 5.2). In January 2009, when the recruitment season

for 2009-2010 had already started, this was implemented. Most of the 2009-2010

students therefore fulfil this requirement.

• As the programme is meant for starting professionals, applicants with two years of

experience are welcome. The experience can also consist of (prolonged) internships

and voluntary work. Examples of relevant work experience from students in previous

cohorts include three years as press officer, two years as copywriter, and three years

of journalist or two years as marketing communications assistant. Students that seem

promising, but can not show proof of having 2 years of work experience, are referred

to the master programme in communication at the THU that was designed for students

without working experience.

• After evaluations showed that the level of English was a factor in lack of study

success, the required level of TOEFL scores was increased and the level of English of

participants became a more central element in the intake interview. From 2010 onward

the level is: 237 (computer), 580 (paper) and 97 (internet).

• For previous cohorts, a foundation course of 4 weeks was offered to applicants who

did not have a communication background. This course ran in 2008-2009 and 2009-

2010. With the stricter admission rules concerning two years of relevant work

experience requirement, this course is no longer offered.

• There are several introduction meetings for incoming students (c.f. 4.2).

Considerations

The audit team found that structure, teaching methods and contents of the programme

comply with what may be expected from the applicants. In view of the documents made

available, the audit team considers it wise that MICM now officially is a post experience

master programme and that a minimum of two years of work experience is conditional for

entry. This applies also to the minimum score in the English proficiency test.

Conclusion



Credits (standard 2.6)

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

- Professional master’s programme (hbo-master): a minimum of 60 credits

Findings

• The curricula for the full-time and part-time programmes amount to 60 study credits,

which correspond with 1680 study hours.

Considerations

The audit team found that the credits for the modules in the programmes add up to 60.

Conclusion

The audit team assesses that the programme complies with the requirement for standard

2.6.

Coherence of structure and contents (standard 2.7)

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

correspond with this educational concept.

Findings

• The audit team found that MICM uses a number of didactical study methods, all based

on the principle that mature students may be expected to take responsibility for their

learning process, taking into account the varied educational background of the

students. These study methods are e.g. lectures, guest lectures, case studies,

presentations, workshops, individual coaching, working with client organisations.

• The didactic concept of MICM follows two didactical lines, which are:

- a continuous confrontation between theory and practice;

- participants learn from each other’s cultural and professional experience.

• Students are offered adequate skills training and knowledge during their studies. They

are stimulated not to simply accept the theories, but to challenge them with their own

professional and personal experience. The aims of the confrontation between theory

and practice are to make students more critical about the discipline, and to teach them

to evaluate professional information based on value and validity. During case studies,

students can reflect on the application of theories in new situations (transfer).

• In discussions about case studies, students are stimulated to ask each other critical

questions, from their own cultural and professional point of view. In this way, students

both obtain information and knowledge at MICM, and simultaneously are actively

involved in making a contribution to each other’s learning processes.

• Most modules of the part-time programme are offered together with those of the full-

time programme. Some modules are separate. In those modules, the tutor is able to

focus on students’ specific work experiences. For training-modules that part-time


students attend separately from their full-time colleagues, the content is also more

focussed on discussions regarding the students’ work experience.

• Part-time students make their own agreements with their client organisations,

including the assignments that they work on and how they work on these assignments.

The audit team found that students are very much self reliant and independent in their

dealings with their clients. Although this is in line with the didactical concept of self

responsibility for students, the audit team found that students are too much on their

own whilst dealing with their clients.

• As mentioned in standard 2.4, students are expected to finish their thesis on their own,

without active guidance by their tutor/supervisor (c.f. standards 4.2).

Considerations

According to the audit team, the educational concept is in line with the aims and

objectives of MICM. The study methods fit the educational concept and offer sufficient

opportunities for students to confront theory and practice and to learn from each others’

cultural and professional experiences. Monitoring students’ activities in selecting their

client organisation, in deciding what assignments are fitting and in choosing the approach

to deal with them, is not sufficiently structural however, although any mishaps are

addressed by MICM.

The audit team considers that overall students are taught well and that additional

monitoring had addressed any difficulties that may have occurred between students and

their clients. For the audit team’s findings concerning tutoring in the summer months: c.f.

standard 4.2.

Conclusion


Learning assessment (standard 2.8)

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

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

intended learning outcomes of the programme or parts thereof.

Findings

• Examination Regulations are listed in the MICM Study Guide. Tutors design

assignments for each module based on the learning outcomes of that module. Tutors

discuss the assignments with the course manager before the start of a study

component. The majority of assessments at MICM are individual assessments.

• For 2009-2010 a feedback form with standard grading criteria is in use by all tutors for

all study components. Currently, grading focuses on the broad learning objectives for

the programme. MICM aims to improve this by developing grading criteria that more

specifically reflect the learning outcomes of the various modules. An assessment

development form will be introduced in 2010, requiring tutors to describe the

assessments for that module and identify which specific learning objectives are to be


tested. This also aims to give students a better understanding of what is expected.

The audit team saw a draft for this assessment form.

• All assignments are practical, not only testing students’ knowledge, but also whether

students can show proof of having the insight and the ability to apply this knowledge.

• Teachers evaluate their specific module assessments annually with the course

manager. In general, tutors grade their own modules. When two tutors teach and

grade a similar module, both of them set criteria beforehand and discuss grading

practices throughout the module and compare grades. Further, the small scale of

MICM inevitably leads to tutors working closely together and having informal

discussions about alignment of grading and assessment.

• Evaluations in 2007-2008 showed that there was too much variation in grading

between teachers. Since then, quality of assessment has been a structural topic at

teacher meetings. This resulted in standard criteria for all assignments at MICM. The

teachers are agreed on the significance and usefulness of these criteria. MICM

defined seven assessment criteria for written products, which are: structure,

information, reflection and analysis, evidence, professional implications, language,

references. The first five are the main criteria. In their Self-evaluation-report, MICM

further specified these criteria for the audit team.

• MICM also defined seven criteria to assess presentations: structure, information,

reflection, evidence, presentation, time, and group. Again, the first five are the main

criteria. The criteria were specified in the SER.

• A benchmark analysis of the final reports is conducted every two years. The aim is to

verify whether the quality of the final assignment is of master’s degree level and

whether the assessment by the teachers is at the required level. The first analysis was

carried out in 2007-2008, by two external academics. See also standard 6.1.

• Regarding assessments, in a few cases the above mentioned external academics

came to assessments that widely differed from each other and from those by the

MICM tutors. Consequently MICM concluded that theses must be assessed by more

than one tutor as assessments should be more in line with each other.

• In the Advice Module of 2008-2009 all reports were graded by two tutors. In case

differences occurred larger than 1.0, or in case of a difference in pass/fail assessment,

the graders discussed these outcomes. This second assessor system will be extended

in 2009-2010 so that more tutors will be involved and MICM-colleagues can have

more in-depth discussions and more shared understanding of what grades are

appropriate. For the assessment of the final presentations a panel is made up of an

external assessor, the supervising tutor and one other MICM tutor.

• The audit team’s assessment of the eleven theses from cohort 2008 corresponded

largely with the assessments done by MICM tutors. The quality and level of

assessment is in order. The audit team finds most theses up to standard, but also

found that the theoretical and empirical elements of some theses only just meet the

standards (c.f. standard 6.1).

• The M&PC Academy has installed an Examination Board for its eight independent

master’s programmes. This Board is responsible for checking the quality of the

assessment procedures. Currently their priorities lie in defining academy-wide


assessment processes. Their next task will be the evaluation of the various

assessment methods, comparing them academy-wide and providing feedback to

Course Managers and management in case improvements could be made.

• The Examination Board also deals with assessment-focused complaints from

students. This appeals procedure has three steps. If they are dissatisfied about any

matter regarding assessments, students discuss this with the tutor involved. Should

that not provide a solution, a student can appeal to the Course Manager. Thirdly, a

student may appeal to the Examination Board, which acts as an objective third party

between this student and the school.

Considerations

The audit team found that the learning outcomes are adequately covered by

assessments. This linkage is expected to strengthen with the changes that are to be

implemented in 2010. The audit team considers that assessment of insight and ability to

apply knowledge rather than of knowledge itself is logical in the domain of communication,

especially for this professional post initial master’s programme. The audit team is pleased

that the MICM-team frequently discusses the topic of assessments, that theses are

assessed by two assessors and that MICM makes use of external readers. The audit

team accepts that the criteria for the final Advice report are being updated in the spring of

2010, although the fact remains that assessments of theses vary and that criteria are not

yet quite robust. The audit team considered that MICM has external academics do a

check-up on theses and that immediate action is taken on the findings of these

academics: this is proof that MICM closely monitors the quality of assessments and

quality assurance concerning assessments.

Conclusion


Summary Curriculum

The professional orientation of the programme is up to standard and the curriculum covers

all the programme’s objectives. The programme is consistent and the study load is in

order. The admission criteria and procedures are sufficient and the requirement for 60 EC

for a master’s programme is met. The educational concept and the means of assessment

comply with the learning objectives of MICM. The audit team assessed all standards

positively and as a result finds the theme Curriculum positive.

2.3 Staff

Requirements for professional orientation (standard 3.1)

Teaching is principally provided by staff that links the programme to professional practice.


Findings

• In THU’s Dé opleider met hét personeel, which is part of the Quality Handbook,

regulations concerning MICM-personnel are listed. The Course Manager has annual

performance meetings with the tutors, based on student evaluations and discusses

any future agreements. The Course manager annually submits an updated CV.

• MICM has a core team of tutors who are responsible for the main part of the

programme. These tutors may be either internal tutors - from THU departments - or

external tutors (with a temporary contract). In addition, a number of trainers deliver

short, two day courses that are part of the skills modules or management modules.

Guest speakers, usually practicing external professionals, contribute guest lectures

once or twice per cohort or act as external assessor or as members of a jury for

presentations (c.f. standard 2.8).

• The Course Manager is employed by the Academy of M&PC. Tutors are hired per task

each academic year. The internal tutors are employed by other Academies within THU

and are hired ‘internally’ or ‘loaned’ from the other Academies. The external tutors are

hired per task, with an official work agreement.

• In its policy document Strategisch PersoneelsPlan Masters & Professional Courses

(2008), M&PC has laid down its policy for its human resources management. The

main principle is that good education is possible only when staff is well qualified. The

Academy defined the competencies for staff for all functions, e.g. management,

course manager, tutor. One of the requirements is that all tutors are familiar with the

professional field of their discipline.

• Conditional to having their contract renewed, MICM-tutors annually provide proof that

their practical knowledge is up to date. To that end, tutors annually submit updated

resumes to the course manager. The audit team studied these resumes and found

that all tutors are, or were until recently, employed in the area of expertise addressed

by MICM, usually as communication consultants. E.g., at the time of the site visit, two

of the core-team tutors had over twelve years of experience in communication

management and still work part-time as freelance consultants. All trainers, who deliver

short two days professional training programmes, are active on a freelance basis and

are selected on the basis of their experience and expertise within their specific area.

Lecturers maintain their expertise and improve their knowledge and skills through

relevant seminars, peer review events and membership of professional associations.

• The audit team found that the current students and the graduates that they interviewed

all felt that their tutors’ knowledge about the profession of communication and

communication management is well up to standard. The audit team was impressed

with the professional standing of the tutors, and agrees to the need for a programme

for further continuous training of the staff (bijscholing).

Considerations

The audit team has no reservations about the tutors and their link with the professional

practice.

Conclusion

These considerations lead to the audit team’s assessment of satisfactory for Standard 3.1.


Quantity of staff (standard 3.2)

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

Findings

• Student – staff ratio was 23 : 1 in 2009-2010. Course management and supporting

staff are not included in the calculation. This ratio roughly complies with the target of

20:1 that the Academy sets in its Strategisch PersoneelsPlan, as this ratio that does

not include tutoring activities by the course manager. In case extra MICM-tutors would

be needed, other tutors at M&PC or at THU in general will be contracted.

• During classes, there is usually one lecturer for 20-25 students. A group of 25 students

is considered to be the maximum in a class.

• The workload varies per staff member. The audit team found that teaching staff do not

experience too much pressure or work load. This finding is supported by a low level of

absenteeism and by the fact that students reported to the audit team that their teachers

are easily available to them.

• In August, when students work on their theses, their teachers will be less available

because of their summer recess. This was discussed in the interviews with students,

graduates and teaching staff: the audit team found that they didn’t feel the absence of

teachers in this final phase of the curriculum to be an obstacle. The tutors feel that

their support until August, and in the final week of August, provides a satisfactory

structure. Students and graduates agree, as became clear in the interviews.

• The MICM-course manager is allotted 0.4 fte a year, which is generally felt to be too

little. Most specifically the External Advisory Board has discussed this in their

meetings. This issue also came up during the site visit. The audit team found that over

the years several short term solutions for extra management facilities have been

found, and that from September 2010 onwards, an extra 0.1 fte will be available.

Considerations

The audit team found that neither students nor staff feels the absence of teachers in August

to be an obstacle (c.f. standards 4.2 and 6.1). The tight schedule for the course manager is

remedied by short term solutions and will be addressed structurally in 2010. Therefore the

audit team has no reservations about the staff-students ratio.

Conclusion


Quality of staff (standard 3.3)

The staff deployed is sufficiently qualified to ensure that the aims and objectives regarding

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

Findings

• Core tutors must have an academic background, sufficient professional experience

and didactic knowledge, c.f. M&PC’s human resources policy. The eight tutors on

MICM’s core team have masters’ degrees (or an equivalent title like Drs.), except for


one who has a bachelor’s degree. Tutors received their degrees both from research

universities as universities of applied science. All tutors from the module teaching

team have experience in teaching at master’s level, except one, who is taking THU’s

didactical training.

• THU-tutors must enhance their professional, academic and teaching qualifications;

10% of their contract hours are reserved for this purpose. Tutors must annually make

a plan on how to implement their 10 % for their personal development, in collaboration

with their executive manager who will evaluate the plan in view of MICM’s needs. In

consultation with the course management, financial support is available for personal

development.

• THU offers several internal programme trajectories, especially in the area of didactics.

All teachers must take this internal THU-course in didactics as a condition for a fixed

contract at THU.

• Tutors keep their expertise in their discipline up-to-date by participating in knowledge

circles or by carrying out research. Since 2008, tutors at ESCM may be allowed extra

time to do their own research, as THU and ESCM support their staff in PhD-

aspirations. In the next few years, research is expected to become a full-fledged task

of master tutors. The implementation of this research task will be considered in 2010-

2011.

• THU and MICM aim at some 20% of their staff holding a PhD. The audit team found

that current MICM-staff does not have PhD-teachers and is not particularly interested

in beginning a PhD-trajectory. The programme management is looking for a way to

strengthen the staff’s research capabilities, and plans to hire a tutor with PhD for the

research methods module in 2010-2011.

• The audit team found that students, graduates and representatives from the

professional field all highly respect the academic standard and knowledge of the tutors

and their didactical skills. Tutors are assessed in module evaluations (c.f. standards

5.1. and 5.2.) Based on student feedback from 2008-2009 three tutors were not invited

to teach the next cohort of students.

Considerations

The audit team considers MICM-staff didactically up to standard to teaching adult

students. They are specifically able to address any difficulties that may arise from the

multi-cultural background in their classes. The tutors are experts in their discipline and

know the professional field that their students are training for. More staff members with

research experience would be an asset to the programme. The target that THU sets for

one or two PhD’s on MICM’s tutoring team may be met in the near future.

Conclusion


Summary Staff

All standards are assessed as satisfactory or good and as a result the theme ‘Staff’ is

assessed positive. The audit team concluded that MICM’s tutor-team is well able to link


their programme to professional practice; the staff-student ratio is tight but sufficiently met;

staff are adequately qualified in their fields of discipline and the THU-target of 1 or 2 PhD’s

may be met shortly.

2.4 Services

Facilities (standard 4.1)

Housing and facilities are adequate to achieve the learning outcomes.

Findings

• MICM is located in the THU-campus, next to the second railway station in the centre of

The Hague. Classes are held in part of the building that is reserved for M&CP, with 11

classrooms. All classrooms at M&PC have up-to-date computers, audio and video

equipment. Students can use their laptops and have access to wireless internet for

their laptops. All rooms can accommodate at least 20 students, some have room for

30 students. If necessary, MICM can use general THU-classrooms with more capacity.

• The service desk of M&PC is open every day during office hours, for support to

students concerning their studies and logistical issues. A separate helpdesk for ICT-

related problems is also open daily, and can be reached via email. The course

manager is available by appointment at least two days a week for more complicated

questions.

• Students apply for admittance to the programme at the international office, which

deals with matters such as visa, housing, health insurance and residence permits.

During their studies, students can apply to this office for any questions regarding

internationalisation.

• All general THU-facilities are open to M&CP-students, such as computer rooms, break

out rooms, library, printing, international office, ICT-helpdesk, catering, sports &

fitness. Most facilities are accessible seven days a week, evenings included. Students

have their own e-mail account, access to THU’s intranet and the electronic learning

environment Blackboard.

• The THU library has circa 60.000 titles, approximately 20% of which are in English.

The library subscribes to about 700 magazines, periodicals and newspapers, of which

15% is in English. The audit team found that the library is well provided with relevant

literature for MICM, including journals. Through the Inter Library Loan (ILL) System

students have access to library facilities of all Dutch (academic) universities and to the

Royal Library in The Hague (Koninklijke Bibliotheek in Den Haag).

• The students and graduates, whom the audit team interviewed, assessed ‘facilities’ as

well up to standard.

Considerations

The audit team took a tour through the building, guided by two MICM students. On the

base of this tour and the other information, the audit team concludes that the material

facilities are adequate in view of the learning outcomes.


Conclusion

These considerations lead to the audit team’s assessment of good for Standard 4.1.

Tutoring (standard 4.2)

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

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

Findings

• A number of introduction days are held so that students can become acquainted with

each other, the organisation, the course manager, supporting staff and the key people

at MICM. Students receive additional information about contents and structure of the

curricula, the timetable and main practical matters. New students are provided with

information such as the study guide, student card, city maps, including a tour through

the campus and a presentation by an MICM graduate about his experience with the

programme. An ‘ice-breaker’ activity is held to introduce students to each other. MICM

also offers a library tour with information about distribution of study materials and a

tour through The Hague.

• In the introduction days several matters are discussed about studying in a foreign

country, with specific attention for possibly unfamiliarity with the Dutch educational

system, with other rules and customs, such as:

- appointments take place at the exact time scheduled

- critical questions and speaking in public are encouraged, students are expected to

contribute their experience to the programme

- it is acceptable that non-native English speaking students need time to find the

right words to express themselves

- cultural rules differ within the group, it’s acceptable to ask each other why things

are done in a certain way

- the Dutch grading system may differ from the system in students’ own countries.

• A short refresher course of 1-2 weeks may be offered starting in 2010-2011, before

classes start, so as to allow students to adjust back to student life, and review basic

concepts. This plan for this refresher course has been supported by the Advisory

Board and is under review with the tutor team.

• MICM’s course manager is central in the contact between students and their study.

She deals with questions about the content of the programme and is generally present

on days when students have classes. Supporting staff are available during all office

hours for advice to students on practical matters; students and staff can both take the

initiative for contact. Contacts may be face to face or through e-mail. In case of e-mail-

contact, the rule is for reply within two working days.

• The audit team found that MICM’s team shows adequate professional and empathic

qualities to assist foreign students in their new international/multicultural learning

environment.


• Through Blackboard and e-mail students are informed about any changes in

schedules. Since 2007 MICM has used the electronic study progress system OSIRIS.

All data on students is entered in this system; students can access Osiris through the

intranet. The main office of the academy deals with the administrative matters.

• The course manager monitors student progress through team meetings and through

information from OSIRIS. The course manager interviews students in case their

progress is lagging. In these interviews a study progress report including grades,

motivation and other factors in study progress is discussed. An action plan is made

with submission deadlines and advice about the programme. This may include formal

written advice whether the student should continue with the programme or not (c.f.

Standard 2.4)

• As part of the curriculum, students write a personal development plan. Their coach

assists them in their process of self reflection, motivation and in reflecting on acquiring

skills. Twice per year students meet with their coach to discuss this PDP.

• For their final thesis, students work in peer-groups of four and are supervised by a

tutor, also named ‘supervisor’, one of MICM’s teaching staff. As theses need to be

submitted at the end of August, and as teaching staff traditionally have their annual

holidays in July or August, students generally work individually in summer when they

finish their theses. Before this final work on their theses, students have three coaching

sessions to get well-grounded in the material and an individual coaching session. If

necessary, students can reach their tutors by e-mail or skype in this period.

• Tutors/supervisors read the first parts of the theses at the start of the final module and

some of the other parts to answer questions students may have. Tutors do not read all

drafts however, to avoid the danger that the measure of feedback results in the report

becoming the work of the supervisor rather than of the student.

• At the end of August, there is generally one week for extra support so that students

may adjust their theses before they submit them.

• At request by the students, MICM introduced several social activities to bring the

students in contact with each other, the staff and other students from English masters.

Considerations

• The audit team assesses tutoring and information provisions to be adequate. The fact

that teaching staff is not fully available to students in the final phase of their studies

was discussed thoroughly within the audit team resulting in a positive assessment,

taking into account that mature master students, with experience in working in their

profession before beginning with this master’s programme, can be expected to finalize

a thesis without full support by a tutor. However, the audit team feels that scheduling

tutoring, finalizing theses and allowing time for ‘repair work’ needs some fine-tuning

(c.f. standards 2.4, 2.7 and 6.1).

Conclusion



Summary Services

The audit team considers material facilities to be well fitted for the programme. The

tutoring and information provisions are assessed to be adequate to help students in their

study and to correspond with the needs of students.

As a result, the audit team assesses Services as positive.

2.5 Internal quality assurance system

Periodical evaluations (standard 5.1)

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

measures.

Findings

• The Academy M&PC introduced its Quality Handbook for internal quality assurance at

the three master programmes MA&O, MBA and MICM in 2008-2009. It is now being

implemented and elaborated. The Handbook defines quantified quality goals in

compliance with general quality policies at THU. These goals refer to standards which

are derived from the NVAO accreditation framework. The Handbook outlines the

procedures for evaluation and describes how quality targets are linked target groups; it

explains procedures and measuring instruments as well as assessment criteria. These

procedures determine how feedback is integrated in the quality cycle. Tutors and

course manager are involved in measuring quality.

• The targets that MICM aims at are e.g.:

- Graduates grade the programme 7 out of 10.

- Practical information like timetables and the content of modules is always

available before the start of the programme.

- Criteria for admission are clear to all candidates, brochures, website and

application forms are up to date.

- Tutors are evaluated by students with 4 out of 5 on module evaluation.

- Tutors give student personal feedback on assignments, there is a continuous

improvement of the standard grading feedback forms and streamlining of the

grading process.

- Tutors and course manager respond to questions within a few days.

• The audit team found that M&PC’s quality assurance is a cyclical process, designed

as a PDCA-cycle. It is an integral procedure in that all policy domains are evaluated

simultaneously (e.g. didactics, programme and teachers) and that all parties

concerned are involved in mapping and assessing the realised quality (e.g. students,

teachers and alumni). The evaluations are organised methodically, goals and activities

are written up and the aspired goals are prioritised.

• MICM’s course manager is responsible for safeguarding quality. M&PC introduced

standardized procedures for quality assurance, with a number measuring instruments

based on the quality handbook. The emphasis is on oral and written evaluations by

students, tutor team meeting discussions, employee-satisfaction, alumni evaluations

and feedback from the Advisory Board.


• The audit team discussed the theme internal quality assurance with students and

graduates and found that all concerned feel that their opinion on all aspects of the

programme is valued by the programme management (c.f. standard 5.3).

Considerations

The audit team is satisfied that systematic evaluations are held at MICM and that targets

are set.

Conclusion

This leads to the audit team’s assessment of good for standard 5.1.

Measures for improvement (standard 5.2)

The outcomes of the evaluation form the basis of verifiable measures for improvement

that contribute to the achievement of the objectives.

Findings

• In general, MICM’s course manager is responsible for all actions after analysis of

evaluations. MICM’s course manager discusses any negative evaluations about

teaching and module content with the teacher involved; possible causes will be

discussed and a plan for improvements will be made. The implementation of these

improvements is monitored. Should there be no noticeable improvement, it may be

considered to not to renew a contract. This has occurred twice in the past years:

MICM’s course manager is responsible for all HRM-matters.

• Other responsibilities are e.g. content and organisation of the curriculum. This also

involves meeting of the Advisory Board, implementation of their recommendations and

meetings with students and tutors, including feedback about evaluation outcomes and

decisions for improvements. M&PC’s manager has an annual evaluation interview with

MICM’s course manager.

• An example of actions after student input is that several social activities started after

students requested such in the study year 2007-2008. Since then, students are

informed about social events in the city and at the THU, and a student committee was

installed that regularly organises activities. Another example: after students

complained in the 2008-2009 evaluation about the small font used in readers, in 2009-

2010 articles of a better print quality with larger fonts were used.

• Another example of improvements after evaluations concerns the characteristics of

incoming students. After the 2006 site visit by an audit team at Hogeschool Utrecht

(with whom THU worked together for MICM at that time), the then audit team as well

as the Advisory Board gave the advice that incoming students should have at least two

years of relevant working experience. This suggestion was accepted at THU MICM

and since September 2009 most students have this work experience; from 2010-2011

onward, all students at MICM will have at least 2 years of relevant working experience.

• An example based on the feedback after the previous accreditation (2004): a fixed

tutor team has been installed to improve continuity in the programme. Earlier, most

classes were taught by guest lecturers.


Considerations

The audit team considers that improvements are made. The structure is clear: all

decisions are prepared by MICM’s course manager.

Conclusion

These considerations lead to the audit team’s assessment good for standard 5.2.

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

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

internal quality assurance system.

Findings

• The audit team found involvement of stakeholders in internal quality assurance to be

well organised, specifically concerning the current students and core-team of teachers.

Concerning the other stakeholders, MICM does gather information, though at some

instances rather implicitly and without structural feedback:

- Students are involved through their evaluations and through the intensive contact

between students and course management. Students are generally not aware of

issues raised by the cohort of the year before and the audit team could not find

proof of a structure for continuity in student-involvement. However, the students

whom the audit team interviewed felt that they were well informed about any

changes in the programme.

- In addition to the module evaluations and end of the year evaluations, MICM also

has ‘open hours’ for students (official). Students send emails or give their opinion

in person when they come and see the Course Manager. The Course Manager

also receives student feedback via tutors.

- Staff is involved through team (or tutor) meetings. In addition to these regular

tutor-meetings, daily informal meetings are held between the course manager and

the tutors. The audit team understood that the trainers and guest lecturers are not

structurally involved in internal quality assurance.

- To involve graduates more in the internal quality assurance, MICM started in 2009

with a research. The aim is to have this kind of research every three year. A

questionnaire was sent to all graduates from 2004 onward. To strengthen the

involvement of alumni in the master programmes, M&PC employed an ‘alumni

officer’. He created e.g. a LinkedIn page for tutors and alumni of the master

programme.

- The professional field is involved in internal quality assurance through the External

Advisory Board. The audit team understood that this Board has resumed its

activities in the autumn of 2009, after a pause of about one year. The Board

convenes three times per year, with additional bilateral contacts between course

manager and members of the Board. Matters under discussion are the aims of the

programme, the curriculum and the exit level of graduates. Members of the Board

are involved in assessing theses. Employers and client organisations are not

explicitly or structurally involved. E.g. there is no survey amongst employers of


graduates in order to establish the extent to which MICM reaches its aims.

However, the audit team found indications of contact between the course

manager and some employers, graduates and client organisations

Considerations

The audit team found that MICM involves all stakeholders in their quality assurance

system. This involvement is more structural for teachers and students, and less structural

for the professional field and alumni. With the appointment of the alumni officer, the link

with alumni is expected to strengthen.

Conclusion


Summary Internal quality assurance system

The audit team saw proof of systematic evaluations by MICM. An impressive number of

improvements were made in the past years, based on various evaluations. All

stakeholders are actively involved in the quality assurance system. All standards are

assessed positively and therefore the theme ‘Internal quality assurance system’ is

assessed as positive.

2.6 Results

Achieved learning outcomes (standard 6.1)

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

orientation and subject-/discipline-specific requirements.

Findings

• The main instrument, with which MICM monitors the level that students have reached

in the programme, is the Advisory Report that students submit at the end of the

Communication Advise module. This report is the thesis. It contains both theoretical

and practical components and deals with a real-life, practical communication problem.

In this report students provide proof that they are able to analyse a problem in the field

of communication and e.g. that they can design and carry out research for it, that they

can monitor the professional work field, critically reflect on theory, formulate strategic

advice, and take into account cultural differences and are able to write a

comprehensive and logically consistent report.

• Two external academics evaluated four of these Advisory Reports from the cohort

2007-2008, as MICM felt a need for an independent analysis. Two of these reports

had been submitted by Dutch students: one of them was graded as ‘good’ and the

other as ‘poor/weak’. The two other reports were by foreign students: here, also one

was graded as ‘good’ and the other one as ‘poor/weak. In two cases, the assessments

of both externals differed widely from the assessments by MICM, but even more

amongst each other. MICM concluded from this that it is necessary to have at least

two examiners for the thesis and implemented this in August 2009.


• Two key observations were made by the two external assessors (2008):

- generally: research is insufficient

- generally: the level of English of non-Dutch students is insufficient.

On both points actions have been taken. For the level of research, for the study year

2010-2011 a PhD will be employed to teach research techniques (standard 3.3); the

volume of the final theses will be increased to allow deeper research (standard 6.1,

below); and there will be a stronger focus on the phased planning of the final theses,

which ensures that student’s can’t start their thesis without an approved research

proposal (standard 2.3 and 2.4). As for the level of English, see the stronger focus on

the level of English in admission prodedures (standard 2.5).

• NQA’s audit team studied eleven theses from cohort 2008, keeping in mind the

discrepancy in assessment between the two external academics that MICM had

appointed. The audit team concludes that the level of the advisory reports is adequate

for use in practical situations and that the B/C and in some cases C level outcome is

justified. Largely, the assessments done by MICM correspond with the assessments

by the audit team. The audit team found some reports to be of outstanding quality and

some to be very poor in terms of research, analysis, reporting, as well as use of

English language. The audit team saw that in some final theses, tutors neglected to

make some literature recommendations, e.g. in a thesis on internal branding a student

only used general literature on branding. The audit team found that theses by part-

time students were generally of higher quality than theses by full time students

(cohorts 2007/2008).

• Final theses consist of 5000 words. This volume was 10.000 until 2008, but according

to the tutors this resulted in ‘too much fluff’. The required volume was then reduced to

the current amount, which MICM now feels does not always give sufficient scope.

Therefore the required volume will be raised to 9000 words for the next cohort (2010).

Considerations

The audit team assesses that the achieved learning outcomes, as found in the final theses

and the material studied during the site visit, are sufficient in view of the aims of the

programme. The eleven theses that were studied convinced the audit team that MICM

students meet the final qualifications in their theses. A stronger focus could be put on

theory and the integration of theory and practice. The audit panel sees a connection

between this omission in some of the final theses, and the lack of tutoring in the summer

as described at 2.4, 2.7 and 4.2. Strengthening of the tutor team concerning research

experience could be an asset, c.f. 3.3. The audit team supports the increase of the

required number of words for the final thesis.

Conclusion


Study progress (standard 6.2)

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

express the expected success rate.


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

Findings

• The table below presents the educational success rates since MICM started:

Cohorts full-time Number Graduated Not completed Still active

Full-time 2003-2004 7 7

Full-time 2004-2005 12 11 1

Full-time 2005-2006 33 28 5

Full-time 2006-2007 29 27 2

Full-time 2007-2008 34 31 3

Full-time 2008-2009 50 33 5 12

Full-time 2009-2010 30 1 29

Subtotal full-time 195 137 17 41

Cohort part-time Number Graduated Not completed Still active

Part-time 2003-2005 3 3

Part-time 2004-2006 7 7

Part-time 2005-2007 9 7 2

Part-time 2006-2008 9 3* 1

Part-time 2007-2009 4 2 2

Part-time 2008-2010 5 5

Part-time 2009-2011 2 2

Subtotal part-time 39 19 2 10

Overall 234 159 19 51

Table: graduates of MICM 2003-present day

* 5 students from this year completed their studies at Hogeschool Utrecht. Their present

status is unknown at MICM THU.

• The objective of an 80% graduation rate seems realistic, though it is not made every

year.

• Main obstacles that caused study delay have been taken care of, such as delays in

the final advisory report and misalignment between client organisations and students

(see 2.4).

• MICM knows the main reasons for dropping out from their personal contacts with

students (c.f. 2.4), although the audit team couldn’t find documents of interviews with

drop-outs.

Considerations

The audit team concludes that the success rate of MICM is in line with the objectives set,

but notes that exit-interviews would be a good way to get additional information out of

those that do not finish their studies.

Conclusion

These considerations lead to the audit team’s assessment good for standard 6.2.


Summary Results

The achieved learning outcomes correspond with the aims of MICM. The percentage of

students successfully completing the programme generally is in line with the aims set by

the programme management.

All standards are assessed positively and therefore the theme Results is positive.


3 Annexes


Annex 1: Expertise of the Members of the Audit Team

Master Communication Management, Haagse Hogeschool

Expertise conform Protocol VBI’s

Panel member

Mr. Drs. R.J.A. Schoen

Panel member

Mr. Dr. R. Riezebos

Panel member

Ms. L.A. Redder BPA

Panel member NQA:

Ms. Drs. R. van Empel R.A.

Panel member NQA:

Mr. Drs. J.G. Betkó

Relevant expertise in the professional field

X X

Professional competence:

Familiar with the most recent developments

X X X

Professional competence:

Familiar with teaching, assessment and examination at a

level/orientation minimally that of the study programme to be

assessed

X X X

Teaching capability

X X X

Student-related experience

X

Audit visit experience

X X X X X

Further information on the expertise of the audit team members:

Mr. Drs. R.J.A. Schoen

Mr. Schoen was enlisted as audit team member because of his domain expertise, international

orientation, educational know-how and audit experience. His training and extensive work record

across the globe affords him an international perspective. More than 20 years international

experience as a specialist in the field of international communication, media, (governmental) PR

and communication, communication strategy development and communication and media

planning, means Mr. Schoen has vast professional competence. Moreover, as an active guest

lecturer, he possesses educational skills. Through his membership of the trial accreditation panel

that inspected the Honours College Windesheim in Zwolle in 2009, Mr. Schoen is also familiar

with auditing. In preparation for this audit visit Mr. Schoen took stock of NQA’s guidebook for audit

team members and during a preliminary meeting received additional briefing on the audit visit

process, accreditation in higher education, the educational institute in question and NQA’s

manner of working.


Education:

1981 - 1984 R.U. Leiden; kandidaats examination Non-western Sociologie

1984 - 1987 Universiteit van Amsterdam; MA Communication

Work experience:

1976 - 1979 Assistant environmental research Bureau Waardenburg

1978 - 1985 (part time) script writer & head of production Van Gelder Filmprodukties

1987 - 1991 CMC Communicatie Management Consultants, an advice bureau in the

communication management sector, with clients in national, provincial and local

government and the business sector

1991 - to date Founder/general director SPAN Consultants (www.span.nl); medium-sized

international advice bureau in the field of communication, education, PR &

Communication in more than 40 different countries including Indonesia, Vietnam,

Thailand, The Philippines and China.

Various:

• Member Commission Education and Communication IUCN World Conservation Union

• Member World Commission Protected Areas IUCN/World Conservation Union

Mr. Dr. R. Riezebos

Mr. Riezebos was chosen to serve on the audit team because of his extensive knowledge of the

professional field of marketing, brand management and communication management. He also has

a keen insight regarding international developments in this sector. Moreover, as a senior university

lecturer, Mr. Riezebos has educational experience and is a regular guest lecturer at various

institutes for higher education. He is also the author of several books about his field. With a view to

this audit visit Mr. Riezebos has taken notice of NQA’s guidebook for audit team members and was

additionally briefed about the visitation process, accreditation in higher education and NQA’s

method of working, during a preparatory meeting.

Education:

1983-1987 Doctorate economic psychology, Universiteit van Tilburg

1987-1991 PhD. programme in general management, Faculteit Bedrijfskunde, Erasmus

Universiteit Rotterdam (conferral of doctorate: January 1994)

Work experience:

1991 - 2001 University (senior) lecturer, Faculteit Bedrijfskunde, Erasmus Universiteit

Rotterdam (part-time since 1998)

1998 - 2001 Part-time director strategy TBWA/ARA Communications advice bureau ARA

2001 - to date Managing consultant Brand Capital, advice bureau for strategic brand issues

(part-time)

2001 - to date General director EURIB/ European Institute for Brand Management (part-time),

executive teaching EURIB

Publications:

Riezebos, R., Grinten, J. van der (2008), Positioneren; stappenplan voor een scherpe

positionering. Boom Uitgeverij, Amsterdam.

Riezebos, R. (2005), Merken-, reputatie- en designmanagement; van Babylonische

spraakverwarring naar een geïntegreerde visie. Speech delivered on accepting the post of

lecturer, Hogeschool INHOLLAND, Rotterdam, 1 April.


Riezebos, J., Riezebos, R. (2004), Verzamelde Merken; de betekenis van 3.166 namen van

producten en bedrijven verklaard. Sdu Uitgevers, Den Haag.

Riezebos, R. (2003), Extensions- oder Endorsement-Strategie. Bijdrage Jahrbuch Markentechnik

(p.287-306), Deutscher Facverlag, Frankfurt am Main.

Riezebos, R. (2003), Brand management: a theoretical and practical approach. Chinapub.com.

(Chinese edition)

Riezebos, R. (2003), Voorwoord bij ‘Het merk opnieuw uitgevonden’ van Jean-Noël Kapferer.

Kluwer, Deventer.

Riezebos, R. (2002), Brand management: a theoretical and practical approach. Prentice Hall,

Harlow (UK).

Riezebos, R. (2002), Merkenmanagement: theorie en toepassing van het ontwikkelen, beheren en

beschermen van merken en merkenportfolio’s. Wolters-Noordhoff / Stenfert Kroese,

Groningen (second edition).

Riezebos, R. (1999), Voorwoord bij ‘De magie van het merk’ door K. Brandmeyer en A. Deichsel.

Kluwer, Deventer.

Riezebos, R. (1996), Merkenmanagement: theorie en toepassing van het ontwikkelen, beheren en

beschermen van merken en merkenportfolio’s. Wolters-Noordhoff, Groningen (407 p.).

Ms. L.A. Redder BPA

Ms. Redder has agreed to act as student audit team member. A full-time student, she is currently

pursuing the final year of a Master of Public Administration study, with a specialty in Higher

Education Policy at Universiteit Twente while writing a Master thesis on ‘Quality Assurance in

Higher Education’. Due to her current graduation project, she is familiar with the accreditation

process and knows with which NVAO demands a study programme must comply in order to

receive and retain accreditation. Ms. Redder represents the primary target group of the study

programme and possesses student-related know-how with regard to study load, educational

methods, facilities and quality control among study programmes in this particular domain. For this

audit visit Ms Redder received additional, individual briefing about the audit visit process,

accreditation in higher education and NQA’s manner of working.

Education:

1997 - 2002 HAVO, Maartenscollege, Haren

2002 - 2006 Public administration / governmental management, Thorbecke Academie,

Leeuwarden

• Internship quality connection mbo-hbo, ROC Friese Poort

• Project leader thesis, competencies assessment Strategic Implementation

Projects, Management Centrum, Den Haag

2006 - to date master Public Administration, Universiteit Twente

Work experience

07/’01 - 08/’04 Summer holiday job, six weeks at a camping site in the south of France

02/’05 - 09/’05 General staff member KISS Reïntegratie, Leeuwarden

09/’05 - 01/’06 Project staff member FourstaR Reïntegratie, Leeuwarden

09/’06 - 02/’07 Staff member tax call centre, income tax department, Belastingdienst, Hengelo

04/’08 - 06/’08 Student Assistant, Evaluation implementation Bachelor-Master system and

Accreditation for the ministry of Education, Culture and Sciences, CHEPS

Universiteit Twente, Enschede


Various:

02/’03 - 09/’03 Secretary introduction committee for first-year students at the Thorbecke Academie

09/’03 - 09/’04 Vice-chair person Student society Trias Politica

06/’05 - 01/’06 Chair person Womens’ student society Imperatrix

Ms. Drs. R. van Empel.

Ms. van Empel’s role is that of NQA-auditor. Her experience with audit visits dates back to 1997,

and throughout the years she has dealt with practically all sectors of higher education. Her work

experience together with audit courses followed via Lloyd’s Register provide a basis for her

capabilities as auditor.

Education:

1969 - 1975 Master’s degree study Sociology/Urban planning at the University of Utrecht

Study courses:

1975 en 1978 Post-docs public administration Erasmus University (Rosenthal en Van

Schendelen), Rotterdam

1975 - 1980 Various business courses Utrecht Municipality, among others, Participation and

Information, project management, policy advisor, Utrecht

1990 Urban environment, Informal Surveillance and Petty Crime, Geoplan

1985 - 1996 Various refresher courses within the domain of social housing, NCIV, NWR, Aedes

1998 Starter’s course own business, KvK Utrecht 1998

2001/2002 ‘Personal Effectiveness’, De Baak

2003 Competence-orientated assessment, SBO

NQA/Lloyd’s training auditor study programmes higher education

March 2003 Thymos business course

Dec. 2003 Thymos Advisory skills

Sept. 2004 Training Auditor Higher Eduction, NQA in collaboration with Lloyd’s Register

May 2006 Bureau Zuidema, Insight in Influence

February 2007 Siena, Italian language course

January 2009 Santiago de Compostella, Spanish language course

Work experience:

1972 - 1974 Student assistant to professor Sociology, Rijksuniversiteit Utrecht

1975 - 1976 Municipal clerk’s office Utrecht: Bureau for Housing /Urban renewal; staff member

Municipal Bureau for Statistics as rapporteur for investigation into urban renewal

for the district of Ondiep

1976 - 1980 Municipal office Utrecht: Policy officer/staff member, Bureau Public Works and City

Development

1980 - 1992 National consultant/external advisor Stichting Ruimte/LANS (Rotterdam/Utrecht):

municipal and regional policy for youth care and - services

1993 - 1998 Van Empel Advies, independent business; various assignments by small

municipalities and (care)institutes, including advice on choice of location, planning

and management care accommodation, organisation conferences, post Higher

Professional Education (post-HBO) courses

1997 Supporting role in assessment of education quality of academic personnel at the

Chemistry Department, Utrecht University (BKO, SKO, WP-flow ’97)


1997 - 1999 Panel secretary Dutch Validation Council: Higher Professional Education-masters

2001 - 2004 Secretary audit visit committee HBO-council

2004 - to date Policy officer and auditor NQA

Mr. Drs. J.G. Betkó

Mr. Betkó has been asked to serve as NQA auditor. In his function as executive member of the

Landelijke Studenten Vakbond (LSVb), he has gained experience with different aspects of higher

education, like budgeting, accreditation, concertation and excellence. In this capacity he

participated in the realization of the new accreditation system. As member of the evaluation

committee ‘Study Choice consultation – what works?’, he was twice involved with the allocation of

OCW subsidies to institutes of higher education and universities seeking to experiment with study

choice interviews. Mr Betkó is familiar with NQA’s method of working.

Education

1999 - 2007 History study, Radboud Universiteit

Work experience

2007 - 2009 Landelijke Studenten Vakbond: executive member

2008 - 2009 Member evaluation committee “Study Choice Consultation – what works?” (part I &

II, under supervision of SURF)

2009-heden Netherlands Quality Agency: junior auditor


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


Annex 3 Programme for the Site Visit

08.30 – 09.30 Welcome and Document study

Audit team

09.30 – 10.15 Interview with programme management

Confirmed: * Maggie O’Neill (Course Manager) * Martin Wiersma (Director M&PC)

10.15 – 11.30 Document study

11.30 – 11.45 Break

11.45 – 12.30 Interview with teaching faculty Representative group of teachers (4 intern THU, 1 extern) Confirmed: * Amanda Coady * Peter Hanssen * Suzan Pecyna * Barry Verbeek * Watte Zijlstra

12.30 – 13.00 Lunch Audit team

13.00 Tour of the building * Maria Ramos Gonzales * Ambre Tante Lamote

13.45 – 14.30 Interview with students Representative group of students Confirmed: *Olga Erofeeva * Damila Salles De Oliveira * Annet Birungi * Arvid Yap * Marjet Visser

14.30 – 14.45 Break

14.45 – 15.30 Interview with representatives of field of employment and with alumni

Confirmed: * Antoine Achten (Advisory Board) * David Suswa (Alum) * Nathania Limanto (Alum)

15.30 – 16.30 Document study Intern deliberations audit team

Audit team

16.30 – 17.00 * Second interview with programme management

Programme management

17.00 – 17.45 Concluding deliberations audit team Audit team

17.45 Concluding interview with programme management


Annex 4: Documents made available

1. Study programme and Institutional policy documents that illustrate how the study

programme has been shaped during the past years and what policy the institute has

in mind for the coming years;

2. Teaching policy and testing policy;

3. A representative selection from the instructional material, like:

• Course books,

• Readers,

• Text books,

• Module books and manuals or study guides,

• Study manuals, work placements manuals and graduation manuals

• Reading list and bibliography

• Project assignments

4. A representative set of assessed material (including the assessments):

• Tests

• Assignments

• Portfolios and assessments

• Work placement reports

• Project reports;

5. Staff policy (amongst others, job and qualification profiles, documentation about

performance and professionalism, staff training programme);

6. Information about the internal system of quality assurance:

• Policy, overview of evaluation tools, target figures;

• Recent evaluation reports (both internal and external, including the measuring

instruments) of aspects of education, like reports by external examiners,

evaluations by students and lecturers, module evaluation, student satisfaction

surveys, outcomes and analyses of evaluations and measures for

improvements;

7. The composition of relevant consultative bodies (Study Programme Committee,

Professional Field Advisory Committee, Examination Committee, staff meetings, and

such like) and the minutes of the meetings of these consultative bodies;

8. Overview of external contacts and the nature of these contacts;

9. Graduation products, including assessments, insofar as these are supplementary to

the documents already submitted;

10. The educational success rate policy and key figures (target figures and achieved

figures);

11. Any other documents the institute refers to in the SER.


Annex 5: Documents regarding the professional profile and domain

objectives of the programme

The domain-specific reference framework can be found on the site of HBO-raad:

www.hbo-raad.nl

Competences of the degree programme:

Final qualifications

MICM has the following final qualifications, acknowledged by LOCO (Landelijk Overleg

Communicatie Opleidingen)

Qualification A: the participant has insight into policy and management issues of

organisations that operate in an international environment, and the intercultural,

economic, technological and ethical aspects that are involved. Participants have to be

able to work as communication advisors in internationally operating organisations. This

means that they can analyse and understand the context in which these organisations

work, and understand what specific management problems occur in such organisations.

Understanding this context is related to issues of globalisation, and the economic and

technological drivers of this process. Participants should also have an overview of the

challenges this creates for international organisations, especially in the area of

intercultural management. They have to understand how this international context

influences their work as communication consultants. For example, international

organisations are increasingly scrutinised by the media and other stakeholders.

Companies want to profit from the economic opportunities that international business

offers, but they must take into account ethical aspects, and perceptions of organisations

that they depend on. Intercultural communication requires a lot of attention.

Qualification B: The participant has insight into what is needed to realise integrated

communication management. The participant should be able to organise integrated

communication. This means arrange communications, taking into account the receiving

party and the organisational strategy. For this, they need knowledge of the domains of

corporate communication, internal communication and marketing communication, and the

way these domains relate to each other. Participants should understand the relationship

between these domains and what effect any changes may have on other domains.

Secondly, participants need to have insight into the way communication departments are

organised in international organisations. They should be able to relate the way

communication is organised to other disciplines within the organisation, and to the

objectives of the organisation. To do this, participants need knowledge of organisational

structures and cultures, and other disciplines. Participants have to analyse these facets in

relatively complex international organisations.


Qualification C: The participant has insight into specialisations in communication

management in an international context, and the possibilities this presents in practice

The participants need to be familiar with the broad field of international communication.

They should have a good understanding of the most important specialisations within the

domains of corporate communication, internal communication and marketing

communication. They need to understand aspects such as corporate branding, corporate

social responsibility, public affairs, media relations, crisis communication, change

management, new media, internal branding, internet marketing, experience marketing and

social marketing. Apart from having a general knowledge of these subjects, they should

have more in-depth knowledge in at least one of these areas. To get to a higher working

level in the field of communication, they need a general overview, but also deeper

knowledge of at least one specialisation, such as issue management or branding in an

international context. This concerns developing an awareness of the available knowledge

in these specialisations, and having an insight into the possibilities for improving the

quality of international communication.

Qualification D: The participant has insight into the development of communication

strategy (internally and externally) and the relationship between the organisational

strategy and communication strategy. The participants should be able to develop a

communication strategy for an international organisation. This means both a strategy on a

specific domain such as corporate communication, and integrated communication in a

broad sense. The international context asks for different choices in the communication

strategy. Therefore, the participant should get a feeling for specific problems that can

arise because of this international environment, and what this implies for the development

of the communication strategy. What can communication contribute to solving these

problems of international organisations? This not only means in which way communication

can help, but also in which way it is limited. Extra attention is needed for internal

communication when there are cultural differences within the organisation, and for the

cooperation with branches abroad. Communication has to relate to the general strategy

and can in that way strengthen that strategy.

Qualification E: The participant is able to produce a strategic communication plan, taking

into account developments and issues that are relevant to the organisation. The

participants need to be able to develop a communication plan in a complex situation with

several international aspects. This means both communication plans in corporate

communication, internal communication and marketing communication, as well as plans

that are focused on organising integrated communication. To develop a strategic

communication plan the participants need to have knowledge of planning methodology,

organisational structures and cultures, the context in which the organisation operates, the

organisation of communication, and the general organisational strategy. This knowledge is

vital to develop a communication plan that is rooted in the organisational strategy, and

that strengthens the integrated aspect of communication.


Qualification F: The participant has insight into and skills in communication research and

monitoring. Participants have to be able to carry out communication research and monitor

this research. Therefore, they should be aware of the most important research methods,

especially questionnaires and in-depth interviews. Participants are also able to criticize

research plans and research reports. They have up-to-date knowledge about the

communication discipline, because they continuously analyse their professional

environments on new developments and trends. They are able to monitor the environment

of the organisation using different techniques, and evaluate trends in the field of

communication. Communication research and monitoring contribute to the ability of

organisations to have a pro-active strategy and to deal effectively with developments. This

input is important to managers and strengthens the position of the communication

consultant. Consultancy on the organisational strategy and the implementation of the

communication strategy should be based on research of the environment and the

monitoring of trends and issues. The quality of communication activities can be improved

by the input of communication research.

Qualification G: The participant has personal communication skills; especially in the field

of consultancy, and being a spokesperson. The personal representation of a

communication expert is of great importance to the place he or she has within the

company. Being a spokesperson and consultant demands knowledge of the field, but also

insight into the internal and external environment and the ability to place oneself in this

environment. Good personal communication skills (among which demand of the English

language), leadership skills and the ability to deal with conflicts enable the communication

expert to secure a stronger position. Students are required to have excellent oral and

written communication skills. Oral skills include giving presentations, representation

through the media and taking part in advisory meetings. Writing skills relate mostly to the

writing of reports and plans. Participants are able to reflect on their weak and strong

points in these areas. In addition, they have learned to consider cultural differences in

personal communication, and to realise the influence this can have on personal

interactions.

Qualification H: The participant possesses management skills, especially in the field of

leadership and conflict control. Participants are required to have good management skills

to lead a team. The programme offers students an introduction to the most important

themes and dilemmas in this field, with the intention of them developing further in this area

through practical experience after graduating. Management skills include both personal

management skills as well as project management. These skills are important in getting

results. Working with colleagues and leading a team are both important in this.

Participants therefore need knowledge of themes such as leadership, conflict

management, negotiating and project management. Cross-cultural differences are again

of vital importance, because they can make interaction more difficult. This does not mean

knowledge of cultural stereotypes, but the ability to be open to other values and to reflect

on one’s own cultural background. The cultural diversity of the MICM groups provides the

ideal environment for students to gain first hand experience of this and put their learning

into practice directly. The programme incorporates a variety of group work exercises to


ensure that students get the maximum benefit from the cultural diversity of the

programme. In project management, tools that are used in project management and

setting up project plans are the main focus. Finally, in management skills, one’s own

preferences and styles in the field of management are vital, and the way this can

contribute to one’s personal development.

Qualification I: The participant has skills in writing and presenting documented

communication advice. Participants should be able to write formal communication advice

for international organisations. They should base their advice not only on an analysis of

the international context in which the organisation operates, but also relate their advice to

the results of communication research. In addition they should take into account trends in

their area of specialisation, and analyse these critically to assess the worth of these for

the organisation. They should be able to support their recommendations and present them

orally to others. In doing so, they should include current insights from literature in the field.

This means finding relevant sources, carrying out and interpreting research, using this

information appropriately, and successfully presenting one’s own insights. This is applied

in a special assignment, in which knowledge of a sub domain in communication is linked

to advice for a particular organisation or sector.

Qualification J: The participant has insight into their own role as communication

professional in the management of the organisation, and has the ability to reflect on this

role.

Participants need to be able to accurately describe their role as communication consultant

in an international organisation. Therefore, they should be clear about what they can

contribute to the organisation; otherwise this cannot be clear to the management either.

They should view problems in an organisation from a communication perspective, and on

the basis of that be able to contribute in a multi disciplinary team. They are required to

reflect on their own role and their professional performance in the organisation in order to

develop further.


Annex 6: Match between final qualifications and the Dublin descriptors

Dublin descriptors Final qualifications MICM

Knowledge and

understanding:

. . .provides a basis or

opportunity for originality in

developing or applying ideas,

often in a research context. . .

Final Qualifications: B, C, F

In the curriculum: MICM deepens and broadens an

undergraduate degree in communication management by

focusing on the inter- and intra-relationships within international

business environments. The programme brings together

corporate, internal and marketing communications from the

perspective strategic management in international

organisations. The student will learn to apply knowledge and

understanding to analyze and generate innovative

communication solutions as required in the major assignments

and the final advisory report. Knowledge of Research Methods

are acquired in order to apply qualitative and quantitative

research methods in specific projects and in the final advisory

report.

Applying knowledge and

understanding:

. . .[through] problem solving

abilities [applied] in new or

unfamiliar environments

within broader (or

multidisciplinary) contexts. . .

Final Qualifications: A, C, E, F

In the curriculum: Students complete 3 Major Assignments and

their Final Advisory Reports, each of which requires students to

conduct research and to demonstrate and apply the knowledge

acquired. During study these research projects increase in

complexity with the Final Advisory Report representing the most

significant work. Students work together under professional

guidance of an MICM tutor. Each module is designed to

combine strong inter-module synergies, theory, and practice.

In the planning and implementation of the final advisory report

students are expected to demonstrate that they can manage

tasks and solve problems, select and prioritize tasks in

situations of incomplete information on the basis of valid

arguments and that they are able to justify their choices on the

basis of a theoretical framework.

Students will be able to present their opinion, balancing

arguments and reasons, and achieve results on the basis of

insight and cooperation for implementation of plans, ideas.

The student is able to arrange for and organize qualitative and

quantitative research, is able to translate and interpret research

data, and apply findings in order to develop conclusions and

strategic communication recommendations.


Making judgments:

. . .[demonstrates] the ability

to integrate knowledge and

handle complexity, and

formulate judgments with

incomplete data. . .

Final Qualifications: D, E, F

In the curriculum: The students are required to demonstrate

their ability to use information sources, diagnose and solve

problems, evaluate and analyse. This is practiced through

group/class analysis and discussion of business cases, through

the analysis of communication problems and the development

of appropriate communication strategies to handle them.

Students analyze actual business problems, develop viable

courses of action, and present and defend their opinions and

recommendations to their professors, classmates, and in some

cases external practitioners. Discussions of in-class cases are

challenging and provide excellent experience with

communication problems and situations that managers face.

Communication:

. . .[of] their conclusions and

the underpinning knowledge

and rationale (restricted

scope) to specialist and non-

specialist audiences

(monologue). . .

Final Qualifications: G, H, I

In the curriculum: Communication skills in the broadest sense

are applied in presentations, interpersonal relations including

persuasion, diplomacy, negotiations, in team leadership and

teamwork. These skills are developed during the modules

where students are regularly required to work in groups and

defend their view points, in class presentations where students

are required to present and defend their work and also in

student relationships with client organisations. Students also

develop communication skills in training sessions such as

Business Writing and also through their personal coaching

sessions.

Learning skills:

. . .study in a manner that

may be largely self-directed

or autonomous. . .

Final Qualifications: H, J

In the curriculum: As students progress through the MICM

programme they have to learn how to study their materials and

to manage their assignments in a self- directed and

autonomous way. The research project of the first phase is still

relatively highly supervised, but this level of supervision

decreases during the course in order to develop the students’

independent study and research behaviour.

Students are also expected to identify relevant sources and

read additional literature for the completion of their other

assignments.

Haagse Hogeschool - NVAO

Documents

Transcript of Haagse Hogeschool - NVAO