Master of Science in Maritime Economics & Logistics (MEL) EUR wo-ma Maritime... · QANU / Master of...

Master of Science in

Maritime Economics & Logistics (MEL)

March 2008

� QANU / Master of Science in Maritime Economics & Logistics (MEL)

Quality Assurance Netherlands Universities (QANU)Catharijnesingel 56PO Box 80353503 RA UtrechtThe Netherlands

Phone: +31 (0) 30 �30 3100Telefax: +31 (0) 30 �30 31�9E-mail: [email protected]: www.qanu.nl

© �008 QANUText and numerical material from this publication may be reproduced in print, by photocopy-ing or by any other means with the permission of QANU if the source is mentioned.

3QANU / Master of Science in Maritime Economics & Logistics (MEL)

Table of contents

Foreword 5

Part I General 7

1. Introduction 9�. Frame of reference 133. General remarks 15

Part II Report on the Master degree course 17

1. Report on the master degree course in Maritime Economics and Logistics offered by the [Erasmus University Rotterdam] 19 Appendices 49

Appendix A: Short CVs of the Committee members 51Appendix B: Programme of the site visit 53Appendix C: Domain specific Frame of Reference offered by MEL 55Appendix D: Final Qualifications of the Programme 59

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FOREWORD

This report forms part of the quality assessment of university degree programmes currently being carried out in the Netherlands. It aims to present a reliable picture of the results of the degree programme submitted for this review, provide feedback for the internal quality assess-ment of the institutes concerned, and serve as the basis for accreditation by the Netherlands Flemish Accreditation Organization (NVAO).QANU ensures independent, unbiased, critically constructive assessments using identical quality criteria as far as possible, while taking specific circumstances into account.The Assessment Committee for the Master of Science in Maritime Economics and Logistics of Erasmus University Rotterdam has fulfilled its tasks with great dedication. The programme was evaluated in a thorough and careful manner. We trust our conclusions and recommenda-tions will be treated likewise.We thank the Chairman and members of the Assessment Committee for their willingness to participate in this assessment and for the dedication with which they carried out this task. We are also grateful to the staff of the Center for Maritime Economics and Logistics (MEL) for their carefully prepared documentation and for their co-operation during the assessments.

Quality Assurance Netherlands Universities

Mr. Chris J. Peels Dr. Jan G.F. VeldhuisDirector Chairman of the Board

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PART I: GENERAL PART


1. Introduction

The Assessment Committee (hereafter called: the Committee) presents its observations and conclusions on the Master’s degree course in Maritime Economics and Logistics of the Eras-mus University Rotterdam in this report. There are two parts: background information (I) and the detailed assessment (II).

1.1. Administrative data

Master of Science degree course Maritime Economics and Logistics:

Name of the degree course: MSc in Maritime Economics and Logistics (MEL)CROHO number: Toets Nieuwe OpleidingLevel: MScOrientation: University/WOStudy load: 60ECDegree: MScVariant(s): full time, part timeLocation(s): RotterdamExpiration accreditation: not applicable

The visit of the assessment committee to the Center for Maritime Economics and Logistics of Erasmus University Rotterdam took place on �� January �008. .

1.2. The Committee

TaskThe Committee was asked to carry out an assessment of the Master’s degree programme in Maritime Economics and Logistics (hereafter called: MEL) according to the assessment pro-tocol for new degree programmes (Toetsingskader Nieuwe Opleiding, TNO) of NVAO. This involved examining 19 facets spread over six subjects. Since the degree programme has been running for several years already, the QANU protocol (Quality Assurance Netherlands Uni-versities) for existing degree programmes has been followed in addition. This involved an extra assessment of the didactical concept, the methods of assessment and the results.This evaluation and assessment is based on, and complies with, the NVAO accreditation requirements.

MembersThe following experts were appointed as members of the Committee:

• Prof. Peter Marlow, Professor and Head of Logistics and Operations Management at the Cardiff Business School of Cardiff University (UK), chairman of the Committee;

• Prof. Enrico Musso, Full Professor in Applied Economics at the University of Genoa (Italy);

• Drs. Jan Steen, Senior policy advisor on the quality of education at the Educational Insti-tute (onderwijsinstituut) of Wageningen University;


• Mr. Eric Damoiseaux BSc, Graduate student of Maritime Technology at Delft University, The Netherlands.

The Committee has the expertise to assess the content of the programme under review. This is represented by the extended knowledge and experience of professor Marlow and professor Musso in the academic and professional field of this programme. Mr. Jan Steen has general educational expertise, knowledge of higher education and educational policy in the Nether-lands. The student viewpoint is represented by mr. Damoiseaux. Both the chairman and the educational specialist have experience in quality assessment and auditing. A short curriculum vitae of each Committee member is included in Appendix A.

Ms. Marjolein Boessenkool (MA), QANU staff member, was appointed secretary to the Committee.The composition of the Committee was formally approved by the QANU Board in July ��, �00� and by NVAO on January �1, �008.

All members of the Committee were required to sign a declaration of independence toensure that:

• the panel members have no bias, personal preference or personal interest, and• their assessment is not unduly influenced by the institute, the programme or other stake-

holders.

1.3. Materials presented to the Committee as a basis for the assessment

The schedule for the site visit was agreed upon by email beforehand.The Committee members received in advance the self-evaluation report plus appendices and a selection of theses from MEL.During the site visit the Committee examined additional materials relating to the degree course such as information material (student handbook, Course Catalogue, brochures); study mate-rial (course manuals, literature, syllabi and readers); examples of assignments, portfolios and examinations; guidelines; module evaluations; minutes of committee meetings; et cetera.

1.4. Site visit

The first meeting of the Committee was held on January �3, �008. During this meeting, the Committee agreed on a the domain-specific frame of reference, discussed the self-evaluation report, decided on questions and assessed a selection of theses recently produced by graduates of the degree course.

The site visit was held the day after on January ��, �008. The schedule of the site visit is given in Appendix B.

The Committee interviewed the management team, members of committees, alumni, teach-ing staff, students and members of the support staff. The Committee was taken on a tour of the facilities. Part of the afternoon was reserved by the Committee for review, to summarise the observations made and to prepare for the close-out meeting.


The site visit was pleasant and inspiring. The interviews were held in an open atmosphere, and the Committee was able to verify the self-evaluation report.

1.5. Working method adopted by the Committee

The Committee based its assessments on the self-evaluation report, on other materials pro-vided by MEL and on the interviews conducted during the site visit. A complete overview of the assessments is given at the end of part II.

Decision rulesIn accordance with the NVAO’s accreditation framework, the Committee used a scale of one to four for its assessments of the facets: Unsatisfactory – Satisfactory – Good – Excellent. The default assessment is ‘satisfactory’, i.e. the programme complies adequately with the criteria. In other words, there was nothing remarkable in either a positive or a negative sense relating to that facet, or any negative elements present were clearly counterbalanced by positive elements. A facet was considered ‘good’ if it had evident positive or remarkable elements and no negative elements. The score was ‘excellent’ if the course clearly presented an example of best practice.

The Committee also weighted the scores for the facets when estimating the total score for a subject: Satisfactory or Unsatisfactory. Because of the different relative weights of the various facets, it is possible that an unsatisfactory score for one facet could be counterbalanced by a satisfactory score for another facet in that subject. If this was the case, the rationale is given.

ReportAfter the site visit the QANU secretary made a first draft of the report. The Committee mem-bers commented on that draft and added their analysis and assessment by email. A second draft was made on the basis of the comments and agreed upon by all the Committee members on the basis of consensus. This draft was sent to the MEL director to identify possible misinterpretations and factual errors. The final version of the degree course report was produced in close co-operation between the chairman and the secretary of the Committee (March �008).

Part time programmeThe MEL course is offered as a fulltime and as a parttime programme. The parttime pro-gramme leads to the same final qualifications and follows the same curriculum as the full-time programme, but it is extended over two years. After admission the Student Affairs Officer decides on an individual programme with the candidate. During the visit the Committee has taken into account the facilities and possibilities for part-time students. The Committee spoke with one part-time student in the student delegation. It came to the same assessment for both full-time and part-time programme on all facets. This has not been reported separately in the assessment framework.

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2. Frame of Reference

The self-evaluation report has listed all kinds of degree programmes that are in the domain of maritime economics and logistics. Because of the complexity of the domain and the com-petitiveness of the programmes there is no real benchmark possible. In addition to this the Director of MEL prepared a domain description that was quite useful. It is listed as appendix C in this report.

The Committee discussed the Domain Specific Frame of Reference and came to the conclu-sion that no formal benchmark is available. Developing a benchmark is hampered by the fact that comparable programmes are also major competitors. Nevertheless, the committee states that in view of the complexity of the domain any programme should be multidisciplinary. As a form of benchmark an extensive list of comparable MSc programmes in the world was enclosed in the self-evaluation report. The list mentioned in short the specific focus of these programmes. The domain experts of the Committee, professor Marlow and professor Musso, are quite familiar with several of the programmes listed. They have been involved in these programmes as visiting professor, external examiner or as external academic advisor (Marlow to Hong Kong University) and for that reason familiar with the level and orientation of these programmes.

These programmes each have a different focus towards shipping and logistics. They are all well established, highly regarded and research-oriented programmes and the admissions require-ments are comparable to those of MEL. They set a good standard for comparison of the level and the orientation in the domain of maritime economics and logistics. In the absence of an international frame of reference the Committee decided to compare the MEL programme to these programmes. As the programmes are quite different from each other the special focus of each programme served as the basis for comparison of the topic. The committee members compared the MEL programme to these programmes with regard to the contents, the topics offered, level of the course, textbooks, course works and thesis work.


Among these programmes are:

University Programmes offered FocusCardiff University (UK)Cardiff Business School

MSc In International Transport MSc in Marine Policy

Shipping economics, international logistics, trans-port and logistics modelling

City University London (UK)Cass Business School

MSc in Shipping, Trade and Finance (STF) MSc in Logistics, Trade and Finance (LTF)MSc in Energy, Trade and Finance (ETF)

Shipping economics, finance, transport economics, logisics (supply chain models)

Dalian Maritime University (China)Transport and Logistics College

MSc in International Shipping and Logistics (in Chinese)

Insurance, maritime logistics, quantitative and research methods

Hong Kong Polytechnic University (China) Interna-tional Centre for Maritime Studies (ICMS) and Depart-ment of Logistics (LGT)

MSc in International Shipping and Logistics

Finance, supply chain management, port policy, infromation systems (IT)

ITMMA, University of Antwerp (Belgium)Institute of transport and maritime management Antwerp

MSc in Transport and Maritime Management (MTMM) MSc in Transport and Mari-time Economics (MTME)

Strategic management, maritime law, safety and insurance

University of Genova (Italy) Economia e management marittimo e portuale (in Italian)

Transport logistics, transport economics, global economy


3. General remarks

Having read and studied the Self Evaluation Report (a highly informative document) and visited the Centre for Maritime Economics and Logistics (MEL) at Erasmus University it is apparent that the Master’s in Maritime Economics and Logistics course is a valuable pro-gramme of study which possesses credibility in global terms. In particular members of the Committee were impressed by the motivation of both students and staff and the obvious enjoyment of the latter in teaching the former. The programme of study is highly relevant and compares favourably with other postgraduate qualifications offered by major international universities with which members of the Committee are familiar. Channels of communication between staff and between staff and students appear to be very effective, facilities are good, information given to students is accurate and timely and student welfare is provided by the student support office (the subject of particular praise from the students).

Individual aspects are dealt with in detail in our Report but the Committee considers that the aims and objectives of the programme are clearly expressed and achieved; the curriculum is well organised; the methods of assessment are clear and the standard of examination papers is appropriate; the programme has strong links with industry and is delivered by academics recognised in their field as competent and established researchers; the programme has good completion rates and success rates are high. We consider the strengths of the programme to lie generally in its overall quality and specifically in its international nature and internship opportunities. The thesis work the Committee assessed represented the level and orientation of a MSc degree. One possible challenge for the staff is to maintain a consistent quality and standard in thesis presentation and assessment.

The Committee would like to thank the staff of MEL for their cooperation during the site visit and also their colleagues from the Erasmus School of Economics and the RSM Erasmus University as well as former students for their participation in the assessment process.

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PART II: REPORT ON THE MASTER DEGREE COURSE


1. Report on the master degree course in Maritime Economics and Logistics offered by the [Erasmus University Rotterdam]

Administrative data

Master degree course in Maritime Economics and Logistics

Name of the degree course: in Maritime Economics and LogisticsCROHO number: Toets Nieuwe OpleidingLevel: masterOrientation: university/WOStudy load: 60 ECDegree: MScVariant(s): full time, part timeLocation(s): RotterdamExpiration accreditation: 31 December �00�

The visit of the Assessment Committee to the [Center fpr Maritime Economics and Logistics] of the [Erasmus University Rotterdam] took place on �� January �008..

1.0. Structure and organisation of the faculty and/or department

The MSc course in Maritime Economics and Logistics (MEL) is offered by Erasmus Uni-versity Rotterdam (EUR). It is a post-initial programme which is not funded by the Dutch government. It is meant for students with a BSc in Economics (or a related subject) and with several years of work experience.In 1999 the EUR Board of Governors decided to start the MSc in MEL. It is offered jointly by the Erasmus School of Economics (ESE) and the Rotterdam School of Management (RSM). Both Schools are jointly the degree-awarding bodies. MEL benefits from recognition (and accreditation) by the Rotterdam School of Manage-ment. As part of the RSM Erasmus University portfolio of programmes, MEL is accredited by AACSB.

The daily running of the programme is in the hands of the Director, Prof. Hercules Haralam-bides, and the Deputy Director, Mr. Michele Acciaro. There is a small staff to support teachers and students.The Director is advised by an Academic Council and an Advisory Board.. The Academic Council, consisting of two representatives of the teaching and research staff also acts as the Board of Examiners. The members of the Advisory Board are representatives from companies and industries in the sector. Administrative and financial affairs are dealt with in the Board of Commissioners. This Board has representatives of the two founding faculties as well as the University Board .as its members.Preparing for accreditation the MEL management has installed an Educational Committee (Opleidingscommissie) to participate in the quality assurance of the programme and to advise the Director on all educational matters.

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The MEL programme receives its strongest educational input from the Econometric Institute (Department of Econometrics) of ESE. In terms of research and education, most of the MEL resident faculty participate in the Business Processes, Logistics and Information Systems (LIS) programme of the Erasmus Research Institute of Management (ERIM). Visiting faculty, from both universities and the professional field, also belong to organisations with a research orien-tation, at a personal as well as an institutional level.

The MEL course is offered as a fulltime and as a part time programme. The part time pro-gramme leads to the same final qualifications and follows the same curriculum as the full-time programme, but it is spread over two years. After admission, the Student Affairs Officer decides on an appropriate and balanced individual programme over the two-year period. with the candidate. During the visit the Committee has taken into account the facilities and possibilities for part-time students. The Committee spoke with one part-time student in the student delegation. It came to the same assessment for both full-time and part-time programme on all facets. This has not been reported separately in the assessment framework.

1.1. Introduction of bachelor and master degree courses, wrapping up old ‘doctoraal’ degree courses: state of affairs

Not applicable.

1.2. The assessment framework

1.2.1. Aims and objectives of the degree course

F1: Domain-specific requirementsThe final qualifications of the degree course correspond to the requirements made to a degree course in the relevant domain (field of study/discipline and/or professional practice) by colleagues in the Netherlands and abroad and the professional practice.

Description

The MEL programme is a post-initial degree programme aimed at educating young professionals with several years of work experience. The overall MEL objective is formulated as follows:

The MSc in Maritime Economics and Logistics (MEL) aims at fast-tracking promising young professionals into tomorrow's leaders in business and government. The programme prepares experts with modern economic and management tools for efficient decision-making, providing them at the same time with methods, concepts, and theories to enable them understand and analyze the complexities of global maritime supply chains in a holistic and multidisciplinary way. In this way, MEL graduates are expected to be able to act and decide, with managerial style and determination, under complex and uncertain conditions, in a global economic and social environment.

The programme is meant for students who have obtained a university BSc in Economics or a related subject and have several years of work experience. It aims to train and structure the

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‘thinking process’ of students in terms of complex cause-effect arguments through an inte-grated and multidisciplinary approach. An applied discipline like maritime economics and logistics needs an academic approach. The programme focuses on the study of economics and not on management skills. On the other hand, being a post inital programme, it does aim at practical skills and knowledge as well.

The MEL objectives were prepared after consultation with the EUR institutions as well as industry . The final qualifications of the degree programme are listed as appendix D.

The degree programme provided an overview of programmes in this field at various universi-ties. It states that no formal benchmark can be made as none of these programmes compare to MEL in its totality, only to individual programme components.

Assessment

The Committee finds that the MEL management has strong views on the philosophy of the programme. According to the Committee the final qualifications of the programme corre-spond to an academic degree programme in the domain of maritime economics. The domain-specific qualifications (as listed in appendix A) identify the key issues of the discipline, as well as the complexity of the field. Students are taught to make research-based decisions and to assess economic theories critically.

As discussed in the general part of this report (frame of reference) the Committee finds that no appropriate benchmark is available. Developing a benchmark is hampered by the fact that comparable programmes are also major competitors. Nevertheless, the programme’s aims and objectives compare very well with several MSc programmes in Europe and Asia with which the Committee members are familiar. The Committee finds that the qualifications of this pro-gramme exceed international standards as it is highly relevant and multidisciplinary.

Master degree course in Maritime Economics and Logistics: the assessment by the Committee is good.

F2: LevelThe final qualifications of the degree course correspond to general, internationally accepted descriptions of the qualifications of a Bachelor or a Master.

Description

The final qualifications (see appendix D) are based on the Dublin Descriptors for a master degree programme and on the mission of the MEL programme. The qualifications reflect knowledge and understanding of the domain at a complex and advanced level, as well as the ability to make judgements and decisions in a complex logistic supply chain. The qualifica-tions reflect a broad set of general and domain-specific competencies at an advanced level.

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Assessment

The programme corresponds to internationally accepted descriptors of a research-oriented master degree programme as described by the Dublin Descriptors. The Committee finds that the qualifications are comparable to international MSc programmes in the domain.

Recommendation

The Committee recommends making the final qualifications clearer by formulating them more as learning outcomes instead of objectives.

Master degree course in Maritime Economics and Logistics: the assessment by the Committee is satisfactory.

F3: OrientationThe final qualifications of the degree course correspond to the following descriptions of a Bachelor and a Master at universities:• The final qualifications are based on requirements made by the academic discipline, the international aca-

demic practice and, if applicable to the course, the relevant practice in the prospective professional field.• A University (WO) bachelor possesses the qualifications that allow access to a minimum of one further

University (WO) degree course at master’s level as well as the option to enter the labour market.• A University (WO) master possesses the qualifications to conduct independent academic research or to

solve multidisciplinary and interdisciplinary questions in a professional practice for which a University (WO) degree is required or useful.

Description

The final qualifications of the programme have been developed with the aim of preparing students to enter the MEL industry with a broad set of competences required under complex and uncertain conditions in a global economic and social environment. A MEL graduate is expected to formulate scientific problems as research questions, analyse research questions from different perspectives and provide academically plausible and research-based answers. Graduates of the programme have the qualifications to start a PhD programme. Several stu-dents have been accepted as PhD students.

The demands of the academic discipline are systematically assessed through the Academic Council, of which Prof. Dekker (Logistics) and Dr. Van Berden (Economics) are a member. The resident staff are researchers at renowned research institutes (RSM/ERIM). The visiting staff are from well regarded foreign universities or industry representatives. The demands of the professional field are considered by the Advisory Board, through which the programme is assessed for its relevance to the MEL industry.

Assessment

The Committee finds that the qualifications merge a strong academic research orientation with the needs of the industry. As the staff are embedded in the research programmes of ESE and RSM, the demands of the academic discipline are met and accounted for in the final qualifications.


The strong links with the professional field are shown both by an active Advisory Board as well as by a strong involvement of the field in the curriculum. This cooperation is a strong asset of the programme.


Assessment of the subject “Aims and objectives of the degree course”:The Committee concludes on the basis of its assessments of the relevant facets that the assess-ment for the subject “Aims and objectives of the programme” for the master degree course in Maritime Economics and Logistics is satisfactory.

1.2.2. Programme

Description of the programme of the degree course:

The programme is organized to run for one year planned from November to next October. The programme's structure reflects the integrated approach of addressing the interconnected-ness of aspects of global shipping.The programme consists of an induction course, core programme and the thesis.The induction course is 3 EC and runs from November till Christmas break.The core programme is �� EC and runs from January till May. It consists of a comprehensive set of 10 modules:

• Port Economics and Policy (PEP)• Phipping Economics and Policy (SEP)• Maritime Logistics (ML)• Logistics and Supply Chain Management (SCM)• Phipping and Transport Finance (STF)• Transport and Regional Economics (TRE)• nternational Economics (IE)• Management Science (MS)• Marine Technology and Innovation (MTI)• Maritime Law (MLW)

Alongside the core programme, there are the Distinguished Lecture Series; several company visits and Professional Development Courses (all together corresponding to 3 EC), which link the programme to professional practice.

Individual thesis work is equivalent to 1� EC. The thesis work can be performed at Erasmus University or in the student's home country and is often combined with an internship in The Netherlands or abroad.


October

September

August

July

June

May

April

March

February

January

December

November

Graduation

Thesis

PDC’s

DLSCV

Core Course Modules

Induction Course

Figure 1: The MEL programme at a glance

F4: Requirements for university degree courses The programme meets the following criteria applicable to a degree programme at a University (WO):• The students acquire knowledge on the interface between teaching and academic research within the

relevant disciplines;• The programme follows the developments in the relevant academic discipline(s), as it is demonstrated that

it incorporates current academic theories;• The programme ensures the development of skills in the field of academic research;• For those courses for which this is applicable, the course programme has clear links with the current pro-

fessional practice in the relevant professions.

Description:

The final qualifications and programme structure have been designed by academically skilledexperts who operate in internationally recognized research groups. The staff have links with the national and international scientific communities and participate in reviewed research programmes. MEL, as a research-oriented MSc, makes sure that this research expertise finds its way into the classroom by using recommended scientific literature in addition to standard textbooks.

The MEL programme covers all major issues in the domain. The induction course is meant to refresh students' academic knowledge of economics, econometrics and statistics. In addition it is meant to compensate for different students’ backgrounds and any gaps in knowledge. It also addresses research methodology and writing skills. One component of the induction course is dedicated to planning, structuring and performing research. At the end of the course students are able to structure and explore new ideas, make reference to the ideas of others, and write and present a thesis in a scientifically defendable manner. The students appreciate this start to the programme and the skills learned.

Peri

od


The core programme is taught mainly by teachers who are also employed as researchers at RSM or ESE. The Committee studied the literature and testing material of the various courses.

In the Distinguished Lecture Series (DLS) several lectures are given by representatives of the professional field. They lecture on the professional applications of academic research ques-tions. The professional development courses aim at developing the more practical aspects of MEL as they allow interaction with professionals and address topics of a more practical nature (e.g. chartering and shipbroking; container terminal operations). Through the series and the company visits, students learn about the working methods in the professional field.

The final thesis of the programme is an individual work that clearly demonstrates that the course is research oriented. The thesis is based on recent literature and addresses topics relevant to the academic and the professional field.

Assessment

The fact that the staff are involved in current research ensures that the programme fulfils the requirements of an academic orientation at the MSc level. The Committee found that the courses have a strong link with this research. The link with current professional practice is ensured through the strong contacts with the professional field both in the core courses and in the DLS.

The Committee studied the literature of the different courses and concludes that it incor-porates up-to-date literature at a high level: both specialized articles and well-known current textbooks are used. The testing material (exams/assignments) also shows that the courses are assessed at an appropriate level for an MSc programme.

Apart from methodological skills in the induction programme, skills are further developed in the core programme through the assessment of papers and presentations. The Committee observes that the training of research skills is done with adequate results. The thesis clearly contributes to current research.The programme has direct and concrete links with the professional practice through the Dis-tinguished Lecture Series and the company visits. Because of the good research orientation in combination with strong links with the professional field the Committee finds that the pro-gramme exceeds the criteria for this facet.



F5: Relationship between aims and objectives and contents of the programme• The course contents adequately reflect the final qualifications, both with respect to the level and orienta-

tion, and with respect to domain-specific requirements.• The final qualifications have been translated adequately into learning targets for the programme or its

components.• The contents of the programme offer students the opportunity to obtain the final qualifications that have

been formulated.

Description

The Committee has examined the study guide and course material.The course descriptions in the self-assessment report show how the final qualifications in terms of level, orientation and field-related demands are translated into learning objectives for every component of the MEL programme (induction course, core courses, events and thesis). For every component the content, objectives, didactical concept, assessment methods and link between the course and the final qualifications are described. The way the learning objectives of each module contribute to the final qualifications and to the MEL mission is found in more detail in the course sheets prepared every year by the core course module coordinators. This information is available to both students and staff. Teachers mentioned to the Committee that the MEL Director plays an important role and that there is frequent contact about the course sheets.

Assessment

Based on the above-mentioned findings, the Committee concludes that the course offers stu-dents the opportunity to obtain the formulated final qualifications. The Committee finds that the different components of the programme all have learning objectives and that they are adequately reflected in the course contents. The Committee is positive about the involvement of the Director in ensuring that the overall qualifications are met in the courses.

Recommendation

The Committee remarks (as in facet �) that to strengthen the relationship between the objec-tives and the contents of the degree course further, it is advisable to describe the learning out-comes for each course in more detail in addition to the objectives.


F6: Coherence of the programmeStudents follow a programme of study that is coherent in its contents.

Description

Coherence in MEL follows from the programme’s holistic philosophy, which is its all-pervasive mission statement. The prevalent perspective is that each module is a ‘component’ of a larger picture, the global maritime supply chain. Programme coherence is further strengthened by the involvement of the industry itself in the MEL curriculum.

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The coherence of the MEL programme is the responsibility of the Academic Council which is chaired by the MEL Director. He ensures the relevance of the learning objectives and module contents, and that teaching staff fulfil them, thus achieving the overall MEL objective. Staff members mention that the courses' qualifications and didactical concepts are discussed regu-larly by MEL management to ensure that different components are fine-tuned and adjusted to comply with the overall MEL curriculum. Between several simultaneously running courses, “bridges” are identified to illustrate the coherence of the programme to students. Finally, the coherence of the MEL programme is checked annually by the overall MEL evaluation. This ensures that issues of consistency and uniformity are addressed and discussed with the students. Lecturers and module coordinators, as well as all other parties involved in the programme, are informed of any changes in the overall structure of the programme two months before the start of the core courses. Students report that they see no unneccessary overlap in the courses and feel that the courses are well aligned with each other.

Assessment

The Committee finds that the MEL management has strong views on the philosophy of the programme and the coherence of the components. It takes its task of safeguarding the coher-ence of the programme very seriously. The contents of each component and the coherence between them are discussed with the course coordinators.The Committee is not fully convinced that no overlap exists as the complex nature of the core programme makes this difficult to avoid. Given management's explicit decision to teach all core courses simultaneously, the Committee finds that everything possible has been done to avoid duplication and to identify topics for “bridges”. The annual evaluation provides a con-tinuous safeguarding mechanism to monitor the coherence of the programme.


F7: Study loadThe programme can be successfully completed within the set time, as certain programme-related factors that may be an impediment to study progress are removed as much as possible.

Description

The programme begins in November and ends in October of the following year. The MEL programme is intensive and requires a lot of work from the students. The study load is fre-quently monitored to prevent it becoming too heavy. Based on this evaluation, the study load was reduced in �006 from �� EC to 60 EC. This was accomplished by reducing contact hours and assignments, as well as by spreading the course workload over three extra weeks.

The curriculum starts with the six-week Induction Course (3 EC).The most intensive part of the year is the Core Course period (Jan-May) when the students follow ten modules running almost in parallel and earn �� EC. The scheduling of study load and assignments during this period is constantly monitored by the Student Affairs Officer.From June till September students write their thesis (1� EC) and follow the Professional Devel-opment Courses.


The Committee discussed with the management the uneven distribution, over the year, of the study load in the curriculum. This is a conscious decision following the programme's holistic approach. In addition, the Director feels that in the first weeks, during the Induction Course, time should be reserved for academic and social integration, for refreshment of economic and statistical knowledge, and for planning the programme and the thesis. This because almost all students are foreigners having a career and therefore have not been studying for some time. Based on these considerations of organisation and educational concept, the Director does not want to compromise the holistic approach by scheduling one or two core course modules at the beginning of the year for the moment. Changing the study load over the year involves a major curriculum change and should not be done overnight. However the issue is under dis-cussion and will be addressed when a large scale curriculum review is planned.

At the beginning of the academic year, each module coordinator has to submit a module pro-gramme sheet that includes a set of proposed assignment deadlines, among other information. The Student Affairs Officer reviews the assignment calendar and ensures that this is correctly spread over the semester. If required, the Student Affairs Officer may discuss with the module coordinator(s) how to reschedule an assignment deadline in order to prevent overlap. Students are not faced with last-minute deadline changes and overlapping assignments.

The management mentioned several actions undertaken to ensure that each student is able to succesfully complete the core programme period.

• Teaching staff are available for meetings with the students at least on a weekly basis, before and after the class, and can always be reached by e-mail;

• The induction course is assessed before the Christmas holiday, and if a student fails or is perceived to be encountering serious problems, action is taken to ensure that he/she will not start the core course period with a disadvantage;

• Exams are spread over a period of weeks to give students adequate time to review the ma-terials covered during the course;

• Limited educational activities are organized during the examination period, and always in a way so as not to interfere with the study effort;

• All modules can be re-sit to a maximum of two. Re-sits are arranged in consultation with the students in order not to interfere with their thesis research;

• To anticipate unexpected difficulties with the programme, meetings of the students with the Academic Director are scheduled during the core course period. They aim to ensure that problems with study progress or other problems can be identified at an early stage. MEL is planning to increase the number of meetings with staff representatives and set up a study coaching trajectory.

• Discussions on the thesis topic and outline start as early as December. Two meetings with the Thesis Committee (or more if necessary) are scheduled before the first and second supervisors are assigned. The definition of the thesis proposal, research question(s) and outline should be done before the beginning of the thesis period.

Along with these measures, students are in constant contact with the Deputy Director and Student Affairs Officer, so that any problems, academic or practical, are addressed promptly.The students agree that the staff are available and helpful, but they especially appreciate the ongoing efforts of the Student Affairs Officer. According to the students and the alumni, the study load is high but manageable. They see it as part of the training and are well informed in advance.


Assessment

The study load of the programme is high. This is explained by its post-initial character. Since the students are well aware of this and are informed well in advance about the requirements, it does not form an obstacle to study progress. The management takes its responsibility for plan-ning and organisation very seriously, thus eliminating programme-related factors that prevent study progress.The Committee finds that the workload is not evenly spread over the year and discussed this with the Director. The Committee understands the choices made by the Director maintain-ing both the educational concept and the well organised curriculum. This is affirmed by the positive attitude of the students on this issue. Based on the post-initial nature of the course, the careful logistical planning of the core programme and the timely information to students about the workload, the Committee considers this facet satisfactory.

Recommendation

The Committee invites the Director to find solutions to increase the study load before Christ-mas without compromising the holistic approach of the programme.


F8: IntakeThe structure and contents of the programme are in line with the qualifications of the students that embark on the degree course:• Bachelor’s degree at a University (WO): VWO (pre-university education), propaedeutic certificate

from a University of Professional Education (HBO) or similar qualifications, as demonstrated in the admission process.

• Master’s degree at a University (WO): bachelor’s degree and possibly selection (on contents of the subject).

Description

The admission requirements of MEL are based on those of the Erasmus School of Economics and of the Rotterdam School of Management.In order to be considered, every applicant should submit:

• A completed application form;• A bachelor degree certificate and official transcripts. Students have to have obtained their

degree before the 1st of September. Particular attention is paid to the ranking of the uni-versity and the bachelor course, and to the applicant’s average and detailed grades.

• A motivation letter, indicating why the student is interested in MEL, Erasmus University, and in the MEL industry in general;

• Two reference letters, which indicate the applicant’s aptitudes and capabilities for pur-suing a graduate study. The Admissions Committee prefers one of the reference letters to be work-related and the other to come from someone who knows the applicant from an academic point of view.

• A curriculum vitae (CV), so that the applicant’s work experience and educational achieve-ments can be assessed in greater detail.


All students must be able to read with ease, follow lectures and express their thoughts in fluent written and spoken English. This is reflected by an overall IELTS score of 6.5 or equivalent English language tests. Although the self-evaluation report states that proof of proficiency in the English language is a admissions requirement, it is an optional topic in the application form or on the website.

The Admissions Committee consists of the MEL Director, the Thesis Coordinator, the Dep-uty Director and the Student Affairs Officer. When all requirements are met, the Committee meets and assesses the application. The decision is registered, and the applicant is informed accordingly.

The great majority of MEL students have a bachelor degree in Economics, Business Admin-istration, or Engineering (minimum requirement). Other bachelor degrees are assessed on their affinity with the MEL disciplines, the students’ MEL-related work experience and their motivation. This allows a broad and diverse intake of students. Work experience is a distinctive advantage in the selection process, while the combination of work experience with excellent academic results is ideal. The candidates’ motivation to pursue a career in maritime transport and logistics is carefully assessed, and highly motivated candidates may be selected in spite of relative weaknesses in other parts of their application. Strong interpersonal and communication skills, qualities of leadership and professional maturity are also valued in the selection of applicants. The Admis-sions Committee can interview applicants prior to making the final decision in order to seek additional understanding of the applicant's professional and personal aptitudes, as well as to assess their ability to communicate in English. Interviews may take place by telephone or through MEL alumni in the applicant’s country.

Admission of students takes place year round. As soon as students are accepted, they are sent the Student Manual which contains all neccessary information on the curriculum, the facili-ties, visa procedures, etc. The Committee has read this manual.

The intake of students is approximately �0 participants a year (Intake of class �006-�00� was 38).Students are recruited mainly through the website and recommendations by alumni or the MEL corporate network. Since an appropriate intake has been reached in this way, no special effort is made for recruitment. MEL is part of the general marketing and information channels of Erasmus University.

Assessment

The Committee concludes that the admission criteria are a little general, but understands that this is necessary to attract a diverse intake and to allow work experience to play an important role in the admission. The admissions procedure is very clear and executed carefully.The Committee judges the information about the language requirements to be a little unclear as no proof of proficiency is required in the application form. The very timely admission of students is of great advantage to the students, as is the extensive information sent in advance. The Committee considers the Student Manual very helpful in preparing future students for their studies.



F9: DurationThe degree course complies with formal requirements regarding the size of the curriculum:• Bachelor of a University (WO): 180 credits as a rule.• Master of a University (WO): a minimum of 60 credits, dependent on the relevant degree course.

Description

The programme of the master degree course in in Maritime Economics and Logistics com-prises Fout! Verwijzingsbron niet gevonden. EC and complies with the formal requirements with respect to the size of the programme.

Assessment


F10: Coordination of structure and contents of the degree course• The didactic concepts are in line with the aims and objectives.• The teaching methods correspond to the didactic concept.

Description

The holistic approach in the learning process is described as one of the distinctive character-istics of MEL. In the words of the programme: “The holistic philosophy takes form through a transdisciplinary approach which is described in the self-assessment report. An important feature involves interactions on different levels: among students, with lecturers and with busi-ness professionals. Interactions also take place between courses and the MEL disciplines.” To students, the holistic approach means mainly that all courses are interconnected.

Important aspects of the teaching methods at MEL are:

• Learning is constructive: students should be able to develop and build upon their previous knowledge and the contents of each programme module. The thesis offers students the possibility to build upon their own knowledge and aptitudes, the knowledge developed during the course and the experience and information acquired during their internships.

• Learning is collaborative: In order to ensure meaningful class interaction, group work is encouraged by group assignments and presentations. It allows students to develop know-ledge and discuss their opinions, stimulates critical thinking, and improves communica-tion skills and team work. Group work stimulates the ability to deal with cultural diffe-rences, one aspect of fundamental importance in the maritime industry.

• Learning is contextualized: This is done by bringing the experience of industry executives to the classroom through seminars (DLS) and company visits.

• Problem-solving approach: This is made evident by the large number of case studies and real-life problems that students are required to tackle in the various components of the course.


During the site visit the Committee gained an overview of teaching methods by reading course materials and in discussions with students and the teaching staff. Various teaching methods are applied: lectures, discussion groups, company visits and self-study, involving both individual study and group work.According to the self-assessment report, active class participation (e.g. presentations of term papers or workshops) is thought to contribute to critical and independent thinking. Students appear to appreciate most the possibility of interaction offered primarily in the core course period. This type of learning experience seems well suited to a student group like that of MEL, consisting of mature students with good academic and professional capabilities. The group assignments, company visits and the enthousiasm of the students allow for a positive study climate. Staff members mention that students actively take part in discussions during lectures and group work. This is greatly valued by the staff.An important component of MEL’s teaching method is continuous assessment. This is done through assignments, exercises, and term papers throughout the course.

Assessment

The Committee concludes that the holistic approach as a didactical concept is not very evident and seems mainly to refer to the 10 core courses which are taught simultaneously. However, the teaching methods are modern and in line with the aims and objectives of the degree course, and a variety of teaching methods is applied. The course material shows that the teaching is on a high level since advanced books and articles are used. Interactions between students and staff are good and numerous, as are interactions between students. The committee noticed a very favorable study climate and a strong social and academic cohesion among the students.


F11: Assessments and examinationsThe system of assessments and examinations provides an effective indication whether the students have reached the learning targets of the course programme or its components.

Description

To obtain the MSc degree, students are required to pass all courses, fulfill all requirements of the MEL events, and successfully complete and defend their thesis in public. Attendance at all lectures, seminars, tutorials, workshops and visits to various companies and organisations is compulsory and an integral, assessed part of MEL. Class attendance is monitored, and unjusti-fied absence weighs negatively on a student’s final grade.

The Committee studied exams and assignments during the site visit. The MEL programme puts substantial emphasis on continuous assessment. The self-assessment report describes this as follows: “The final grade for each component of the program is a composite grade based on the result of a final exam and/or assignments taken during the course in question. The composite final grade encourages regular, systematic study, allows the use of a far wider range of assessment techniques and increases the reliability and validity of the final grade (with several assessments on knowledge and skills). It also allows students to gain feedback on their perform-ance and if necessary to change their learning styles. It constitutes an extremely useful vehicle for


course monitoring and evaluation, thus enabling them to take appropriate proactive measures. Generally it provides a more natural assessment environment, better suited to the situations stu-dents will find themselves in, later in life. For those reasons, coursework forms an important part of each module. Details on assessment such as weights; assignments; coursework; etc. are given at the beginning of each module and are also included in the module’s programme sheet.”

Assessment of coursesExams and assignments are coordinated centrally to avoid overlaps and excessive workloads during certain periods of the course. The assessment methods and conditions for passing an exam for each module are described in detail in the self-assessment report. The Committee studied examples of assignments and exams during the site visit.

A student failing the Induction Course will be required to complete extra work/study prior to commencement of the Core Courses. Students can fail a maximum of two core courses, which they can re-sit. If a student fails more than two modules, this automatically means he has failed MEL. A student has the right to appeal a failed exam result within seven working days after receiving the written communication about the result. If there is an appeal, the case is re-examined, and the exam paper is reassessed by the assessor and the Academic Director, who will mutually decide on a grade. Final grades are released to students through the academic record they receive together with their degree upon graduation. The grading system is elaborately explained in the self-assess-ment report and to the students in the student manual. The Director and the Board of Exam-iners have recognised the necessity for harmonisation of the grading practices as variation between lecturers had been discovered. They aim to improve and harmonize the grading as an aspect of quality development. For this reason MEL has developed the Faculty Handbook which provides detailed guidelines for the staff on grading and grading policy.

Thesis assessmentMEL theses are individual, and they are supervised, at least by two supervisors and/or in-com-pany mentors (if a thesis is combined with an internship). They are written over a period of approximately three months (July-September). According to the self-evaluation report, the thesis needs to start from a clearly defined, real, and pertinent research question, be based on an established research methodology, have a logi-cal and structured progression towards its conclusion, and in general show that the author has mastered the subject, by e.g. a thorough literature review. For a considerable proportion of the class, the thesis culminates with a summer internship where students have the opportunity to apply their ‘conceptual experimentation’ and knowledge to a specific business environment.The thesis grading takes place during the defence, although assessors have the possibility of discussing the grade among themselves in advance. The thesis forum, comprised of the thesis supervisor(s) and possibly other assessors, assigns the grade on the basis of seven criteria:

• Thesis structure• Objective(s) and research questions• Method• Coherence • Added value and relevance• Design and presentation• Student commitment


Recently, a member of academic faculty was appointed as thesis research coordinator. She is in charge of the following:

• Facilitating the thesis writing process: helping the students to define the thesis topics, find an appropriate supervisor, structure the thesis proposal, select an adequate thesis metho-dology or sources of data before being assigned a supervisor;

• solving difficulties between students and supervisors and ensuring that the thesis period runs smoothly for every student;

• Liaison between students, supervisors and internship hosts; • Coordinating the thesis meetings in January/February;• Ensuring consistency in thesis grading and supervision levels among the various supervi-

sors and assessors.

The Board of ExaminersThe Board of Examiners coincides with the Academic Council. It is in charge of organis-ing and co-ordinating examinations for which it establishes rules and guidelines. The policy towards academic integrity and plagiarism are published in the Student Manual. The Board is responsible for the quality of the examination process. Next to its legal obligations, it is author-ised to take decisions on the following:

• Exemptions from one or more examinations on the basis of past education and/or expe-rience (so far, this has not been the case in MEL);

• The manner in which examinations are administered, in particular in cases of students with disabilities;

• Measures involving cheating, such as plagiarism; • Re-sits.

Assessment

The Committee concludes that the system of examination and assessments is well described in the self-evaluation report as well as in the student manual. The system is transparent for students and teachers.The Committee feels that assessing attendance at lectures, seminars, tutorials, workshops and company visits is well suited to a post-initial degree programme. However, it should be made clear how this is weighted in the final grade.

The Committee furthermore studied several theses and examples of exams and assignments and concluded that they test what they need to, and are adequately linked to the courses and the final requirements of the degree programme. Several exams the Committee studied were very well composed. The theses reflect the final requirements of the course (see facet �0). In general, the Committee considers the exam system satisfactory and well suited for a post-initial degree programme.

Recommendation

The Committee wants to take this opportunity to share some observations and remarks con-cerning the thesis work.In general, the theses show an adequate methodology and address proper research questions, but it seems little attention is paid to adequate referencing, to focus and to discussion of the


results, nor to the English language. The studied theses could have been improved tremen-dously if they had been revised once. This seems to be the consequence of a lack of supervision and a very tight schedule. The Committee feels that much more attention should be paid to the supervision and guidance of the theses by the resident staff. It would like to see a shared view on supervision and feedback during the process of writing the thesis and improved and further detailed assessment criteria. Appointing a Thesis Research Coordinator is a first step to addressing this problem and shows that measures will be taken.


Assessment of the subject “Programme”:The Committee concludes on the basis of its assessments of the relevant facets that the assess-ment for the subject “Programme” for the master degree course in Maritime Economics and Logistics is satisfactory.

1.2.3. Deployment of staff

F12: Requirements for UniversityThe degree course meets the following criteria for the deployment of staff for a degree course at a University (WO):Teaching is largely provided by researchers who contribute to the development of the subject area.

Description

MEL describes in its self-evaluation report that with respect to the contribution of research to teaching, the following applies:“MEL is a research-oriented MSc. MEL teaching staff members are either university lecturers and researchers or business professionals. The majority of lecturers have academic publica-tions and extensive teaching experience in maritime-related disciplines. Its teaching faculty members are among the foremost authorities in their area of expertise (CVs were submitted to the Committee) and their scientific publications and other work contribute to the prestige of MEL. They are members of research schools (ERIM; Tinbergen; TRAIL); regular presenters and keynote speakers at conferences, and referees and editorial board members of many peer-review journals. Similar are the qualifications of MEL’s visiting faculty, while lecturers from the industry -all at executive level- contribute in conceptualizing knowledge, bridging theory with practice, and ensuring that the needs of the MEL industry are adequately met by MEL graduates.” Resumes of the teaching staff were included in the self-evaluation report. Staff members are invited to teach in the course by the MEL management on the basis of their individual capaci-ties. Each year the Director carefully assesses past teaching performances and makes the neces-sary refinements in the MEL teaching team, with an aim of ensuring high research quality and industry relevance.


Assessment

The great majority of the staff have a PhD and combine teaching with research. Some of them are well-known and strong researchers, and their teaching is mainly research-led. The Committee could verify this when speaking with the staff delegation during the site visit. The Committee could also verify that the staff are research experts in their field. The Committee appreciates the combination of academic staff and teachers with a professional background (experience in business and management), which is of great value for a post initial programme. It compliments the Director with the careful selection process of the staff and the fact that he manages to attract high ranking profesionals and academics to teach at MEL.The Committee concludes that the degree course exceeds the criteria for this facet: teaching is largely provided by faculty staff who are involved in research and contribute to the develop-ment of the subject area.


F13: Quantity of staffThe staff levels are sufficient to ensure that the course is provided to the required standards.

Description

The self-evaluation report provides some information on the staff available for the degree programme in the academic year �006-�00�. It is estimated that 3� teachers were involved, of which 15 came from the professional field. The self-evaluation report provides the following table of the quantity of staff:

Figure 2: MEL Full-Time Employment Equivalents.

Staff FTEMEL Team 5.1

Mr. Acciaro 0.6Mrs. Brinkman 0.8Professor Haralambides 0.�Mr. Haralambides 0.1Ms. Kurek 0.5Dr. Liu 0.6Ms. Roussou 1Ms.Welch 1Mr. Zeriouh 0.1

MEL Lecturing Staff 1Professor Dekker 0.3Professor Wijnholst 0.1Professor Aalbers 0.1Dr. Berden 0.3Dr. Van de Velde 0.�


External Lecturers 1.�Port Economics and Policy Lecturers 0.3Maritime Logistics Lecturers 0.1Distinguished Lecture Series Lecturers 0.�Maritme Law Lecturers 0.�Management Science Lecturers 0.�Shipping and Transport Finance Lecturers 0.3Maersk Line Series in Maritime Economics 0.1

Thesis Supervision (3� Students * 0.0� * � supervisors) �.96Total 10.5

The total number of students in this year was 3� (3� full-time; 3 part-time). This allows for a student/staff ratio of 3.� (EUR only). According to the self-evaluation report, it is difficult to calculate the effort and time made available by external lecturers.

Assessment

The Committee concludes that staff levels are good. The students confirmed that sufficient staff are available. The Committee recommends paying attention to the balance between per-manent and visiting staff. It is not easy to get a good insight into the exact number of visiting staff involved as they are mentioned in fte and the staff can change every year. For reasons of continuity the Committee observed that enough permanent staff are available to ensure the coherence and the continuity of the programme. The fact that only experienced staff is invited to teach adds to the coherence and consistency of the programme.

Master degree course in Maritime Economics and Logistics: the assessment by the Committee is.

F14: Quality of staffThe staff is sufficiently qualified to ensure that the aims regards contents, didactics and organization of the course programme are achieved.

Description

According to the self-assessment report, teaching is provided by either academic faculty mem-bers or professional practitioners who possess substantial experience within the industry. To ensure that the teaching staff are professionally qualified for the programme, lecturers meet at least one of the following criteria:

• A PhD related to maritime economics and logistics; • A first degree and at least 10 years of senior managerial experience in a MEL-related sub-

sector;• Pursuing a PhD closely related to maritime economics and logistics within EUR or at an

internationally recognized university.

Although not an absolute requirement, the following competencies are highly appreciated for employment at MEL:


• Experience in tertiary education, tutoring and course coordination in the subject(s) con-cerned, preferably also with good evaluation scores from past students;

• Experience in supervising students in writing academic theses and/or directed projects in the subject(s) concerned;

• Expressing a passion for tertiary education and interaction with students.

As a rule, a MEL course has an academic faculty member as the course coordinator (includ-ing preparation of reading materials, assignments, examinations and field trips). During the academic year 06/0� one course had a course coordinator from the visiting staff. The profes-sional teachers are responsible for strengthening student understanding of the theories they have learned and to 'add value' to academic knowledge through sharing their industrial and professional experiences.

In terms of quality control, MEL has the following policy to ensure the teaching quality of its staff. In the course evaluation, students are required to evaluate the performance of all instruc-tors based on several criteria, namely knowledge of the subject, course coordination, compe-tence in giving lectures, communication with students and out-of-class support. Instructors should obtain a minimum score of 3.5 (out of 5) for every course they are involved in. The MEL ‘implicit’ norm is �, however (see also facet 1� about selecting staff members).For visiting teachers, such a mechanism serves as a critical reference in deciding whether they will be invited to teach at MEL again in the following academic year. For academic faculty members, teaching performance also plays a role in determining their overall performance, and thus their chances of promotion.There is a Faculty Handbook to inform all staff about the MEL programme and the proce-dures concerning assessment, class attendance, evaluations, etc.

Assessment

Based on the information provided by the self-evaluation report and the discussions with the programme management as well as on interviews with and evaluation by the students, the Committee concludes that the quality of the staff in terms of content, organization and didactics is satisfactory. The Committee is very positive about the cooperation between the academic staff, visiting staff from other universities and professional staff. It observes that the quality enhancement procedures work well and that the visiting staff are very well introduced and guided.


Assessment of the subject “Deployment of staff”:The Committee concludes on the basis of its assessments of the relevant facets that the assessment for the subject “Deployment of staff ” for the master degree course in Maritime Economics and Logistics is satisfactory.


1.2.4. Facilities and provisions

F15: Material facilitiesThe accommodation and material facilities are sufficient to implement the programme.

Description

The material facilities of MEL are described in the self-evaluation report. The facilities also include housing for international students and support with visa procedures. Information on facilities is published in the student manual, containing information about student life, hous-ing, Rotterdam as well as everything linked to the study programme. The students and alumni greatly appreciate receiving the manual in advance. The Committee toured these facilities and talked to the students and could check that all the information provided was correct.

Assessment

The facilities offered to the students are good. All the lecture rooms are very well equipped. The students can make use of workplace facilities, computers and good library facilities. Access to the facilities (opening times) is extensive. The student manual is of great value to the stu-dents. When interviewing the student and the alumni delegations the Committee heard that they appreciate the facilities very much.


F16: Student support and guidance• The student support and guidance, as well as the information given to students are adequate for the pur-

pose of students’ progress.• The student support and guidance, as well as the information given to students meet the requirements of

the students.

Description

The MEL approach to student support and guidance is characterized by one of short lines of communication. Supporting staff and students know each other on a personal level, and from November till May students and supporting staff have contact almost on a daily basis. Students can easily approach staff and lecturers in case of any problems, concerns and/or ques-tions. All resident staff members have an office hour when they are available without appoint-ment. The students receive a quick response to their inquiries.

Because of the frequent contact with the students, the MEL office can monitor the progress of the students on an individual level and can register any problems at an early stage. Students who face difficulties are contacted early on by the student affairs officer.At the end of the induction course and the core course period, students are informed of their progress. A student failing the induction course will be required to complete extra assignments before the start of the core courses, and MEL will provide extra tutoring if necessary. After the examination period in May, students receive a written communication from the MEL office informing them about their study progress and any re-sits that have to be taken.


During the thesis period the Thesis Research Coordinator stays in contact with both the supervisor(s) and the students, monitoring the progress of the thesis, the contact between the supervisor and the student, etc.

The Student Affairs Officer in particular is entrusted with providing pre-arrival support in terms of visas, housing, etc., along with the role of programme coordinator. This is done using the services and facilities offered by the University (OOS). In order to ensure that the students can focus as much as possible on their learning experience while in the Netherlands, the Stu-dent Affairs Officer is available for assistance with all sorts of problems including residential, landlord, dealing with the community, police, mail, etc.The support and guidance of students is evaluated in the annual programma evaluation at the end of the year.

Student support at a central levelIn addition to the support offered by the MEL office, all students of EUR can seek advice from the Erasmus Student Service Centre (ESSC). The ESSC offers support in different areas: general information on housing, culture, sports, visas, etc. In addition, it also offers a wide range of courses, workshops and training sessions throughout the academic year. These courses are supportive and supplement the regular study programme. Examples include “Academic writing for Master students”, “Thesis presentation” and “Presentation skills”. There are Dutch language courses for foreign students. Students can also obtain advice and counselling from student counsellors, university psycholo-gists, confidential counsellors and student advisors through the ESSC.

Assessment

The individual guidance and support of the students, the intensive direct contact and the strong support the students get during their studies belong to the strong aspects of the pro-gramme in the opinion of the Committee. The students spoke very highly of the guidance and short communication lines. Especially the efforts of the Student Affairs Officer are highly appreciated by the students.


Assessment of the subject “Facilities and provisions”:The Committee concludes on the basis of its assessments of the relevant facets that the assess-ment for the subject “Facilities and provisions” for the master degree course in Maritime Economics and Logistics is satisfactory.


1.2.5. Internal quality assurance

F17: Evaluation of resultsThe degree course is subject to a periodic review, which is partly based on verifiable targets.

Description

Erasmus University Rotterdam monitors, evaluates and benchmarks its programmes and lec-turers systematically. MEL complies with the standards set by EUR, and the programme is listed in the Erasmus Register.

MEL’s quality assurance procedures are described in the MEL Quality Assurance Protocol that is being currently drafted, both for students and staff, which describes the roles of each key player and the structure of the quality approach. The protocol consists of four parts. The first part describes the role of each stakeholder (students, corporate network, staff and alumni). In the second part, the planning cycle of the programme is outlined. The third part describes the evaluation system, and in the fourth part procedures for data collection and the operation of MEL information systems are presented.

The Academic Director has the final responsibility for the evaluation of the programme. The lecturers involved in the programme, the corporate network, the students and the alumni pro-vide their inputs to the Director during the year, and he then plans and implements changes after discussions with the Academic Council and the Advisory Board.

The following evaluations are done each year:At the end of the core course period, students are given the opportunity to evaluate:

• Each core course module separately;• All teaching staff, resident and visiting (even those with minimal input, e.g. seminar pre-

senters);• The MEL programme overall (including programme management aspects).

The general evaluation target is a score of 3,5 out of 5. This target is mainly used for evaluation of the teaching staff.

The evaluations are done electronically using the Blackboard website. In order to facilitate comparison, the questionnaires have a similar structure for all modules and course compo-nents. The average response rate was above �0%. Each year course evaluations are summarised in the annual evaluation report. It contains a detailed assessment of the lecturing staff. The overall programme evaluation procedure takes place at the end of the course, in the month of October. The questionnaire addresses issues of coordination, programme consistency, overall study load and the quality of academic and administrative support. The response rate for the academic year �006/�00� was 6�%.

The MEL Director is supported in the evaluation of the programme by the course representa-tive. Each year the students elect among themselves a course representative. He discusses with the Director on a monthly basis about the comments, suggestions and problems of the current class. The Committee spoke with the course representative, and the students know him well.Preparing for accreditation MEL has installed an Educational Committee (Opleidingscom-


missie) to participate in the quality assurance of the programme and to advise the Director on the evaluations and all other educational matters.

The annual evaluation report is discussed at the Academic Council meeting. Following this, the course representative is invited to present the students' main points. In the future the report will be discussed in the Educational Committee. Based on these evaluations, the Aca-demic Director and the Academic Council identify possible changes to the programme, take corrective measures and set new objectives for the coming year.

Assessment

Course evaluations, annual reports and the programme evaluation were available to the Com-mittee during the site visit. The management uses a small set of evaluation targets (student sat-isfaction should be 3.5 out of 5). The described evaluation system convinced the Committee that the programme and the courses are monitored systematically and improvement measures are taken. However, it is not immediately transparent who is in charge of taking action upon the conclusions: the Academic Council or the Director. The Committee is impressed by the communication with the staff about the programme and its final qualifications. As shown under facet 18, there is a careful procedure to ensure the final level of the programme through the communication with the staff.The evaluation system is well described, systematic and carried out satisfactorily according to the Committee.

Recommendation

The questionnaire used for evaluating courses focuses mainly on the teaching qualities of the staff. The Committee would recommend improving the questionnaire by including evaluation of learning outcomes, teaching methods and assessment methods as well.


F18: Measures to effect improvementThe results of this evaluation form the basis for measures that can be demonstrated to improve the course and that will contribute to reaching the targets.

Description

Based on the evaluations, possible changes to the programme are assessed before the beginning of the academic year, when an evaluation report is presented and discussed with the Academic Council. The Director can take immediate action on short-term issues. Examples of concrete actions based on students’ comments are:

• reduction in the course weights that took place between �005 and �006; • changes in the course content; • introduction of a centralised system of course work coordination;• improvements to Maritime Logistics (�006) to ensure coherence and avoid overlap bet-

ween the various instructors involved.


One issue currently under consideration is the perceived difference between modules with regard to the grading of exams. MEL has recognised the necessity for harmonisation of the module grading practices as this gives better opportunities for comparison and, subsequently, quality development. For this reason MEL has introduced the Faculty Handbook to provide detailed guidelines for the teaching faculty on grading and grading policy.

Students, alumni and staff mention that contacts with the management are easy, and action is taken when possible. Signals from the students and the staff are noticed and regularly lead to adjustments. The self-evaluation report describes several measures taken on the basis of prior evaluation results. There is no systematic record of the improvement measures.

Assessment

The Committee could conclude that results of evaluations form the basis for measures to improve the degree course. The Director plays an important role in enhancing improvement measures. The small scale of MEL makes it possible to implement adjustments without delay.

Recommendation

The Committee recommends making the responsibilities for improvement measures more transparent and keeping records of measures systematically for reasons of quality enhancement and to inform students and staff.


F19: Involvement of staff, students, alumni and the professional fieldStaff, students, alumni and the professional field in which graduates of the course are to be employed are actively involved in the internal quality assurance.

Description

StudentsStudents are involved in the internal quality control in three ways: through the course repre-sentative and in the future the educational committee, through the evaluations and by directly contacting the academic director and other staff members.

The role of evaluations and the interaction with the course representative were described in facet 1�. Because of the small scale and the informal “open door” policy to student-staff com-munications, students have a lot of opportunities to raise individual views and concerns. Students reported to the Committee that they are involved in quality enhancement regularly and fill in a lot of evaluations.

StaffStaff members are informed of the results of their module evaluation by the Director. They can use this information to improve the teaching of each module every year. The Academic Director holds regular informal meetings with all staff members. In this way, strategies, views, suggestions and comments are shared with them, and staff members can voice their opinions.


They will be represented in the Educational Committee.

AlumniAlumni have not been involved systematically in the quality assurance procedure other than through informal communications with MEL on various occasions. Alumni are often in con-tact with the MEL office. Recently, MEL created a special MEL Alumni Network Area to forge and strengthen links between MEL alumni. In the future its use may be extended to involve the alumni in the quality assurance of the MEL programme. Given the importance of the interaction with alumni, MEL appointed an Alumni Affairs Coordinator in November �00� who has the task to further develop alumni contacts, maintain information databases and solicit alumni opinions. In the first MEL alumni survey (�00�), one question asked about the quality of the programme and their suggestions on maintaining and improving it.

Professional fieldMEL has an extensive corporate network that takes an interest in the programme and contrib-utes to it by giving lectures and inviting students on company visits. MEL’s Advisory Board is comprised of 10 CEOs. The Board meets regularly with the Director and advises on the cur-riculum, training needs and market developments, etc. The Board is entrusted with ensuring that MEL remains not only relevant to the labour market needs, but also at the apex of this area of specialization.

Assessment

Students and staff members are adequately involved in internal quality assurance, both for-mally and informally. The Committee is positive about the installation of an Educational Committee to make the involvement of students and staff more transparent and to incorpo-rate more students and staff in the systematic cycle of quality control.The Committee could observe that students and staff are very committed to the programme and involved in quality assurance. The involvement of alumni is improving rapidly. The involvement of the professional field is clearly visible in the corporate network and the Advi-sory Board. The Committee feels that this is of great value to the programme.


Assessment of the subject “Internal quality assurance”:The Committee concludes on the basis of its assessments of the relevant facets that the assess-ment for the subject “Internal quality assurance” for the master degree course in Maritime Economics and Logistics is satisfactory.


1.2.6. Results

F20: Level that has been achievedThe final qualifications that have been achieved correspond to the targets set for the final qualifications in level, orientation and domain-specific requirements.

Description

Students follow the MSc in MEL in order to become eligible for a senior position in govern-ment, ports, shipping, logistics, transport, and finance sectors as well as to acquire a deeper academic understanding of the MEL industry.The alumni survey shows that the great majority of the respondents entered the job market soon after graduation. The Committee studies this survey during the site visit. It identifies a considerable influence on the students' careers and shows that the employment positions of the alumni have a very strong connection with the MEL domain-specific qualifications.

The Academic Council/Board of Examiners and MEL management ensure that all final quali-fications are met in the curriculum. In the final thesis all final qualifications are assessed with regard to the level and the orientation of the degree course. The overall quality of the research work in terms of the scientific method and practical relevance is guaranteed by the supervisors. Some of the theses have resulted in published articles.

Assessment

The alumni the Committee interviewed agree with the vision expressed in the self-assessment report that they could easily find jobs at the level of their ambition. The alumni reported hav-ing learned a lot during their study course and mentioned its considerable influence on their careers. The combination of practice and theory was valued most by them, as was the interac-tion with the professional field.

To check the students' achievements, the Committee studied six recent master theses. In gen-eral, they were satisfactory: the theses demonstrate that the students achieved the level, orien-tation and domain-specific requirements formulated in the final qualifications of the degree course. However, Committee members would have assigned the theses a somewhat lower grade than the ones given by the MEL supervisors. This aspect has already been discussed under facet 11. The Committee also checked several course exams and assignments and concluded that the exams test what they need to test in view of the requirements for the courses. The Committee concludes that the students acquire the appropriate level and orientation that correspond to a MSc degree course in the domain.



F21: Success ratesTo measure the success rates, target figures have been set in comparison with relevant other degree courses.The success rates meet these targets.

Description

The self-assessment report gives information on the educational yield and the success rate. The targeted educational yield is that 85% of students graduate after one year. With the exception of two classes, this target has always been met. As the programme can be followed on a two-year part-time basis, and in exceptional cases students may submit their thesis for graduation the following year, virtually all students should graduate after two years. Given the structure of the programme, the targeted success rate should approach 100% by the second year.

Figure 3: Success rate MEL students

year Intake (part-timers)

Failed Dropouts Pass after 1 year (%)

Pass after 2 years (%)

Pass after 3 years (%)*

Total success rate

�000/01 �� (�) 1 1 16 (�3%) 3 (1�%) 1 (�.5%) 91%�001/0� 33 (9) 0 1 �� (8�%) 5 (15%) - 9�%�00�/03 �1(1�) 3 � 30 (�3%) 6 (15%) - 88%�003/0� �8 (6) 0 0 �8 (100%) - - 100%�00�/05 �1 (�) 5 1 31 (�6%) � (10%) - 86%�005/06 �1 (6) 1 0 38 (95%) � (5%) - 98%�006/0� 38 (3) � 0 35 (9�%) 1 (3%) - 95%

Total �63 (��*) 1� 5 ��5(86%) �1 (8%) 1 (0.�%) 9�%* One student is a 3rd year part-time from 2000/2001. This was allowed only for the class 2000/2001* Part-timers are counted twice

Assessment

The Committee examined the programme success rates. The data show a constant high suc-cess rate of MEL students over the years, and almost all students finish their study within the time limit.The good results are due to the favourable staff-student ratio, the good personal support and high student motivation. The Committee is also aware of the fact that the post-initial char-acter of the programme accounts for the success rates. The tuition fee, the students awareness of the job perspective and their limited time to stay in The Netherlands contribute to a high success rate.

The Committee draws the conclusion that the results exceed those of other Dutch master degree programmes.

MSc in Maritime Economics and Logistics: the assessment by the Committee is good.

��QANU / Master of Science in Maritime Economics & Logistics (MEL)

Assessment of the subject “Results”:The Committee concludes on the basis of its assessments of the relevant facets that the assess-ment for the subject “Results” for the master degree course in Maritime Economics and Logistics is satisfactory.

1.2.7. Conditions for continuity

22. Guarantee of the programmeThe university garantees students that they can follow the full programme

MEL was established as a post initial and non-funded degree programme (niet-bekostigde oplei-ding) by decision of the Board of EUR in 1999. It’s first students have been admitted in the year �000/�001. Continuity has been proven for several years and is guaranteed by the struc-tural cooperation between MEL, the faculty of Economics and the RSM.

The Committee is convinced that the programme can guarantee that students can finish the programme, as it is strongly embedded in the organisation of the university and it successfully runs for eight years.

23/24. Investments and financial reservationsThe previewed investments are enough to start the programme (including the facilities)/ The finan-cial reservations are adequate to the previewed and calculated start up losses.

The MEL programme runs since �000/�001 and has since then been funded by the tuition fees (€�0.8�0,- for �008/�009). There has been a stable, sustainable even slightly increasing intake of students for eight years. The targeted optimal intake of MEL is established at 35 stu-dents. This number has been reached since �00�. The financial position of MEL is stable.

Assessment

Seen the continuity of the intake of nearly a decade, the commitment of the professional field and the embedding of the programme in two faculties of EUR the Committee concludes that the conditions of continuity for the programme are very positive.

Assessment of the subject “Conditions for continuity”:The Committee concludes on the basis of its assessments of the relevant facets that the assess-ment for the subject “conditions for continuity” for the master degree course in Maritime Economics and Logistics is satisfactory.


Overview of the assessment by the CommitteeMaster degree course in Maritime Economics and Logistics:

Subject Assessment Facet Assessment1. Aims and objectives of the degree course

Satisfactory 1. Domain-specific requirements Good.�. Level Satisfactory3. Orientation Good

�. Programme Satisfactory �. Requirements Good5. Relationship between aims and objectives and contents of the programme

Satisfactory

6. Coherence of the programme Satisfactory�. Study load Satisfactory8. Intake Good9. Duration Satisfactory10. Coordination of structure and contents of the degree

Satisfactory

11. Assessments and examinations Satisfactory3. Deployment of staff

Satisfactory 1�. Requirements for university Good13. Quantity of staff Satisfactory1�. Quality of staff Good

�. Facilities and provisions

Satisfactory 15. Material facilities Good16. Student support and guidance Good

5. Internal quality assurance

Satisfactory 1�. Evaluation of results Satisfactory18. Measures to effect improvement Satisfactory19. Involvement of staff, students, alumni and the professional field

Satisfactory

6. Results Satisfactory �0. Level that has been achieved Satisfactory�1. Results of teaching Good

�. Conditions for continuity

Satisfactory

Overall assessment by the Committee of the master degree course in in Maritime Eco-nomics and Logistics

The Committee concludes, on the basis of its assessments of the subjects and facets from the assessment framework, that the master degree course in Maritime Economics and Logistics fulfils the quality requirements which are a condition for accreditation.


APPENDICES


Appendix A: Curriculum Vitae of committee members

Peter Marlow is Professor and Head of Logistics and Operations Management at Cardiff Uni-versity where he teaches postgraduate courses in Maritime Economics and International Logis-tics. He is the author of over 100 academic publications. He is a member of the Chartered Institute of Logistics and Transport, and of the Institute for Fiscal Studies. He is President of the International Association of Maritime Economists and is currently on the editorial board of four international journals. He has previously held positions as Visiting Lecturer at City University in London, as Visiting Professor at the Korea Maritime University in Pusan, and as Departmental Academic Adviser at Hong Kong Polytechnic University. He is currently Visit-ing Professor at Dalian Maritime University in China and is also External Examiner for MSc programmes in shipping and logistics at Cass Business School, London. He has been involved in course assessment and accreditation at several UK and overseas universities.

Enrico Musso (Genoa 196�) is Full Professor in Applied Economics at the University of Genoa, where he is involved in research and teaching activities in Transport Economics, Mari-time and Port Economics, and Urban and Regional Planning. Director of the Ph.D. program in Logistics, Infrastructure and Territory of the University of Genoa. Lecturer in the Master in Transport and Maritime Management and Transport and Maritime Economics at the University of Antwerp. Former visiting professor in many universities in Italy and abroad. Director of international research programs financed by the European Union and other public and private institutions, concerning ports, maritime transport, urban mobility. Author, co-author or edi-tor of more than 130 scientific publications, among which important volumes or chapters in volumes in maritime and port economics. He is director of the international centre of research Go UP (Governance of Urban Policies) and of the masters in Ports, Transports and Territory and in Governance of territorial economic policies at the University of Genoa. Co-founder of Trans-portnet, a research network of eight European universities, and of the Italian Centre of Excel-lence for Integrated Logistics. Co-chair of the Maritime Transport and Ports Special Interest Group at the World Conference on Transport Research Society and editor of the reviews Maritime Economics and Logistics (Palgrave-Macmillan) and European Transports. From mid-�008 he will be editor-in-chief of the International Journal of Transport Economics. He is chairman of the Italian Society of Transportation Economists.

Jan Steen works as a senior policy advisor on the quality of education at the Educational Institute (onderwijsinstituut) of Wageningen University. His area of expertise is education strategy and educational design, as well as internal and external quality assurance and enhance-ment. Wageningen University has organised all graduate and undergraduate programmes in an educational institute. This institute has the responsibility to organise, assess and enhance all bachelor and master programmes and make sure they are regularly accredited. The institute also gives advice on educational development to programme directors and committees.Jan Steen was several years the head of the Educational support group of WU, that offers short courses on didactics for the lecturers of WU and educational advice to lecturers and programme committees.Jan Steen is participating as an educationalist in several international projects (TEM-PUS, Erasmus Mundus) on the quality assurance and enhancement of (international) master programmes and on the accreditation of (international) master programmes.


Eric Damoiseaux is a graduate student of Maritime Technology at Delft University, currently in the final year of his Master in Shipping Management. During the first year of his Master, he spent one semester on international exchange at the ETH Zurich. After having done a 3 month internship at NIBC Merchant Bank, he is now working on his final thesis research at Damen Shipyards, where he is investigating possibilities for setting up a leasing entity for standardized vessel types. His expected graduation is in June �008. Next to his academic pursuits he has been involved in several extra curricular activities. Among others, he was elected chairman of the Study Association for Maritime Technology “William Froude” during the year of its centennial festivities. Furthermore, he was appointed as student representative of the faculty council for one full year following his tasks as chairman.


Appendix B: Programme for the site visit on 23 and 24 January 2008

Day 1: First day of the site visit (Wednesday 23 January 2008)15:00 – 16:00 Arrival of committee members in the hotel16:30 – �0:00 At the hotel: Formal first meeting of the committee, separate agenda for

this meeting. Discussion of the self evaluation report and theses of alumni�0:00 – ��:00 Committee Dinner; continue with the discussion of self-evaluation report

and the theses

Day 2: Second day of the site visit (Thursday 24 January 2008)08:�5 – 09:30 Discussion with management and those responsible for the content of the

self-assessment report ( programme director and others)09:30 – 10:15 Discussion with recent alumni 10:15 – 10:30 Break10:30 – 11:15 Discussion with students enrolled in the MSc programme, student mem-

bers of the Education Committee and other students involved in quality 11:15 – 1�:00 Discussion with student counsellors, staff involved in quality assurance

and internationalisation1�:00 – 1�:�5 Tour of facilities/possibility for staff and students to have a private discus-

sion with the committee1�:�5 – 1�:00 Lunch break, discussion of first finding, review of documentation made

available by the faculty1�:00 – 1�:�5 Discussion with staff members of the master programme, members of the

Education Committee and members of the Board of Examiners,1�:�5 – 15:00 Committee meeting, preparation of discussion with members of the man-

agement team15:00 – 15:30 Final discussion with members of the management team15:30 – 1�:00 Committee meeting to discuss assessment of the MSc degree programme1�:00 – 1�:30 Presentation of preliminary findings by the chairman of the committee1�:30 – 18:00 Reception, end of site visit


Appendix C: Domain Description provided by MEL

INTRODUCTION: DOMAIN DESCRIPTIONThe importance of international transportation and global supply chain management for trade efficiency and welfare need little emphasis. In recent years, trade grows at a healthy 8%, twice as much as world production. An overwhelming percentage of international trade takes place by sea. The role of developing countries, particularly those of Asia and Latin America, in glo-bal production is continually and comparatively increasing. Still, more often than not, these countries are found in need of better operational practices, technology and policies for the deepening of their integration, through trade, to the global economy.

Due to competition and technology, transport costs have been constantly declining over the past decades. Although this is a distinct and welcomed benefit to trade and prosperity, signifi-cant disparities exist among countries and regions. Developing countries pay twice as much for their imports (in terms of transport costs) as developed ones, but even within developing countries themselves disparities continue to be pronounced with, for instance, Africa paying twice as much as Asia and Latin America.

Competition among nations and export-led growth strategies leave little room these days for trade inefficiency. This, for any inefficiency, however small, in any part of the global sup-ply chain, such as badly run ports; wasteful infrastructure investments; congestion and other transport externalities can constitute substantial bottlenecks and hindrances to the efficacy of the supply chain itself. One of the effects of globalization is that it is no longer ports or carriers that compete for custom among themselves, but competition takes place mostly among sup-ply chains and networks instead. Together with ICT and general economic reform, transport, distribution and related logistics are now known to be the key enablers of globalization.

Finally transportation has been ‘rediscovered’ in the models of international economics. It is no longer treated as a constant, represented by ‘physical’ distance, but as a significant variable, that of ‘economic’ distance which, among many other factors determines why people trade with each other.

INTERNATIONAL BENCHMARKSThe breadth of MEL studies and the complexity of the MEL sector mean that many of the constituent modules can be approached through a number of avenues and in differing areas of emphasis. Attempts therefore at curriculum description must tread with caution and institu-tions offering such programs must be allowed the requisite degree of freedom to design them according to internal, departmental, resources on the one hand and external business environ-ment on the other. For instance, at engineering schools, the emphasis is often on logistics; port economics and policy is emphasized at universities of port-cities; shipping economics and policy at International Maritime Centers such as Singapore and Piraeus; transport and distribution at important and overpopulated distribution hubs such as Rotterdam and Antwerp; Shipping Finance at financial centers such as London; and so on.

Amongst institutions offering MEL studies, the following could be mentioned: Cardiff Uni-versity (UK); Athens University of Economics and Business (Greece); University of Piraeus (Greece); University of the Aegean (Greece); University of Genoa (Italy); University of Bari (Italy); City University (UK); Copenhagen Business School (Denmark); Dalian Maritime University (China); Shanghai Maritime University (China); World Maritime University (Swe-


den); Hong Kong Polytechnic University (China); University of Antwerp (Belgium); Erasmus University Rotterdam (Netherlands); University of Plymouth (UK); University of Leeds (UK); London Metropolitan University (UK); Nanyang Technological University (Singapore); Uni-versity of Newcastle upon Tyne (UK); National Taiwan Ocean University (Taiwan Province of China).

DISCIPLINES MEL STUDIES ARE/COULD BE APPROACHEDEconomics/EconometricsMarket structure; pricing; modeling; forecasting; externalitiesOperations ResearchPlanning and scheduling; optimization; simulationManagement/FinanceMergers & Acquisitions; vertical and horizontal integration; strategy; HR; financingInternational EconomicsTrade and transport; infrastructure and economic development; trade and transport policiesLawInternational conventions; law of the sea; contract law; insurance law;EngineeringNaval architecture and marine engineering; terminal and cargohandling technologies; trans-port systems technologiesGeographySpatial dimensions of transport systems; city-port relationships; origin-destination commodity flows; port competition

DOMAIN SPECIFIC QUALIFICATIONS1. Understand, analyze and appraise (UAA) the role of the MEL sector(s) in the Economy, trade,

society and welfare

• UAA the role of international transport in modern theories of international econo-mics

• UAA the role and impacts of ports and infrastructure on local and regional economies and international trade

• Contextualize the impact of globalization on transport systems• Understand and measure the link between international ocean transportation and

trade• Articulate maritime and transportation policies with reference to environment pro-

tection, safety, security, congestion prevention, competition policy• Identify cargo types, their transport/logistics requirements, and major trade routes• Identify, understand and use key performance indicators in a supply chain• Identify, understand and use key performance indicators in container terminals

2. Understand, analyze and appraise the interconnectedness, implications and impacts of stake-holder decision-making along the global maritime supply chain

• UAA the role of ports; port communities; and port information systems as facilita-tors/enablers in global maritime supply chains

• Understand the differences and dynamics of the various MEL sectors and markets• Understand and appraise the economic implications of various ship designs and rela-

ted functions and technologies


• Understand the economics of innovation diffusion in transport and its impact on the efficiency of supply chains

• Pynthesize, assess and balance stakeholder interests and, accordingly, set up a finan-cing and pricing strategy for a port

• Assess the role and impact of tariffs, quotas and other barriers to trade on the supply chain

• UAA how the operations and economics of various transport modes are affected by government intervention, and national and supranational policies

3. Analyze theories and trends in Maritime Economics and Logistics

• UAA the implications of port privatization for trade efficiency and societal welfare• UAA the limitations and potential of port performance measurement theories• UAA the parameters and management implications of a port master plan• UAA the objectives of a port marketing plan• Develop a management strategy for a terminal• UAA concentration and market power in transport markets and assess their impacts

on society• Understand price formation in various transport, infrastructure and logistics markets• Understand the issues related to human capital in shipping and in the MEL sector by

and large• Familiarize with the academic literature of the MEL discipline as defined at EUR.• Manage a supply chain for various types of cargo and commodities• Cope with hinterland transportation limitations and bottlenecks, in rail, road and

inland waterways• Identify key management issues and challenges in a transportation company• Understand the main tenets of public international law and their ramifications on

trade and transport efficiency• Be able to read, understand and assess charterparties and bills of lading• Be able to identify major responsibilities in insurance claims

4. Critically assess theories and trends in Maritime Economics and Logistics

• Through academic literature review and research methodology, write a Master’s thesis

5. Make research-based decisions in (parts of ) complex maritime supply chains with limited infor-mation

• Use queuing theory to model terminal design; shipping and transportation problems• Model and forecast major markets and key maritime variables (freight rates, second

hand prices, etc)• Use programming techniques to set up and optimize liner shipping networks• Use simulation in container terminals; shipping; and transportation problems• Use decision theory to formulate maritime and transportation problems• Appraise investments in shipping and transport infrastructure under conditions of

risk and uncertainty• Understand hedging instruments and the way they can be used in managing ship-

ping risks• Pet up a financing and investment strategy for a shipping company


• Design a container terminal and simulate the performance of various designs• Determine the optimal levels of inventories, batch sizes and cargo flows• Assess the commercial implications of charterparty clauses and negotiate accordingly• Draw up tender documents for a concession of services


Appendix D: Final qualifications of the degree course

Overall MEL Objective:The MSc in Maritime Economics and Logistics (MEL) aims at fast-tracking promising young professionals into tomorrow's leaders in business and government. The program prepares experts with modern economic and management tools for efficient decision-making, providing them at the same time with methods; concepts; and theories to enable them understand and analyze, in a holistic and multidisciplinary way, the complexities of global maritime supply chains. In this way, MEL graduates are expected to be able to act and decide, with managerial style and determination, under complex and uncertain conditions, in a global economic and social environment.

Domain Specific Qualifications

1. Understand, analyze and appraise (UAA) the role of the MEL sector(s) in the Economy, trade, society and welfare

• UAA the role of international transport in modern theories of international econo-mics

• UAA the role and impacts of ports and infrastructure on local and regional economies and international trade

• Contextualize the impact of globalization on transport systems• Understand and measure the link between international ocean transportation and

trade• Articulate maritime and transportation policies with reference to environment pro-

tection, safety, security, congestion prevention, competition policy• Identify cargo types, their transport/logistics requirements, and major trade routes• Identify, understand and use key performance indicators in a supply chain• Identify, understand and use key performance indicators in container terminals

2. Understand, analyze and appraise the interconnectedness, implications and impacts of stake-holder decision-making along the global maritime supply chain

• UAA the role of ports; port communities; and port information systems as facilita-tors/enablers in global maritime supply chains

• Understand the differences and dynamics of the various MEL sectors and markets• Understand and appraise the economic implications of various ship designs and rela-

ted functions and technologies• Understand the economics of innovation diffusion in transport and its impact on the

efficiency of supply chains• Pynthesize, assess and balance stakeholder interests and, accordingly, set up a finan-

cing and pricing strategy for a port• Assess the role and impact of tariffs, quotas and other barriers to trade on the supply

chain• UAA how the operations and economics of various transport modes are affected by

government intervention, and national and supranational policies


3. Analyze theories and trends in Maritime Economics and Logistics

• UAA the implications of port privatization for trade efficiency and societal welfare• UAA the limitations and potential of port performance measurement theories• UAA the parameters and management implications of a port master plan• UAA the objectives of a port marketing plan• Develop a management strategy for a terminal• UAA concentration and market power in transport markets and assess their impacts

on society• Understand price formation in various transport, infrastructure and logistics markets• Understand the issues related to human capital in shipping and in the MEL sector by

and large• Familiarize with the academic literature of the MEL discipline as defined at EUR.• Manage a supply chain for various types of cargo and commodities• Cope with hinterland transportation limitations and bottlenecks, in rail, road and

inland waterways• Identify key management issues and challenges in a transportation company• Understand the main tenets of public international law and their ramifications on

trade and transport efficiency• Be able to read, understand and assess charterparties and bills of lading• Be able to identify major responsibilities in insurance claims

4. Critically assess theories and trends in Maritime Economics and Logistics

• Through academic literature review and research methodology, write a Master’s thesis

5. Make research-based decisions in (parts of ) complex maritime supply chains with limited infor-mation

• Use queuing theory to model terminal design; shipping and transportation problems• Model and forecast major markets and key maritime variables (freight rates, second

hand prices, etc)• Use programming techniques to set up and optimize liner shipping networks• Use simulation in container terminals; shipping; and transportation problems• Use decision theory to formulate maritime and transportation problems• Appraise investments in shipping and transport infrastructure under conditions of

risk and uncertainty• Understand hedging instruments and the way they can be used in managing shipping

risks• Pet up a financing and investment strategy for a shipping company• Design a container terminal and simulate the performance of various designs• Determine the optimal levels of inventories, batch sizes and cargo flows• Assess the commercial implications of charterparty clauses and negotiate accordingly• Draw up tender documents for a concession of services

Generic Qualifications

6. Scientific knowledgeStudents are capable of critical economic analysis with the appropriate quantitative skills.


7. Awareness of the broader socioeconomic contextMEL’s extensive, fairly comprehensive and integrated curriculum, together with appropri-ate emphasis on policy issues (SEP; PEP; IE) enable students to place argumentation in a wider, multidisciplinary (economics; management; law; technology) perspective.

8. Self-management skillsMEL students have to work continuously under pressure and, therefore, time-manage-ment skills are a sine qua non. They are capable of working under limited supervision, in a group or individually, and through a large number of assignments; other coursework; presentations and case studies, they are quite capable of taking decisive action.

9. (International) communication skillsMEL students have a sufficient command of the English language1 and knowledge (due to backgrounds and professional experience) of the MEL terminology. Their frequent inter-action among themselves and others and their good professional involvement in the MEL subject matter make them passionate and effective communicators.

10. IT skillsStudents become conversant in IT technologies (even receiving refresher instruction upon arrival). These include MS Office (with particular emphasis on the programming add-ins of excel); internet; statistical; econometric; and programming software.

11. Interpersonal and team-work skillsMEL is a predominantly international group that has to work and socialise closely together as a team throughout the year. Through this, they learn to respect different cultures and practices, as well as the values of tolerance and diversity.

12. Project managementStudents are capable to manage a project (e.g. thesis) in an efficient way.

13. Research skillsThrough their training in research methodology; by being taught by actual researchers; being critically exposed to advanced literature; and finally by carrying out their thesis project, students become capable of conducting independent and individual research.

14. Transposing academic knowledge into professional and socioeconomic contextOver the year, students are in frequent interaction with business executives from MEL’s Corporate Network (DLS; company visits; conferences; etc.) and in this way, as well as though training in Writing and Presentation Skills and their own professional background, students are becoming quite competent in transposing theory to ‘business language’ in an effective and succinct way.

1 MEL ensures that its students have sufficient knowledge of the English Language by requiring IELTS or TOEFL Scores and/or through (telephone) interviews with the candidates. MEL considers only candidates with IELTS score above 6.5 and TOEFL score above �3� for computer-based or 5�5 for paper-based tests.

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