bachelor of science accountancy and controlling & master ... una wo-ma... · bachelor of...

Bachelor of Science

Accountancy and Controlling

& Master of Science Accountancy

University of the Netherlands Antilles

15 June 2012

Initial accreditation Panel report

NVAO | Bachelor and Master of Science Accountancy – University of the Netherlands Antilles| 15 june 2012 page 2

Table of contents

1 Executive summary 3

2 Introduction 8 2.1 The procedure 8 2.2 Panel report 10

3 Description of the Programmes 11 3.1 Overview 11 3.2 Profile of the institution 11 3.3 Profile of the Programme 15

4 Assessment per theme and per standard 19 4.1 Aims and objectives 19 4.2 Curriculum 25 4.3 Staff 33 4.4 Services 40 4.5 Internal quality assurance system 43 4.6 Conditions for continuity 47

5 Overview of the assessments 50 5.1 Conclusions on the NVAO Standards 51 5.2 Conclusions on the CEA requirements 51

Annex 1: Composition of the panel 53

Annex 2: Schedule of the site visit 54

Annex 3: Documents reviewed 59

Annex 5 Letter on the partnership by the Faculty of Economics and Business (RUG) 62


1 Executive summary

The Accreditation Organisation of the Netherlands and Flanders (NVAO) received a request to establish that the proposed Bachelor of Science Accountancy and Controlling and the Master of Accountancy at University of the Netherlands Antilles comply with the NVAO standards for new programmes. This application is based on an agreement between the former minister of the Netherlands Antilles and the Dutch minister to ask the NVAO to bring out an advise on the quality of programmes in higher education provided by institutes located on the Antilles (letter 8 juli 2005 reference: HO/BS/05/30171). These institutions are outside the jurisdiction of the NVAO, this application therefore can only lead to an advise of the NVAO and not to a formal accreditation decision according to Dutch law. NVAO convened an expert panel, which studied the information available and discussed the proposed programme with representatives of the institution and the programme during a site visit. The following considerations have played an important role in the panel’s assessment. Learning objectives of both bachelor and master are to a large extend framed by the purpose to prepare for two civil regulated postgraduate academic programs: the post-initial Controlling programme (Register Controller) and the post-initial Accountancy programme (Register Accountant), The programme also has the ambition to provide a preparation for enrolment in US regulated Accountancy Programmes: CMA (Certified management Accountant) and CPA (Certified Public Accountant). This will require additional preparation. The end qualifications of both the Master of Science programme and the Bachelor of Science programme are justified by several benchmark procedures and by comparing the qualifications of the graduate with several relevant international standards. This proves that the end qualifications are in line with the expectations of the professional field and in line with comparable established and generally recognized Programmes. The end qualifications of the BSc A&C and MSc have a clear link with the professional practice as they comply with the qualifications set by the CEA (Commissie Eindtermen Accountantopleiding) and the qualifications of the “Vereniging van Register Controllers” (VRC) for entering into post initial post graduate programs to become RA and RC respectively.. The end qualifications are definitely formulated at respectively bachelor level and master level. In the case of the master programme this is corroborated by the fact that the programme is a copy of the accredited programme in Groningen. The panel considers the end qualifications to be well defined. The programmes present a strong justification of the respective end qualifications. Both in meeting the requirements of the field and in setting the academic level. Additionally the end qualifications are well formulated and provide clear direction for lecturers and students.


The panel studied the course outlines and the complementary study materials of both programmes and this confirmed that in general the subject of the course, its assignments and literature used are definitely up to the respective bachelor and master standard. In various courses students acquire knowledge resulting from scientific research by studying articles published in scientific journals when preparing for assignments. Students are stimulated to critically reflect on themes in the courses. The panel established that the literature used during the programmes is issued by well-known publishers in the academic world. The literature list is in accordance with what the panel would expect from a bachelor programme in accountancy and controlling respectively from a master programme in accountancy. The Bachelor of Science contains a research line, providing students with various moments to develop their research skills. In the Master of Science programme the main subjects related to the development of research skills are: Advanced Research Methods; Strategy and Organization in Practice and the Master thesis. Internationalisation is supported by: English as language of instruction; an international student body; participation in international student exchange programs; international exchange between professors and partners with international institutions and participation of staff members in international conferences and seminars. The end qualifications of both programmes have been adequately translated into learning goals in the various programme courses. The panel also tested for the agreement of the programmes with the requirements of CEA. These requirements explicitly define the coverage of (and study time spend on) subject areas. The panel specifically analyzed the programme for these requirements and found that three subjects are not covered sufficiently in the Programme. These are: Law ; Taxation law and; Management Accounting. The management of the programme and the panel agree on this deficit. The programme directors analysed the curricula during the site visit and confirmed that adjustments have to be made. The programme directors clearly showed the willingness to correct for this lack. The complete set of requirements of CEA for the theoretical curriculum of Register accountants also contains a post initial programme for which the MSc degree is a prerequisite. The same goes for the theoretical curriculum for Registercontrollers. This third stage of the curriculum, to be followed after the Bachelor and Master phase, has not been investigated by the pane and is currently not taught at UNA. The panel assesses the ‘Correspondence between the aims and objectives and the curriculum’ due to the omissions in the programme mentioned above as unsatisfactory, however this is repairable in short time. The vertical consistency of the bachelor programme is achieved by acquiring more in depth knowledge and skills. Courses build on previous acquired knowledge and skills. Next to that the students should gradually be able to operate more independently.


In addition the BSc A&C consists of several vertical pillars and lines that run through the Programme. Horizontal consistency is provided by integration modules and by a clear subject of the courses The structure and content of the Master of Science programme is influenced by the requirements that are formulated by CEA . These requirements define the subjects educated and provide for the consistency of the Programme. Both programmes are demanding, the workload is appropriately distributed over the study years. The panel considers that the admission requirements meet the standard. Students are properly informed about the content of the programme and the job prospective. There are no obvious obstacles for students that enrol in the programme to meet its demands. Possible deficiencies are actively identified by the programme leadership and sufficient possibilities to remedy these are in place. The development process of acquiring sufficient academic qualifications by the staff members and initiation of research are crucial for the delivery of both scientific programmes assessed. Additionally the panel observes that the full-time staff is lacking expertise on certain main subjects of accounting and controlling. There are also no research activities in the fields of auditing, financial accounting and management accounting, apart from a few staff members preparing a dissertation. This lack is now filled in by guest lectures and international lectures. The current academic qualifications of the full-time staff and the research environment fall short to bear responsibility for a scientific master Programme. Given this the international guest professors are made responsible for the quality of the Programme. The master programme Accountancy is delivered under supervision of the Faculty of Economics and Business (FEB) of the Rijksuniversiteit Groningen. The FEB confirmed to be able to carry the responsibility for the academic level of the master programme during the partnership period. There are six measures through which the FEB can execute this responsibility: The UNA master programme is a copy of the accredited master programme as delivered

at the RUG. This includes the material made available through the electronic learning environment;

The core of the six mandatory subject fields are delivered by Dutch professors during the intensive weeks of the course

Local lectures are instructed by the Dutch professors All exams are developed by FEB FEB lecturers check corrections of the exams by sample FEB lecturers will be the first thesis supervisors.

A programme to enhance the scientific standing of the UNA staff, by providing facilities for research (including the preparation of dissertations) for specific staff members, by hiring more well academically qualified staff and by enhancing research seminars is a prerequisite for the Bachelor and especially Master programme be viable in the long run since FEB has indicated that the responsibility for the scientific quality of the programme should be taken over by UNA in the medium term future.


In the case of the Master of Science programme this development model has to guarantee the scientific level and has to compensate for the lack of appropriate academic qualifications of the full-time staff (the number of PhD holders and professors is too low according to Dutch standards). In the case of the Bachelor of Science programme the panel considers the full-time staff, local guest lecturers and international guest lecturers in totality sufficiently qualified to deliver the programme at an appropriate level. Available staff is rather minimal. If the vacancies are fulfilled this will improve slightly. The number of guest lecturers also compensates to some extent for this. Although the panel can not overlook the limited resources available, which by definition touch on the quality of the staff, it considers that these resources are well managed. There is a professional policy developed on several aspects of the quality of the staff. The panel found no indications that teaching is hampered by the educational or organisational quality of the staff. Next to that the staff brings in relevant and sufficient linkage with the professional field. UNA invested in the recent years in the implementation of a quality assurance policy that meets the accreditation standards. Several panels and committees in the recent period have confirmed that the Quality Assurance Policy of UNA meets these standards. For this panel the professional presentation of all documentation related to this application; the disposal of evaluation results, prove of active discussion of the evaluation results and the formulation of relevant improvements are the most important demonstration of a systematic approach. The panel judges the conditions for continuity to be positive under the condition that the partnership with the RUG and the academic environment develop according to the intentions in the mutual agreement between the RUG and UNA. The panel judges UNA to meet the standards for a Bachelor of Science Programme. The number of PhD holders among the full-time staff however should grow to improve the possibility to bear responsibility for the level and scientific orientation of the programme autonomously. The staff including guest lectures and international lecturers complies with the standards for an bachelor programme in its current situation. This arrangement however lacks academic leadership and a guaranteed connection with (local) research. The panel considers that the arrangement with FEB is indispensible to meet the standards of the NVAO in the case of the Master of Science Programme. It supports the aims and goals formulated in the agreement between FEB and UNA and believes that the time span for achievement is realistic. Execution of this arrangement is conditional for a positive advise of the panel on the master Programme. At this moment the panel considers that there are sufficient conditions for continuity of the partnership. If however conditions change and the collaboration ends, the UNA loses the eligibility to deliver a master Programme. Might that situation occur, the positive advise of the NVAO should be withdrawn. Given these considerations, the panel recommends NVAO to advise positively under the conditions mentioned above and for the period that these conditions are fulfilled for both the Bachelor of Science Accountancy and Controlling and the Master of Science in Accountancy at University of the Netherlands Antilles.


The Hague, 15 June 2012 On behalf of the Initial Accreditation panel convened to assess Bachelor of Science Accountancy and Controlling and the Master of Science in Accountancy at University of the Netherlands Antilles, Prof. dr. J Klaassen Drs. F.J.M. Wamelink (chair) (secretary)


2 Introduction

2.1 The procedure

The Accreditation Organisation of the Netherlands and Flanders (NVAO) received a request to establish that the proposed Bachelor of Science Accountancy and Controlling and the Master of Accountancy at University of the Netherlands Antilles comply with the NVAO standards for new Programmes. This application is based on an agreement between the former minister of the Netherlands Antilles and the Dutch minister to ask the NVAO to bring out an advise on the quality of programmes in higher education provided by institutes located on the Antilles. These institutions are outside the jurisdiction of the NVAO, this application therefore can only lead to an advise of the NVAO and not to a formal accreditation decision according to Dutch law. To a certain extent assessment of new programmes demand a different approach to the assessment of existing Programmes. Initial accreditation is in fact an ex ante assessment of a programme the design of the new programme and conditions to deliver the programme as planned. NVAO convened an international panel of experts. The panel consisted of: Prof. dr. J. Klaassen, emeritus professor Business Economy VU, previously partner of

KPMG and ex chair of the Examenbureau Registeraccountants, the predecessor of CEA (also representative of CEA).

Prof. dr. Arco van de Ven is Professor Accounting Information Systems at TiasNimbas, the business school of Tilburg University and Eindhoven University of Technology. He is also professor Controlling at the Open University of the Netherlands.

Drs. Lindomar Scoop RA, Chairman KPMG in the Dutch Caribbean & Suriname R.P. (Ruud) Verbij (student member), student Technische Informatica, Universiteit

Twente. On behalf of the NVAO, F.J.M. Wamelink was responsible for the process-coordination and the drafting of the expert’s report. This composition reflects the expertise deemed necessary by NVAO. (Annex 1: Composition of the panel) All the panel members signed a statement of independence and confidentiality. The panel has based its assessment on the standards and criteria described in the NVAO Initial Accreditation Framework (14 February 2003). It is the ambition of the bachelor and master programme to be an appropriate preparation for the post-initial curriculum in Accountancy, which is a prerequisite for awarding the RA title. Therefore this study trajectory as a whole has to comply with the requirements of CEA (Commissie Eindtermen Accountantopleiding). The panel also reports on the correspondence of the programmes with this framework of qualifications.


The following procedure was undertaken. The panel studied the programme documents. (Annex 3: Documents reviewed) regarding the proposed Programme. Their first impressions were sent to the secretary of NVAO, in order to outline these remarks within the accreditation framework and detect the items to be clarified during the site visit. Based on their first findings, the panel organised a preparatory meeting the day before the site visit. The site visit took place on 25th and 26st of January 2012 at University of the Netherlands Antilles (Annex 2: Schedule of the site visit). The panel formulated its preliminary assessments per theme and standard immediately after the site visit. These are based on the findings of the site visit, and building on the assessment of the programme documents. The partnership with the Faculty of Economics and Business, Rijksuniversiteit Groningen (FEB) proved to be essential to meet the standards of the NVAO. Both to provide sufficiently academically qualified lecturers being able to connect their teachings with research and as a guarantee to sustain teaching at master level in the case of the master Programme. This partnership was laid down in a basic agreement . The FEB conducted an evaluation of the prospects of this partnership in January of 2011 (before the visit of the panel). This evaluation both showed commitment and clear goals of the collaboration but also presented concerns about the progress and the existing preconditions. The panel considered it indispensable to be informed about the commitment of FEB to this partnership, the assurances for continuity and the clear setting of the goals and the preconditions to achieve independence of UNA eventually. The panel arranged a meeting with the FEB in the presence of representatives of UNA on the 1st of March at the FEB. Present were: Faculty of Economics and Business, Rijksuniversiteit Groningen Prof. dr J.H. Garretsen, Dean of the FEB Prof. dr. F. Rutten, Associate Dean for International Affairs Prof. dr. J. van der Meer Kooistra, coordinator of the partnership with UNA University of the Netherland Antilles R. Sophia CPA, Programme Director Master of Science in Accountancy (acting Dean

FdSEW) Drs. S. Isabella, Policy Advisor UNA NVAO Panel Prof. dr. J. Klaassen, chair Prof. dr. Arco van de Ven, member Frank Wamelink, secretary During this meeting the panel discussed the partnership its goals and mutual commitment to achieve these goals of both FEB and UNA. The panel was convinced that the FEB is committed to support the UNA in the development of the master program, having beneficial effects on the quality of the bachelor Programme. This partnership has the clear goal to help UNA to develop towards independence, enabling UNA to meet the requirements for a master programme autonomously. FEB and UNA have a realistic perception of the time span that it will take to achieve these goals. FEB is committed to contribute during this period under the condition that interim evaluations show that concrete steps towards


achievement are realized. These arrangements and the clear formulation of interim goals have been put on paper by FEB and UNA. The panel received a letter stating the mutual commitment on the 30th of March. This letter is attached to this report as appendix 5. The panel considers that this arrangement with FEB is indispensible to meet the standards of the NVAO. It supports the aims and goals and believes that the time span for achievement is realistic. Execution of this arrangement is conditional for a positive advise of the panel on the master Programme. At this moment the panel considers that there are sufficient conditions for continuity of the partnership. If however conditions change and the collaboration ends, the UNA loses the eligibility to deliver a master Programme. Might that situation occur, the positive advise of the NVAO should be withdrawn. On the 15th of June, the draft version of this report was finalised taking into account the available information and relevant findings of the assessment. The draft report was send to the UNA for the correction on factual errors on the 20th of July. NVAO received comments on the 12th of September 2012. Where necessary the panel corrected and amended the report.

2.2 Panel report

The first chapter of this report is the executive summary of the report, while the current chapter is the introduction. The third chapter gives a description of the programme including its position within the University of the Netherlands Antilles and within the higher education system of the Netherlands. The panel presents its assessments in the fourth chapter. The programme is assessed by assessing the themes and standards in the Initial Accreditation Framework. For each standard the panel presents an outline of its findings, considerations and a conclusion. The outline of the findings are the objective facts as found by the panel in the programme documents, in the additional documents and during the site visit. The panel’s considerations are the panel’s subjective evaluations regarding these findings and the importance of each. The considerations presented by the panel logically lead to a concluding assessment. The panel concludes the report with a table containing an overview of its assessments per theme and per standard.


3 Description of the Programmes

3.1 Overview

Country Curaçao Institution University of the Netherlands Antilles Bachelor Master Program Accountancy & Controlling

(A&C) Accountancy

Level Bachelor Master Orientation Academic (wo) Academic (wo) Degree Bachelor of Science Master of Science Location(s) Curaçao Curaçao Mode of study Full-time Full-time Field of study Economics Economics

3.2 Profile of the institution

The University of the Netherlands Antilles (UNA) is a national university of the island Curaçao, which was founded in 1979. As stated in its legal regulations the UNA is an institute for higher education, offering both academic and professional educational programmes at bachelor or master level (Landsverordening Universiteit Nederlandse Antillen, LUNA). Since its establishment as an Antillean institute for higher education, the LUNA indicates that the UNA should perform the following tasks: 1. Provision of higher education: a. To prepare students for the higher social functions that demand high educational

background; b. To promote further and profound insight into the consistency of the different scientific

disciplines and the notion of social responsibility; 2. Practice of science and scientific research for the higher education and the social

development; 3. Offer independently or in association with third parties additional training for those who

want advanced qualifications. In 2000, a restructuring process started at UNA to renew the educational as well as the organisational aspects of the university. The main objectives were to improve the quality of the educational programmes and to achieve a better educational output. Consequently the UNA formulated a new vision and mission. The Mission is: "To contribute to the social, economic and intellectual development of the Caribbean society through higher education, research and community service. We consider societal involvement and quality as key values. Our graduates have the potential to become future leaders of the Caribbean.” The Vision is: “To become a leading institute for higher education and research in the Dutch Caribbean by 2010, and to serve as an example for education and research institutes in the entire Caribbean. We aim to be recognized as the organization most known for improving


the social and economic situation of the Dutch Caribbean. Student numbers at our university are expected to exceed 2000 in 2010. We focus on strong involvement in developments that affect the entire community, and strong relationships with public and private organizations. All our programmes are accredited.” As a national university the UNA is considered to play an important role in identifying, alerting and solving problems within the community, as also stated in the LUNA. The UNA operates in agreement with its legal framework and the local developments and demands by proactively anticipating on social developments. Extending the variety of its educational programmes and starting new faculties are some of the ways the UNA responds to local social-economic developments and international trends. The LUNA further indicates that UNA should promote efficient cooperation with other research and scientific centers, locally and internationally. This is done with research centers related to universities in the Netherlands and in the USA. To elaborate on the general regulations stated in the LUNA, each faculty has its own “Landsbesluit Houdende Algemene Maatregel”. In this regulation the specific rules and regulations at the faculty level are described. Management and organisation UNA is a public institution, which is 60% funded by the government of Curaçao. Remaining sources of income are e.g. tuition fees, research grants, campus fees, contributions and revenues from activities, such as congress facilities, rentals, and seminars. Since 2006 UNA has implemented its internal management and administration regulations, regulating the governance, management and organisation of the university. In this BBR the tasks, responsibilities, roles and activities of the university’s various sections are specified. The Rector Magnificus has the ultimate responsibility for the management of the university and reports to the Board of Trustees. He/she is appointed for a period of four years; re-appointment is possible. The Rector Magnificus is supported by a team of staff members. To facilitate and support the education and research activities, UNA has a Department of General Affairs, managed by the general manager and a team consisting of the managers of the Computer Center, the Library & Research Services, Campus & Mensa and the Facility Services. The UNA consists of five faculties, which offer a total of 21 educational programs: Faculty of Law (FdR) Faculty of Social Sciences and Economics (FdSEW) Faculty of Engineering (FdTW) Faculty of Arts (AF) Faculty of Social and Behavioral Sciences (FMG). The Dean of each faculty is responsible for the further development and implementation of the general policy of the faculty and the use of the assigned resources. He reports to the Rector. During the last decade UNA has gone through an explosive growth of its student population. From a total number of about 600 students in year 2000, the number of students has increased to more than 2,000 in 2007. Currently the number of students has become steady around 2100.


Local context, regionalization and internationalization The socio-cultural, financial, economic and geographical context in which UNA operates has an impact on its performance. This local context certainly differs from the context of similar foreign institutions. Some important characteristics of the context of the UNA are: a small island in a developmental stage; Caribbean and Curaçao culture; a national university with specific developmental roles for the local community; a social context with specific needs based on a small scale and historical and cultural

developments; limited financial resources and limited possibilities of raising additional funds; strong competition with institutions of higher education in the Netherlands as they are

highly valued by the local population; diverse educational background of the student population. The focus in this context requires additional quality incentives and extra effort to achieve and maintain this quality level. Therefore, UNA pays a lot of attention to continuous quality improvement within all sections of the university and is aiming to attain an internationally recognized quality mark for all its educational Programmes. As a small national university UNA is well aware of the need to have strategic alliances with foreign institutes. These structural partnerships encourage exchanges of students and teachers and contribute to the quality of teaching and research. In particular, the use of foreign professors in the academic programmes ensures that the research component of these programmes is well conceived and also integrated into the courses. During the last decade UNA has put more emphasis on its relationships with regional universities, such as the University of St. Martin (USM), the University of Aruba, the University of the West Indies and some universities in the United States of America, as these universities show historical, geographical and cultural similarities with UNA. With most of these universities a Memorandum of Understanding has been signed. Faculty of Social Sciences and Economics In 1983 the Faculty for Social Sciences and Economics (FdSEW) started offering bachelor programmes in Business Administration and Accounting as an answer to the identified local needs. During the past 30 years, the Faculty has offered a wide range of financial and economic programmes to benefit the financial sectors within the Curaçao community. Currently the FdSEW is offering degrees at the bachelor’s and master’s levels, linked to professional and academic educational Programmes. Of the registered students in 2010-2011 47% enrolled at the FdSEW. This makes FdSEW the largest faculty of the UNA with about 1,000 students, divided among the following educational programs: Professional bachelor in Fiscal Law & Economics: full-time and part time programme; Professional bachelor in Business Administration ; Bachelor of Science in Business Administration ; Bachelor of Science in Accounting ; Master of Science in Accountancy , in strong cooperation with RUG;


Executive Master in Financial Management, in close cooperation with the Rotterdam School of Management of the Erasmus University.

On a regular basis, international professors travel to Curaçao to give some courses in the Master’s Programmes. These professors are mostly related to the partner universities. Current number of students Science Programmes FdSEW Number of students

Bachelor of Science in Business Administration 54

Bachelor of Science in Accounting 250 Master of Science in Accounting 85 Source: Progress, 31 October 2011


3.3 Profile of the Programme

Bachelor of Science Accountancy and Controlling The Bachelor of Science programme in Accountancy and Controlling is a 3 year full-time Programme. The panel is asked to assess the newly developed bachelor programme in Accounting and Controlling. The new programme is not yet started (at the moment of the site visit). The FdSEW has transferred the strong characteristics of this current programme into the new BSc program, such as Financial Accounting courses, based on the Dutch approach as well on the American Approach (e.g. Intermediate and Advanced Financial Accounting 1 is U.S. based, and Advanced Financial Accounting 2 is Dutch based); Financial Accounting including a project Financial Statement Analysis; Management Accounting courses; the Accounting Information System courses; and the internship. Implementation of the new BSc A&C brings the following advantages: The number of contact hours was very high in the old Programme. In the new programme

the contact hours will be around 18 hours per week. Fewer contact hours will provide more opportunity for self-study to prepare for exams. It is expected that this will improve graduation rates;

No more overlap in content between subjects; The new programme of BSc A&C has a better consistency and feasibility; The new BSc A&C focuses more on research skills and problem-based education. BSc-graduates will not have to pass through a pre-master programme anymore.

The programme consists completely of mandatory courses. Only the Internship and the Thesis offer room for choosing an individual subject.


Master of Science in Accountancy The MSc programme in Accountancy of UNA is almost identical to the MSc programme in Accountancy of Rijksuniversiteit Groningen (RUG). The focus of the programme is on teaching students to exercise due diligence and judgement in auditing the accounting records in order to determine the integrity and reliability of the financial information retrieved for managing the company’s business and the accountability that should be given to external stakeholders on the financial position and other aspects of the state of affairs of the company.. The MSc-programme in Accountancy lasts 1,5 years, divided over three semesters. Development and application of in-depth knowledge, training in academic skills and in the required professional attitude are integral parts of this Programme. Table 1 gives an overview of the structure of the curriculum of the MSc Programme. It provides, amongst others, information on the amount of ects per course and the amount of contact hours between the teaching staff and the students. Furthermore, it is worth noticing that the MSc programme does not have electives. All courses are mandatory. Table 1: structure MSc Programme


4 Assessment per theme and per standard

This chapter presents the evaluation by the assessment panel of the six themes and nineteen standards. The panel has reproduced the criteria for each standard. For each standard the panel presents (1) a brief outline of its findings based on the programme documents and on documents provided by the institution and the site visit, (2) the considerations the panel has taken into account and (3) the conclusion of the panel. The panel presents a conclusion for each of the six themes based on the underlying standards.

4.1 Aims and objectives

4.1.1 Subject-/Discipline-specific requirements (standard 1.1)

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

professional colleagues, both nationally and internationally and the relevant subject/discipline

and/or professional practice concerned.

Learning objectives of the Bachelor of Science programme are to a large extend framed by the purpose to prepare for the Master of Science programmes in Accountancy and Controlling which will qualify for two civil regulated postgraduate academic programs: the post-initial Controlling programme (Register Controller) and the post-initial Accountancy programme (Register Accountant). It is the ambition of the programme to prepare also for the US regulated Certified Management Accountant (CMA) and Certified Public Accountant (CPA) programmes. This will require additional preparation. Both the Dutch and the American requirements for a fully qualified accountant at RA, RC, CMA or CPA level shape the fundaments that have to be laid for this study trajectory in the bachelor Programme. The bachelor programme has the intention to provide a proper preparation to continue education at master level eventually leading to the titles mentioned. The objectives of the Master of Science programme in Accountancy are shaped by the ambition to prepare the students for the postgraduate studies in Accountancy. The students can be trained to assume top positions in the Accountancy professions, namely as a Register Accountant (RA)/Certified Public Accountant (CPA). The MSc-programme focuses on the accounting information supplied to the external stakeholders of organisations, which information is subject to international and national rules and regulations. More specifically, the objective of the MSc-programme is to provide students with in-depth knowledge and skills in the fields of auditing, internal control, corporate governance and financial accounting. Both the bachelor and the master programme make a distinction between content related end qualifications, academic end qualifications, social communicative end qualifications and study and professional skills. The content related qualification describe the fields of knowledge to be mastered by the graduate and the level at which the graduate should master these fields of knowledge.


The bachelor programme makes a distinction into three sub domains: business administration, accountancy and controlling and a supportive domain of mathematic, statistic and ICT knowledge. These sub domains are the pillars of the Programme. Content related qualifications of the master programme define that the MSc-graduate has profound specialized knowledge of and insight into the field of accountancy and is able to apply this knowledge and insight to new or unknown circumstances and can also provide an original contribution to renewing such knowledge in a professional environment. The academic end qualifications formulate several aspects of academic scholarship at a preparatory bachelor level in the bachelor programme and more advanced in the master Programme. Next to that the Social and communicative end qualification define the skills needed to contribute individually and in a team to a good (financial) functioning of organisations. Finally both the bachelor and master graduates should have the skills to learn and to function as a professional at their level. The end qualifications of both the Master of Science programme and the Bachelor of Science programme are justified by several benchmark procedures and by comparing the qualifications of the graduate with several relevant international standards. This proves that the end qualifications are in line with the expectations of the professional field and in line with comparable established and generally recognized Programmes. Comparison of the qualifications with the Dublin descriptors corroborates that the qualifications are formulated at respectively bachelor and master level. Using the CEA qualifications it is demonstrated that the bachelor and master programme mainly comply with the totality of the subjects that should be mastered in preparation for the postgraduate study. The panel has some remarks on the totality of the bachelor and master programmes in relation to the requirements of CEA. This will be discussed under the heading of the programme (standard 2.2.). To assure that the new BSc A&C matches with Accountancy & Controlling programmes of other universities a benchmark has been executed with the following universities: EUR, Maastricht University, Vrije Universiteit, University of Amsterdam and University of Houston, before finalizing the end qualifications and the content of the new BSC A&C. The programme argues that the end qualifications of the BSc A&C of the UNA are comparable with similar BSc programmes approved by the CEA within the Dutch Kingdom. The MSc programme in Accountancy of UNA is almost identical to the MSc programme in Accountancy of Rijksuniversiteit Groningen (RUG). Furthermore the qualifications are demonstrated to be consistent with the requirements set by the professional practice. The programme consulted representatives of both professional groups during the design of the Programmes. This could be confirmed by the minutes of the Field Advisory Board. In accordance with the vision of the Field Advisory Board (FAB) the programme focuses on the developments within the auditor and controller functions, the consequences of these developments for the acquisition of knowledge and skills, and the achievement of the end qualifications. In addition, the programme pays attention to the accounting scandals that took place in international business and the reactions on these by the regulators and professional organisations.


Secondly, the end qualifications are influenced by the demands of both professional organisations: NIVRA and VRC, set out for the post-initial programmes in Accountancy and respectively Controlling. As discussed above the programme explicitly states that the new BSc programme in Accountancy & Controlling together with the MSc programme in Accountancy and Controlling will give students direct access to the postgraduate programmes in Accountancy and Controlling respectively. The totality of this study trajectory thus is intended to meet the requirements of CEA. A recognised masters degree in Accountancy is a condition for becoming eligible to work as a registeraccountant in the Dutch Kingdom. The programme demonstrates by benchmarking against the Dublin descriptors that both the Bachelor of Science and the Master of Science level are met in the end qualifications of the respective Programmes. The academic orientation is well defined. From the interviews the panel learned that the aims and objectives are shared by the lecturers and students are familiar with what is expected from them. The programme convincingly demonstrates that the end qualifications are formulated in line with the domain specific requirements. Conclusion Bachelor and Master The panel assesses the standard 1.1 ‘Discipline-specific requirements’ as satisfactory

4.1.2 Bachelor/ Master level (standard 1.2)

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

accepted descriptions of a Bachelor’s qualification, respectively Master's qualification

The goals of the new BSc A&C are demonstrated to be in line with descriptions of bachelor qualifications according to the Dublin Descriptors. While structuring the end qualifications the Dublin Descriptors have been taken into account. Both programmes demonstrate the correlation between the end qualifications and the Dublin Descriptors at their own level in a clear table. Both the bachelor level and the master level are well perceived in the end qualifications as defined by the Programme. Both programmes also argue that during the development process of the end qualifications and the curricula a lot of informal consultations have taken place with representatives in the professional field. Due to the small scale of the island, professionals meet each other during different informal gatherings and the Programme Directors make use of these opportunities to communicate with other professionals in the field and receives relevant information of developments in the professional field. Some examples are: research skills; working independently; and getting acquainted with the latest developments in the accountancy and the controlling areas. The end qualifications are definitely formulated at respectively bachelor level and master level. This is also recognized by the representatives from the professional field.


In the case of the bachelor programme this is even more convincing since the professional field has a longstanding experience with the programmes predecessor and its graduates. In the case of the master programme this is corroborated by the fact that the programme is a copy of the accredited programme in Groningen. Conclusion Bachelor and Master The panel assesses the standard 1.2 ‘Bachelor/Master level’ as satisfactory.

4.1.3 Academic orientation (standard 1.3)

The intended learning outcomes of the programme correspond with the following descriptions of a

Bachelor (academic orientation):

The intended learning outcomes are derived from requirements set by the scientific

discipline, the international scientific practice and, for programmes to which this applies, the

practice in the relevant professional field

An academic bachelor (WO-bachelor) has the qualifications that allow access to at least one

further programme at academic master’s level (WO-master) and the option to enter the

labour market.

An academic master (WO-master) has the qualifications to conduct independent research or

to solve multidisciplinary and interdisciplinary questions in a professional field for which

academic higher education is required or useful.

As discussed above the programmes formulate appropriate academic end qualifications. The formulated end qualifications of the BSc A&C and the MSc programme have a clear academic signature and assume an explicit research–oriented attitude of the graduate. The Master of Science programme prepares graduates for doing independent and coherent scientific research and solving complex accounting problems in the domain of the academic accountancy profession. In addition to that the programme formulated several principles to guarantee the required academic orientation. These principles touch upon the involvement of the relevant academic and professional field in the development of the program, review of the programme on recent developments and the design of a research line in the Programme. Also in this respect the end qualifications of both the BSc A&C and the MSc are in line with the requirements set by the “Commissie Eindtermen Accountantsopleiding” (CEA, 2008). These requirements insist that the scientific dimension must be reflected in the required knowledge of the subject (extent, content, and depth), in the use of (current) theoretical concepts, models and international (scientific) literature, and the ability to carry out scientific research. The end qualifications of the BSc A&C and MSc have a clear link with the professional practice as they comply with the end qualifications set by the CEA and the end qualifications of the “Vereniging van Register Controllers” (VRC). The specific end qualifications related to the requirements of the professional field can clearly been pinpointed. In case of the bachelor programme examples of goals that emerge from a clear link with the professionals are ‘… that the BSc-graduate is able to apply the main theories, models and


frameworks ' and ' (is) able to solve practical problems and to contribute to the good (financial) performance of an organisation'. Examples of objectives in the master programme that have a clear link with the accountancy profession are, that the graduate is: 'able to apply key theories, models and frameworks to analyze complex (financial) business situations and to solve complex (financial) problems in practice….’: ‘… capable of handling complex practical problems in organisations by assuming an integrative approach to solve these problems and to manage change processes'. The accountancy profession also expects that the graduate has good working habits and skills, such as communication skills (making presentations both orally and in writing, convincing arguments, policy advice), result orientation, analytical skills, and problem solving skills. The members of a Field Advisory Board (FAB) are representatives of the main sectors of the professional fields of Accountancy and Controlling. They have extensive understanding of the field and often also international experiences. The panel was convinced of the active involvement of the members of the Field Advisory Board in the programmes in several ways. Not only in discussing the design of the programmes and its objectives in relation to recent developments in the field but also in delivering guest lectures and coaching of internships and/or graduation projects. The BSc A&C offers direct access to the Master of Science in Accountancy and the Master of Science in Controlling. Graduates actually are eligible to enrol in Dutch and American Master Programmes. They also can start at junior positions which are considered to be at bachelors level. For instance junior auditors at the Big Four auditing firms and in Internal Control Departments of banks and insurance companies. The MSc-Accountancy leads to the subsequent two to three years (part time) post-initial programme for Register Accountant (RA). Furthermore, the MSc-Accountancy offers good employment opportunities, including access to jobs in corporate life, such as financial manager, information manager, and head of administration, system designer and assistant auditor. The panel considers the end qualifications of the MSc Accountancy to be well defined. The programmes presents a strong justification of the respective end qualifications. Both in meeting the requirements of the field and in setting the academic level. The close relation with the (international) professional field and the tight partnership with Dutch universities, contribute to the maintenance of and appropriate standard. In the case of the master programme the Faculty of Economics and Business (RUG) states to have appropriate means to preserve teaching at master level as part of the partnership with UNA. Additionally the end qualifications are well formulated and provide clear direction for lecturers and students. Conclusion Bachelor and Master The panel assesses the standard 1.3 ‘Academic orientation’ as satisfactory.


4.1.4 Concluding assessment of Theme 1 ‘Aims and objectives’

Bachelor and Master The panel has assessed the three standards of the theme ‘Aims and Objectives’ satisfactory. Overall, the panel assesses the theme ‘Aims and objectives’ as satisfactory.


4.2 Curriculum

For a description of the programs, see above, chapter 3.3.

4.2.1 Requirements for academic orientation (standard 2.1)

The proposed curriculum meets the following criteria for academic orientation:

The students develop their knowledge through the interaction between education and

research within the relevant disciplines

The curriculum corresponds with current developments in the relevant discipline(s) by

verifiable links with current scientific theories

The programme ensures the development of competences in the field of research

Where appropriate, the curriculum has verifiable links with the current relevant professional

practice.

The end qualifications are directed towards the acquisition and application of knowledge, training of academic skills and the development of the correct professional attitude. The following principles have been formulated: The development of knowledge takes place by means of highly qualified lecturers, up-to-

date literature, projects and contacts with the professional field and/or scientific research; The development of the academic skills takes place in assignments related to the relevant

disciplines, such as studying/analyzing cases and writing academic papers, and during the internship;

The development of the correct professional attitude is carried out during the complete programme and is assessed by means of written papers, group projects, internship and the final thesis.

The Bachelor of Science programme in Accountancy & Controlling is based on the following three pillars: 1. A broad introduction to the relevant areas of the knowledge domain of Business

Administration, consisting of business economics, business and economics; 2. Thorough introduction to the knowledge domain of Accountancy and Controlling; 3. An adequate introduction to scientific methods and techniques and to academic and

practical skills. The Master of Science programme is based on the following characteristics: It guarantees the development of in-depth knowledge at the scientific master’s level; It guarantees the development of academic skills and a professional attitude; It has clear links with the practice in the relevant professional field. The panel studied the course outlines and the complementary study materials of both programmes and this confirmed that in general the subject of the course, its assignments and literature used are definitely up to standard. In various courses students acquire knowledge resulting from scientific research by studying articles published in scientific journals when preparing for assignments. Students are stimulated to critically reflect on themes in the courses.


From the interviews the panel learned that students do find it difficult to develop this critical attitude. Lecturers however insist on participation in the discussions. Convincing examples have been presented of the use of 'state-of-the-art' literature in the courses. The main courses in the MSc-program, such as Financial Auditing, Financial Accounting Theory, Risk Management, Design of Accounting Information Systems and Strategy and Organization in Practice, are taught during five weeks with two class sessions per week of three hours each, followed by an intensive week with lectures of 6 hours per day during 5 days - given by the RUG-professor specialized in the specific field. Next to introductions into several disciplines the bachelor programme also provides integration courses addressing specific knowledge and skills, academic knowledge skills, attitude and social skills. These courses are Accounting and Financial Statement Analysis and Accounting Research & Thesis writing and Presentation. The panel established that the literature used during the programme is issued by well-known publishers in the academic world. The literature list is in accordance with what the panel would expect from a bachelor programme in accountancy and controlling. During the interviews the panel specifically asked for the manner in which lecturers related their teaching with the outcomes of their own research. The answers did not convince the panel totally that this was widely practiced. However some good examples did stand out. And this programme being a bachelor programme this is not an impediment for a positive evaluation. Especially since this is compensated partially by the visit of international professors which bring in their research. The programme systematically deals with (applied) research methods partly related to the specific enquiry conducted by accountants and controllers. The BSc A&C has a research line, providing students with various moments to develop their research skills. The research coordinator gave a good explanation of the way in which students were prepared for and guided during the thesis project. Research and writing skill are first trained in a pilot project before the students start with their thesis. This research line is of an appropriate level. Furthermore students conduct research during their final thesis. The panel evaluated a selection of fifteen of these final theses of the previous programme. This selection demonstrated that students are appropriately prepared for the thesis. In the Master of Science programme the main courses related to the development of research skills are: Advanced Research Methods; Strategy and Organization in Practice and the Master thesis. The supervision and evaluation of the thesis focus on the scientific and practical quality of the research conducted. UNA has suitable international literature and study materials available through its Library. These information sources include academic journals, e.g. the Harvard Business Review and the California Management Review. The Library also provides the possibility to access databases, such as Education Research Complete, EBSCO, Emerald, Sage, and Academic Search Premier. Students are trained it the search and use of literature and from the interviews the panel learned that students actually have to search for and use literature during the courses.


The use of (a large number) of guest lecturers also contributes to the fact that the students are well informed about the recent developments within the professional field, both locally and internationally. During the bachelor study an internship is included to provide the students with direct contact with the professional field. The internship gradually increases in scope, intensity and complexity during the internship period. Preparing for a professional field and financial industry operating both in a Dutch and in an American context and being located in the Caribbean, makes the programmes intrinsically international. The programmes follow the trends in globalization and UNA to some extend provides an international classroom. Next to that internationalisation is supported by: English as language of instruction; an international student body; participation in international student exchange programs; international exchange between professors and partners with international institutions and participation of staff members in international conferences and seminars. The panel considers the lack of a developed research environment not as an impediment for the delivery of a Bachelor of Science Programme. However the academic qualifications of the full-time staff are below standard for the delivery of a Bachelor of Science programme this is compensated by a committed partnership with foreign institutions (e.g. RUG). In the case of the master programme the academic orientation of the programme is sustained by the partnership with FEB. As argued elsewhere a positive valuation on this standard is conditional on the effectuation of the mutual arrangement between RUG and UNA. In both programmes research methods are well trained in the research line of the Programme. Academic literature and study materials are up to standard and professional skills and knowledge are systematically covered. Conclusion Bachelor The panel assesses the standard 2.1 ‘Requirements for academic orientation’ as satisfactory. Master The panel assesses the standard 2.1 ‘Requirements for academic orientation’ as conditionally satisfactory.


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

The intended curriculum, the educational concept, the study methods and the learning

assessments reflect the intended learning outcomes.

The intended learning outcomes have been adequately transferred into the educational goals of

(parts of) the intended curriculum.

The bachelor programme presents two tables to demonstrate the correspondence of the curriculum with the aims and objectives. The first table relates the courses with learning objectives of the course and end qualifications. The next table relates the end qualification with the courses. These tables are used to analyse and discuss the coverage of the aims and objectives by the curriculum. This analysis shows that the correspondence is safeguarded by the Programme. The master programme demonstrates the correspondence of the curriculum with the aims and objectives in a curriculum matrix matching learning objectives of the courses and the end qualifications. The panel concludes from this that the end qualifications of both programmes have been adequately translated into learning goals in the various programme courses. The panel however also tested for the agreement of the programmes with the requirements of CEA. These requirements explicitly define the coverage of and study time spend on subject areas. The panel specifically analyzed the programme for these requirements and found that three subjects are not covered sufficiently in the Programme. These are: Law; Taxation law and; Management. The management of the programme and the panel agree on this issue. The programme directors analysed the curricula during the site visit and confirmed that adjustments have to be made. The programme directors clearly showed the willingness to correct for this lack. The totality has to connect with the postgraduate Programme. To underline this and stress the importance of meeting the CEA criteria (which is the explicit ambition of the programme itself) the panel decides to judge this standard to be insufficient. The curriculum can however easily be repaired. And to put this even more in perspective, the curriculum is a copy of the accredited programme in Groningen which probably will also be deficient in these subjects. Having said this the panel made also several positive observations. Students are well informed about their learning objectives and end qualifications. They are included in the course outlines in the Study Guide. At the beginning of each course its outline is discussed with the students, so at an early stage the students are informed of the objectives they should reach.


Conclusion Bachelor and Master The panel assesses the standard 2.2 ‘Correspondence between the aims and objectives and the curriculum’ as unsatisfactory.

4.2.3 Consistency of the curriculum (standard 2.3)

The contents of the curriculum are internally consistent.

In the BSc A&C programme the subjects are organised around three content areas (pillars): Business Administration, Accountancy and Controlling, and the supporting fields of mathematics, statistics and ICT. In addition there is a clear research line in which the scientific methods and techniques, academic skills and academic attitudes are acquired. The plain structure of the bachelor programme is that the focus in the first year is on acquiring basic knowledge of business administration, supporting courses, methods and techniques of scientific research and academic skills. In the second half of the first year the acquisition of in-depth knowledge of the Accountancy and Controlling fields is started. In addition, students in the first year start with the acquisition of social skills and learning skills related to learning to learn and learning to choose. This “skills line” continues in the second and third years. In the second year the acquisition of basic knowledge of business administration will stop and the acquisition of in-depth knowledge of the Accountancy and Controlling fields will continue . In addition, in the second year more knowledge is acquired of methods and techniques of scientific research and of academic skills. Moreover, the second year starts with the acquisition of an academic attitude, which is continued in the third year. The vertical consistency of the bachelor programme is achieved by acquiring more in depth knowledge and skills. Courses build on previous acquired knowledge and skills. Next to that the student should gradually be able to operate more independently. In addition the BSc A&C consists of several vertical pillars and lines that run through the Programme. Horizontal consistency is provided by integration modules and by a clear subject of the courses. The MSc-programme in Accountancy is the final stage of the scientific part of the whole teaching programme for a Register Accountant. The structure and content of the MSc-programme is influenced by the requirements that are made by the CEA and by NIVRA, the professional association of accountants. As a consequence the programme contains courses in the areas of internal control, auditing, financial accounting and strategy. The programme is completed with a master’s thesis, in which a complex practical problem must be analyzed, solved and implemented, making use of theoretical concepts derived from different disciplines. The panel decides that this standard is sufficiently met by both Programmes.


Conclusion Bachelor and Master The panel assesses the standard 2.3 ‘Consistency of the curriculum’ as satisfactory.

4.2.4 Workload (standard 2.4)

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

related factors that may be an impediment to study progress are eliminated where possible.

The BSc A&C comprises 180 ECTS and has a duration of 3 years. The credits are evenly distributed over the three years; each academic year comprises 60 credits. An academic year is divided into two semesters, each with a workload of 30 credits. Exams are well distributed and students are provided with enough time to prepare for the exams. The resits of written exams are scheduled in mid-January before the start of the second semester. Resits for the second semester will take place in June. The Programme Manager monitors the balanced distribution of the workload and the implementation of the whole programme at the start of the academic year. The study load is calculated based on all components associated with the course, including among others contact hours (Lectures or Tutorials), self study and exams. Attending the lectures and tutorials sessions contribute largely to facilitate the progress through the study. The panel estimated the study load to be reasonably calculated. The bachelor programme definitely is demanding for students. The contact hours are presented for an entire study year. In the first year this is 728 hours, second year 616 hours and the last year 308 hours. The 728 hours in the first year will result in an average of approx. 18 contact hours a week. Which is sufficient for this well structured programme in which largely basic and well codified knowledge has to be acquired by the students. The programme rightfully argues that sufficient time for self study has to be available. This self study is properly guided and structured by the material. Students have to achieve the full 60 credits of the first year within the first two years of their enrolment. If not, they are excluded from the Programme. To increase the chances of success, students who at the end of the first year have achieved less than 45 credits are not allowed to move on to year 2. These students are subjected to a strict study plan. By enforcing the Study Advice policy and the restricted duration of credits obtained in the second and third years, FdSEW strives to encourage students to complete their studies within a reasonable time frame. The MSc-programme in Accountancy comprises 60 ects and has a duration of 1,5 years. The credits are evenly distributed over the semesters. An academic year is divided into two semesters, the case of the master programme each with a workload of 20 credits. Each semester consists of 21 weeks with an evenly distributed weekly workload. The six core courses have a very specific distribution of the workload. They contain 6 weeks of conceptual classes with two class sessions of three hour each followed by an intensive week with lectures of 6 hours a week during five days. This structure fits the group of students that generally already occupy a position in the professional field. They are able to arrange the match between study and work with their employer. The workload additionally is shaped by three individual assignments per module; presentations and a final exam per module.


Examinations and resits are properly scheduled in the master Programme. The master programme definitely is an intensive and demanding Programme. Conclusion Bachelor and Master The panel assesses the standard 2.4 ‘Workload’ as satisfactory.

4.2.5 Admission requirements (standard 2.5)

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

incoming students: VWO (pre-university education ), propaedeutic certificate from a ‘hogeschool’

(HBO or similar qualifications, as demonstrated in the admission process.

The admission requirements are formally described in the OER. The admission requirements for the BSc A&C are: VWO-diploma. HBO propaedeutic Financial Management. The programme is also open to students who have a similar degree in another country. They may be required by the Examination Board to complete deficiency courses. A language test in English and Dutch at the beginning of the first year is also part of the admission. The objective is to spot the students with a poor score at an early stage in order to strongly recommend them to follow additional lessons in either English or Dutch. According to Article 34 of the LUNA, students who are older than 23 years and do not meet the legal entry requirements, can take an entrance exam called ‘colloquium doctum’. It consists of tests in Economics, Mathematics, Dutch, English and Management and Organisation at college prep level (VWO). The admission requirements for enrolling in the MSc-programme in Accountancy are: Bachelor’s degree in Accountancy or Accountancy & Control Bachelor’s degree in Commercial Economics Bachelor’s degree in Business Administration or its equivalent Students who (only) have a bachelor’s degree in Business Administration or Commercial Economics, will have to take deficiency courses that, once completed, will provide them with the same knowledge as students with a bachelor’s degree in Accounting or Accountancy & Controlling. The FdSEW presents information of its programmes on a yearly basis at secondary schools and during “Open dagen” at the UNA. The staff also attends the Study and Career Fairs held annually in November in Curaçao, Bonaire and Aruba. Information on the BSc A&C and MSc is also available on the website of the UNA www.una.an/sef and in a brochure. The financial industry at Curaçao is a secure employer providing sufficient jobs. This makes the BSc A&C attractive to prep students. The previous programme attracted a sufficient number of students. At the moment of the site visit the number of registered students is approximately 250 bachelor Accountancy students. However enrolment numbers show a decline in the last years.


The panel was additionally informed about the mandatory pre-master programmes (in case of a deficient preparatory education) and the exemption policy by the examination board. This policy is properly executed. The panel considers that the admission requirements meet the standard. Students are properly informed about the content of the programme and the job prospectives. There are no obvious obstacles for students that enroll in the programme to meet its demands. Possible deficiencies are actively identified by the programme and sufficient possibilities to remedy these are in place. Students confirm that pre-master programmes have to be finished before one can start with the master Programme. Conclusion Bachelor and Master The panel assesses the standard 2.5 ‘Admission requirements’ as satisfactory.

4.2.6 Credits (standard 2.6)

The programme meets the legal requirements regarding the range of credits for an academic

bachelor’s programme (wo-bachelor): 180 credits.

The panel has reviewed the intended curriculum and concluded that the programme meets this requirement. Conclusion Bachelor and Master The panel assesses the standard 2.6 ‘Credits’ as satisfactory.

4.2.7 Concluding assessment of Theme 2 ‘Curriculum’ Bachelor The panel has assessed the five standards of the theme ‘Curriculum’ as satisfactory. The standard Correspondence between the aims and objectives and the curriculum is deemed to be unsatisfactory. However this is repairable within short notice. Overall, the panel assesses the theme ‘Curriculum’ as satisfactory. Master The panel has assessed four standards of the theme ‘Curriculum’ as satisfactory. The positive judgment on Academic orientation is conditional on the continuation of the partnership with RUG. Correspondence between the aims and objectives and the curriculum is deemed to be unsatisfactory. However this is repairable within short notice. Overall, the panel assesses the theme ‘Curriculum’ as conditionally satisfactory.


4.3 Staff

4.3.1 Requirements for academic orientation (standard 3.1)

The programme meets the following criteria for the deployment of staff for a programme with

academic orientation (wo): Teaching is principally provided by researchers who contribute to the

development of the subject/discipline.

The Faculty of the FdSEW consists of three groups of staff members A team of full-time academic staff members; Local guest lecturers: local lecturers, working on a part-time basis at UNA and mostly with

a full-time working relationship in the relevant professional field; International guest lecturers: (assistant/associate) professors mostly related to a partner

university, such as Rijksuniversiteit Groningen (RUG). Next to the academic staff a team of supporting staff is available: The organisational part of the programme and also the development, implementation and

monitoring of its quality process are the responsibility of the Programme Manager. The Office management, consisting of a team of one Office Manager and three assistant office managers, provides the teaching staff with the necessary administrative support.

Table 2 Educational background full-time teaching staff (FdSEW UNA) Doctorate (PhD) 2 (14.3%) PhD candidates 4 (28.5%) Academic Master (WO) 8 (57.2%) Teaching is delivered by the three groups of staff members. All members of the full-time staff have an academic background (see table 2). The lecturers have good relationships with the professional field. Also the professional experiences of the guest lecturers is of great importance for the offered Programmes. Guest lecturers generally have a long standing relationship with the Programme. International guest lecturers are traditionally involved in master programmes but will, with increasing effect, also be involved in lecturing undergrads. The international guest lecturers especially bring in the connection of the programme with state-of-the-art research and the international academic level of teaching. The UNA is still in the process of developing its own research Programme. Next to that only few members of the full-time academic staff hold a PhD. UNA recently developed a well structured Human Resource Policy Plan. UNA considers control and enhancement of the quality of its teaching staff as one of the most important tools to guarantee the provision of high-quality Programmes. The HRM policy covers all groups of staff involved: both local and international. Next to quality the human resource approach is also directed to improve the level of work satisfaction among the personnel.


The process of improving the academic qualifications of the full-time teaching staff; the development of a research programme which relates to the fields being taught and the role of the international academic staff in the setting of the academic standard are important in the assessment of the academic quality of the staff. The full-time academic staff members are the core of the teaching staff. UNA demonstrated by the CV's of the full-time staff that all of them have at least an academic degree (see table 2) in one of the relevant professional fields. The faculty is in the process of developing an academic research environment relevant for the subjects in the Programme. This process of acquiring sufficient academic qualifications by the staff members and development of research is crucial for the delivery of the scientific programmes as assessed. Elements in this process of enhancement of the academic environment are the following. At institutional level there is a PhD procedure. Full-time staff members are expected to start with a PhD trajectory. Within six years all full-time staff is expected to hold a PhD. At the moment of the visit the Faculty argued that four full-time staff members were involved in a PhD Programme. These dissertations are still in various stages of (early) development. From the discussions with the staff the panel got the impression that progress seemed to be jeopardized by many other tasks an obligations of the staff-members. Although UNA provides these staff-members with extra research time to work on the thesis, still the work on a thesis needs longer spans of concentration than one or two days a week, next to a demanding teaching and in some cases management task. The supervising structure was still not very strong and could be improved to enhance the prospect of the thesis trajectories. UNA has very little tradition in research and largely depends on external expertise and research to enhance its academic reputation. The faculty very recently appointed a research coordinator (holding a PhD). Informally the research coordinator keeps track of thesis plans, thesis trajectories and intentions to write a dissertation. It seems necessary to recruit lecturers holding a PhD as members of the full-time staff to accelerate this process. The interview with the rector demonstrated that UNA makes a serious effort to develop into a university comprising appropriate research activities. Lacking resources however might be a serious hindrance. The research programme is still in the stage of starting up. Some external funding was found to do research and teachers conduct few applied research projects in which students can participate. These projects are mostly related to the thesis projects. The faculty is aiming at appointing at least six international guest full professors on a 0-FTE appointment, thereby establishing linkages between the programmes and academic research. Appointing international guest professors is an established strategy for UNA to constitute a teaching staff with appropriate academic qualifications. None of these appointments were realised at the moment of the site visit of the panel in January of 2012. The panel observes that the full-time staff is lacking practical expertise on the main subjects of accounting and controlling. There are also no research activities in the fields of, financial accounting and management accounting. This lack is now filled in by guest lecturers and international lecturers. In totality and placed in the perspective of the intended development, the panel considers the current staff to be sufficient to deliver both the bachelor and the master Programme.


However the current academic qualifications of the full-time staff and the research environment fall short to bear responsibility for a scientific master Programme. Given this the international guest professors are made responsible for the quality of the Programme. The master programme Accountancy is delivered under supervision of the Faculty of Economics and Business (FEB) of the Rijksuniversiteit Groningen. The FEB confirmed to be able to carry the responsibility for the academic level of the master programme during the partnership period (see appendix 5). There are six measures through which the FEB can execute this responsibility: The UNA master programme is a copy of the accredited master programme as delivered

at the RUG. This includes the material made available through the electronic learning environment;

The core of the six mandatory subjects are delivered by Dutch professors during the intensive weeks of the course

Local lectures are instructed by the Dutch professors All exams are developed by FEB FEB lecturers check corrections of the exams by sample FEB lecturers will be the first thesis supervision. The professors of RUG also coordinate domain specific courses in the bachelor Programme. It is also the intention that these professors will stimulate the opportunity for conducting doctoral research by the staff, both full-time and guest lecturers. Local full-time staff supports the international guest lecturers in the delivery of teaching by preparing the students. They introduce them in the subject of the course, discuss case material, show the connection with the other courses and coordinate the schedule. The international guest lectures will elaborate on this, deepen the discussion and make a connection with state-of-the-art research in a limited but condensed and very intensive period of time (generally one week per teacher per semester). This is a proven model in the case of the Faculty of Law at UNA. The model could also contribute to the enhancement of the academic level of the staff and the Programme. Collaboration with the FEB is limited in time. It is the intention that UNA will develop into a university that autonomously is able to meet the requirements for a Master of Science programme according to the NVAO criteria. In the case of the Master of Science programme this development and support model has to guarantee the scientific level and has to compensate for the lack of appropriate academic qualifications of the full-time staff (the number of PhD holders and professors is too low according to Dutch standards). The arrangements in this model therefore have to provide sufficient continuity and guarantee realization of the goals of UNA. In the case of the Master of Accountancy the Faculty of Economy and Business of the Rijksuniversiteit Groningen assures collaboration for the coming five years in a letter to the panel. This secures the academic level of the master Programme. The academic staff of Groningen is able to take the responsibility for this level because the structure of the program, the teaching materials, and the tests of students are developed in Groningen and are similar to the accredited programme of Groningen. Next to that a sample of exams and all final theses by the students is reviewed by professors from Groningen. The Faculty of Groningen makes this arrangement conditional on the developments of UNA towards a research university. There are clear indicators that have to be met within a period of time. The panel considers the period defined reasonable.


The arrangement also gives sufficient confidence because it is a bilateral understanding between UNA and RUG on the goals, the mutual responsibilities, concrete indicators and moments of evaluation. The panel appreciates that this arrangement cannot be formulated as a fully binding formal contract since conditions might alter and all sorts of external difficulties could hamper the realisation of the goals. This is a theoretical condition, at this moment the panel is fully convinced that parties will full fill the plans. The panel however makes a positive assessment of the academic orientation of the staff conditional on the implementation of the arrangements as formulated by RUG and UNA in the letter to the panel (Appendix 5). In the case of the Bachelor of Science programme the panel considers the full-time staff, local guest lecturers and international guest lecturers sufficiently qualified to deliver the programme at an appropriate level. This is substantiated by the qualification level of all the teachers involved in the Programme. Some of the local guest lecturers hold a PhD or are in the stage of finishing their dissertation. The panel was convinced that the staff brings in the actual developments in the (regional and international) professional field. Most of the local guest lecturers of the FdSEW hold an academic degree and occupy a wide variety of positions, e.g. managerial positions in a private company (e.g. accounting firm) or governmental organisation or are owners of their own business/ entrepreneurs. For example, the Course Coordinator for Economics is a member of the Supervisory board of the Central bank of Curaçao and St. Maarten and also functions in the Board of the Social Economic Council. These linkages serve the purpose to bring real life examples up for discussion in the classroom. This also enhances the opportunities for students in writing their thesis or doing internships to be supervised by a staff member with practical experience and good relationships with the related professional field. Table 3 Overview Lecturers in the first Year

Full-time Lecturer Local Guest lecturer International Guest lecturer

Bachelor of Science in Business & Economics

9 9 2

Bachelor of Science in Accountancy & Controlling

8 8 4

Master of Science in Accountancy

3 3 4

Formally the Faculty meets with guest lecturers on a regular basis. They also have regular consultation with each other, both formal and informal, in group or bilateral. The panel suggests to tighten the relationship with the local guest lecturers by providing them with an official position within the faculty, since they are indispensible to deliver the Programmes.


The indication” guest lecturer” is hardly appropriate for most of them considering the number of years they have been contributing to the delivery of teaching and their commitment to the programme. Conclusion Bachelor and Master The panel assesses the standard 3.1 ‘Requirements for academic orientation’ as conditionally satisfactory.

4.3.2 Quantity of staff (standard 3.2)

Sufficient capacity is made available to be able to start the proposed programme

Sufficient capacity is made available to be able to continue the proposed Programme

The deployment plan of the FdSEW consists of 20 FTE. This total is distributed among all the programs: professional and science, bachelor and master. Besides 15 FTE full-time staff members, a total number of 80 guest lecturers are used in the science programmes of the faculty. At the moment of the site visit the full-time academic staff consisted of 12 persons and three vacancies had to be fulfilled. Since FdSEW has 1000 student, the staff-student ratio in FdSEW should be estimated being approximately 1:50. (FW: klopt dit??) The Policy Note on Workload of teaching personnel by the UNA in which tasks allocation for its full-time teaching staff is defined seems to be rather theoretical given the number of students and the amount of different programmes to be delivered Table 4 Allotment of the Workload of the full-time teaching staff as defined in the Policy Note on Workload Education Research Professional

Development Management Tasks

Dean 10% 15% 5% 70%

Teaching Staff involved in academic programmes

55% 30% 5% 10%

Teaching Staff involved in professional programmes

65% 20% 5% 10%

PhD‐candidate 50% 40% 5% 5%

Available staff is rather minimal. If the vacancies are fulfilled this will improve slightly. The number of Guest lecturers also compensates to some extent for this. The guest lecturers are mostly teachers with many years of teaching experiences, within the university, the FdSEW and/or other educational institutions. The teaching staff of the FdSEW is stable. There is hardly any turnover in the team.


The FdSEW aims to a growth in teaching staff to approximately 25 FTE, divided among full-time lecturers and guest lecturers. With the planned expansion of the full-time staff and considering the expected enrolment and drop-out, the student: staff ratio will become more attractive within the next five years. In the interview with students the panel did not notice lack of available staff. Courses are delivered and the staff is considered to be sufficiently available for questions and guidance. Contributing to this is the small scale of the faculty and the campus and the commitment of the teachers which facilitates informal meetings. Conclusion Bachelor and Master The panel assesses the standard 3.2 ‘Quantity of staff’ as satisfactory.

4.3.3 Quality of staff (standard 3.3)

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

content, didactics and organisation of the programme are achieved

The academic and professional qualifications of the staff have been discussed in section 4.3.1. The teaching staff has a regular, sometimes daily links with the professional field and use their professional experiences in the classes. Most lecturers have an educational background at academic level. The members of the Office Management staff also have the required professional expertise and skills to provide the necessary administrative support. The UNA developed a structured personal policy including job descriptions for the positions of the full-time teaching staff. The UNA has clearly described the requirements for the recruitment of guest lecturers. To assure the quality of the guest lecturers various instruments are used: recruitment and selection based on up-to-date content knowledge, professional

experiences in the subject field and didactical qualities; participation in the relevant workshops and training sessions of the faculty; provision of concrete guidelines on a structural basis by each Programme Director; regular contact with the Programme Director. Due to the small scale of the island staff

members and guest lecturers meet each other on a regular basis outside UNA in professional or social activities.

course and exam evaluations; personal evaluation interviews. To guarantee the quality of its personnel the UNA has set a performance evaluation policy to be carried out in all departments and faculties. During each calendar year the Dean has a performance and an assessment interview with each staff member. The panel verified that evaluations actually result in sufficient measures taken. In case of bad scores, the contract with the guest lecturer will not be prolonged.


Student evaluation confirm an overall moderate positive appraisal of several aspects of the quality of the staff. The following scores of the STO 2010 are mentioned by the programme (all on a five point scale): understanding of the professional field by the lecturers 3.34; relevant content knowledge of the teachers 3.64; teaching skills 3.33; the ambiance in the classroom 3.46; and contact with the lecturers during and after the classes 3.35. This positive picture is confirmed by the panel’s interview with students. The policy is to put professional development and continuous professional development high on the agenda of the FdSEW. During the last years various training sessions and workshops have been offered to improve the didactical skills of the teaching personnel, such as Training in Business English and training in Mentoring. Full-time staff members as well as guest lecturers participate in these training sessions. Additional training will be organized in ‘Testing and Grading’. The panel determined that the staff participated in these courses and that staff members are offered opportunities to attend activities to be informed about developments in the professional field. Also on this matter UNA has an ‘Employee Training & Development’ policy in place. The programme substantiates the relation with the relevant field of the staff by a list of various activities carried out by the staff and board memberships held by staff members of relevant professional groups in the community. Although the panel can not overlook the limited resources available, which by definition touch on the quality of the staff. It considers that these resources are well managed. There is a professional policy developed on several aspects of the quality of the staff. The panel found no indications that teaching is hampered by the educational or organisational quality of the staff. Next to that the staff brings in relevant and sufficient linkage with the professional field. Conclusion Bachelor and Master The panel assesses the standard 3.3 ‘Quality of staff’ as satisfactory.


4.3.4 Concluding assessment of Theme 3 ‘Staff’ Bachelor and Master The panel has assessed the three standards of the theme ‘Staff’ as conditionally satisfactory. Overall, the panel assesses the theme ‘Staff’ as conditionally satisfactory. The panel wants to notice -besides the formal assessment for the programs- that in the interview with the professional field interesting perspectives appeared on support by the professional field of the academic development trajectory, for instance by the funding of a part time chair. This will definitely be an enormous catalyst in this process and will enhance the prospect for success considerably. The panel urges the UNA to pursue this line further and welcomes any step in this direction. Furthermore the important role of the guest lecturers has to be emphasised. UNA should make absolutely clear that the guest lecturers are indispensably part of the academic staff.

4.4 Services

4.4.1 Facilities (standard 4.1)

Intended housing and facilities are adequate to achieve the learning outcomes.

UNA and FdSEW aim to offer an inspiring learning environment, suitable and adequate for the demands and needs of the didactical approach. UNA has various facility services that carry out facilitating and supporting activities to the benefit of the educational process. At the institutional level the facility and support services are offered by the Department of General Management, consisting of the following departments: Library & Research Services (LRS), Campus & Mensa, Computer Center (CCUNA) en Facility Services. Further support is provided by the Staff Department which consists of: Education and Quality Assurance, Student Services Center (SSC), Human Resource Management (HRM) and Finance. The past years, the facility departments have also gone through a quality improvement process. Based on a quick scan in 2004, they formulated their business plans and implemented various improvement actions. Recently the Library and Research Services and the Student Services Center have updated their policy plan. Based on the policy plans of the several departments and services, a visit of the facilities, results of student evaluations and staff surveys and interviews with staff and students the panel verified that UNA is offering an appropriate learning environment and that the facilities contribute to that. There are visible recent improvements in this area. Since December 2009 FdSEW has a new Faculty building. In addition, two other new buildings were delivered during that same period. These buildings are quite contemporary and provide the possibility of teaching to groups of different sizes, especially small groups. Most classrooms are equipped with a beamer. The available classrooms are sufficient to meet the requirements of the various


teaching methods and didactical approaches. In the new Faculty building all full-time staff members have their own workplaces. Guest lecturers may use the so-called ‘flex spots’. Group work can also be done all over the campus, outside the buildings, with benches all over the campus that have the electrical connections to plug in laptops. Computer and Internet facilities The campus has wireless internet. Although UNA has five computer labs at the disposal of its programs, the use of laptops is encouraged. Currently about 90% of the students have their own laptop. The panel experienced the professional services by the Computer Center and the wireless network functioned perfectly. Blackboard is the electronic learning environment used at UNA and thus by all faculties. This is used as a daily communication tool between the faculty members and the students. All information relevant for the students is posted in a timely manner on Blackboard, e.g. teaching and exam schedules, information about the classes, documents attached to the courses, all kinds of notifications plus announcements, and the exam results. ProgRESS is the software used at the institutional level to keep track of the students’ academic progress. The Student Services Center (SSC) offers the ‘one window’ service for all students. They can obtain all kinds of information and instruction at this office. The Library & Research Services (LRS) department at UNA not only provides all regular library functions, but also (pro) actively supports teaching and research at the university and beyond. The library is gradually going through a physical transformation aimed at offering a dynamic study and research environment. A first and major step in this direction was taken in 2010, when a majority of the books could be stored in the newly built book depository. The panel actually was assisted very professionally in finding relevant journals, books and articles during its visit of the library. Which proved that the collection is definitely up to standard and that services are professional. Through interlibrary loan students and staff can use the catalogue of the University of Utrecht. The quality of the library is rather an achievement considering the resources and scale of the UNA. A central part of the library services for education is the offering of a four-module course for ‘information literacy skills’, incorporated within the curriculum of the faculty Programme. Several parts of the LRS book collection are of specific interest for the FdSEW students: All mandatory literature used in the current curriculum is available as ‘one-day-loan’; Since most students focus on local research subjects, the unique ‘Antiana’ collection is

used intensively by the FdSEW students; Within the regular collection we specifically keep an eye on acquiring regional

publications to further and support comparative research. Campus & Mensa UNA has a dormitory on campus consisting of 97 student rooms, a spacious recreation room, a bar, a dining hall (cafeteria), kitchenettes, washing machines, dryers, a gym, a football field and a basketball court. The Mensa has a capacity of 150 persons. The cooking staff provides daily breakfast, lunch and dinner. It was a pleasure for the panel to be served by the mensa staff during the site visit. On the patio, centrally located on the UNA campus, there is a snack bar, open daily from 09.00 to 21.00 hours. Conclusion Bachelor and Master The panel assesses the standard 4.1 ‘Facilities’ as satisfactory.


4.4.2 Mentoring (standard 4.2)

There is adequate staff capacity to provide mentoring as well as information provision for

students, and these are adequate in view of study progress

During the first year of the Bachelor of Science programmes there is a Mentoring Programme for the students. The Mentoring programme has the following objectives: To provide the necessary coaching in the transfer of secondary education to academic

education; To supply feedback in an early stage whether or not the study chosen is a correct one; To support in the improvement of the study skills; To coach in the development of academic skills; To coach in the orientation towards career choice (as both researchers as field

practitioners); The Programme Director of the bachelor programmes serve as Mentors for all the first year students. There are group and individual meetings during the Mentoring Programme. Regarding personal problems, the Mentor can refer to one of the student counsellors at the Student Services Centre. After the first year students are able to individually and mostly independently follow their study career. The mentoring programme of the first year is structured and learning aims are defined. The coaching and guidance during internship and the final thesis will be mostly done by the full-time lecturers. They will be in charge of the sessions to be held during these study periods and the guidelines to be followed. Guest lecturers can also be supervisors during these study periods. Other external professionals will also be appointed to guide the internship and the final thesis. This will depend on the topic chosen by the student and the organisation in which the internship and graduation project will take place. The faculty has several Information channels at its disposal. For daily communication the Faculty uses Blackboard and the FdSEW-website, www.una.an/sef. Information is provided about any relevant educational topic, such as study results, study documents, schedule changes, sickness notice and other related organisational announcements. Also information of the evaluation results and improvement actions are posted. On ProGRESS the students get all information on the study results and their study progress. At the beginning of each academic year the students get their Study Guide. Based on the information in the application documents, the interviews and from own observation the panel concludes that guidance and information are sufficiently provided for. Considering the small scale of the programmes in some cases informal measures are adequate. The formal information channels such as Blackboard and ProgRESS suffer at time from some frustrating delay. But due to informal communications and self organisation no accidents happen. The educational organisation remains a concern. Conclusion Bachelor and Master The panel assesses the standard 4.2 ‘Mentoring’ as satisfactory.


4.4.3 Concluding assessment of Theme 4 ‘Services’ Bachelor and Master The panel has assessed the two standards of the theme ‘Services’ as satisfactory. Overall, the panel assesses the theme ‘Services’ as satisfactory.

4.5 Internal quality assurance system

4.5.1 Systematic approach (standard 5.1)

A system of internal quality assurance is in place, which uses verifiable objectives and periodical

evaluations in order to take measures for improvement.

The UNA invested in the recent years in the implementation of a quality assurance policy that meets the accreditation standards. Several panels and committees in the recent period have confirmed that the Quality Assurance Policy of UNA meets these standards. For this panel the professional presentation of all documentation related to this application; the disposal of evaluation results, prove of active discussion of the evaluation results and the formulation of relevant improvements are the most important demonstration of a systematic approach. This policy is based on the key document and framework of the system of quality assurance implemented in the FdSEW (Consolideren en Verbeteren. Beleidsplan Kwaliteitszorg 2011 - 2015, UNA 2011). The quality principles are: Continuous improvement of all quality aspects; Systematic implementation of a Plan, Do, Check and Act-cycle of 3 years; Use of a variety of quality instruments; Guidance based on an Action Plan and a Quality Calendar. At the institutional level the following quality instruments are used to guarantee continuous quality improvement (table 5): Table 5 Object Instrument Actors Frequency Programme Student Satisfactory

Survey Students Every 2 years

Work satisfaction

Employers Satisfactory Survey

Employers As of 2012, every 3 years

Performance of employers

Performance interview system

Employers Twice a year

The first Student Satisfactory Survey was held in 2008 and repeated in 2010. The Employers Satisfactory Survey will take place for the first time during the fall of 2011. On a yearly basis each staff member of the UNA gets an evaluation and assessment interview. These interviews also aim at improvement of quality. Responsibilities and tasks in the Quality cycle are clearly defined. The Quality Team operating at the institutional level is chaired by the Educational and Quality Staff member


and, furthermore, consists of the Programme Managers of all faculties. This Quality Team discusses quality issues and exchange experiences and expertise. The Team also advises on the quality policy at the institutional level. The FdSEW has different internal bodies to monitor the quality of its educational programs: The Faculty Council; The Examination Board; Each science programme has a Field Advisory Board (FAB). The board consists of

representatives of relevant fields which employ our alumni; During 2011 a Petit Committee for Accreditation (PCA) has been established, with the

main task of developing and monitoring all quality aspects of the various scientific programmes offered by the FdSEW;

The students of the FdSEW have also their own students’ association, called UNESE. This association serves the interests of the FdSEW students, and is the formal dialogue partner of the faculty with its students.

Each body fulfils a well defined role in the Quality cycle. The panel confirmed that the Programme Manager of the Faculty is responsible for developing, implementing, evaluation and monitoring of the internal quality system at faculty level and the quality instruments. After collecting data, he analyzes the evaluation results and makes an Action plan. The evaluation results are also reviewed in the Faculty Council. Finally, the improvement actions are agreed upon in the monthly fulltime Staff meeting. The Programme Manager monitors the process of improvements. The results are again discussed in the PCA-meetings and forwarded to the FdSEW full-time staff meeting for approval or possible re-adjustments. The evaluation instruments used are summarized in table 6 Table 6 Quality instruments FdSEW Object Instruments Actors Frequency

Programme scheme

Full‐time Staff Meeting Full‐time staff Monthly

Meeting with guest lecturers Full‐time and guest lecturers

Twice a year

Petit Quality Committee Dean, Programme Manager and Programme Directors

Once a month

Student Satisfactory Survey Students Every 2 year

Meeting Faculty Council Students, Full‐time staff members and member of non‐academic staff

One a month

Meeting with Field Advisory Board

Members of Professional field and Programme Directors

Twice a year

Alumni Meetings Alumni Once a year

Programme specific parts

Course evaluation Students Lecturers Twice a year at the end of each semester

Exam evaluation Students At the end of each exam

Internship evaluation Students and Each year


Professional field

Graduation evaluation Graduates Each year

Student Panel Students Twice per semester

In the Quality Assurance scheme the programme also uses measurable indicators to be achieved. Key performance indicators of scientific programmes are as follows: To be accredited in the spring of 2012; Graduating class of 85% of enrollment; Formal Transition of the programme graduates to at least one major master programme

in the Netherlands. An example of this is the partnership with RUG which is already ongoing

Promotion of Faculty and Student Exchange; On a scale of 1-5 at least an average of 3.5 evaluation for lecturers by students. As discussed earlier the achievement of the goals for the improvement of the academic and research environment, particular in relation to the scientific master program, are clearly stated in the arrangement with the RUG and will be evaluated at scheduled moments. Conclusion Bachelor and Master The panel assesses the standard 5.1 ‘Systematic approach’ as satisfactory.

4.5.2 Involvement (standard 5.2)

Staff, students, alumni and the relevant professional field will be actively involved in the internal

quality assurance system.

The internal Quality Assurance system of the FdSEW guaranteed the involvement of all actors: staff, students, alumni and professional field. The staff members are involved in the process of continuous quality improvement during the monthly meetings of the staff, during which the different aspects of the programme are discussed and suggestions for improvements are adapted and/or verified. Guest lecturers are mainly involved in the quality of the courses. Twice a year guest lecturers are invited to specific meetings to discuss all relevant issues regarding the programme and specific courses. Once the programme is running the Programme Board will discuss student evaluations of the curriculum and courses. Students contribute in different ways to the quality of the programme offered. The Student Advisory Board at the institutional level and the students participate in the institutional Student Satisfactory Survey (STO). The FdSEW has a Faculty Council, which has also 2 members that are representatives of the students. Each Programme has its own Field Advisory Board. The meetings are held twice a year. The alumni informally gather for social events, even though a sleeping organisation exists known as the FdSEW Alumni Association. With the installment of the new programs, much more attention will be given to the internal management of this association, providing support for the alumni and enhancing the contact with them.


The panel could clearly observe the intensive involvement of the staff in the quality assurance cycle. Implementation of this policy definitely demanded a great effort of the full-time staff. The principles are well elaborated and can be followed from policy documents, through evaluation results to discussions of these results in minutes of different bodies, resulting in relevant improvements and adjustments. The panel definitely was convinced by the serious way in which the Examination Board executed its responsibility for the quality of examinations and the quality of the programme in general. Students do participate in some bodies, although there is a cultural inhibition to speak out, they are provided with ample possibilities and a safe atmosphere to participate in the improvement of quality. The Field Advisory Board proved to be very committed to the quality of the programme and well informed about its design. Represented firms will recruit the graduates of the Programme. The professional field in Curaçao is prepared to contribute to the quality of the programme of the UNA in several ways: guest lectures, internships, research funding, even PhD scholarships and (as mentioned) appointment of an external chair could be considered. Formally there are not jet alumni of the programme since it will first start. UNA and Curaçao are a small community and alumni do participate in the institution and the quality assurance, but mainly in in one of the other roles. The Faculty shows the intention to improve the formal involvement of alumni in the quality assurance cycle. Conclusion Bachelor and Master The panel assesses the standard 5.2 ‘Involvement’ as satisfactory.

4.5.3 Concluding assessment of Theme 5 ‘Internal quality assurance system’ Bachelor and Master The panel has assessed the two standards of the theme ‘Internal quality assurance system’ as satisfactory. Overall, the panel assesses the theme ‘Internal quality assurance system’ as satisfactory.


4.6 Conditions for continuity

The UNA is an autonomous national university, with an annual turnover of more than 21 million Antillean guilders (8,9 million euro) and is mainly funded by the government of Curaçao. The government of Curaçao provides 60% of the yearly needed funds. The tuition fees of the students also contribute to the yearly budget. Other sources of income are i.e. research grants, campus fees, contributions, and revenues from activities, such as congress facilities, rentals and seminars. UNA argues that it has sufficient financial resources to develop and implement new Programmes.

4.6.1 Graduation guarantee (standard 6.1)

The higher education institution ensures that its students can complete the Programme.

UNA guarantees the implementation of the FdSEW new programmes and ensures that enrolled students can complete the Programmes. Conclusion Bachelor and Master The panel assesses the standard 6.1 ‘Graduation guarantee’ as satisfactory.

4.6.2 Investments (standard 6.2)

The proposed investments are sufficient to realise the programme (including the facilities and

tutoring).

Besides this commitment, the guarantee is supported by the financial plan and the financial reservations for development and implementation of programmes within the budget of the faculty. The budget of UNA for this year shows that there are sufficient financial means to provide the Programme. The actual situation is that the programmes assessed in this report existed in a different form previously. The new A&C-programme will replace the current one. The new A&C-programme are a profound review of existing programs, which they will replace. No additional significant financial resources will be needed to implement these new Programmes. The existing programmes are already provided with sufficient facilities. Next to this the funding model of the UNA is based on the amount of students and the number of graduates. So, an increase in the amount of students due to the start of the new programs, will most probably be translated in an increase in the financial funding by the local government. Investments in the review of the new bachelor programmes are largely spend in the preparation for accreditation. During the upcoming years, the FdSEW will continue with the detailed development of the rest of the new scientific bachelor’s Programme.


The master programme is a copy of the programme delivered in Groningen. Development of the programme demands relatively limited resources. UNA demonstrates in its Budget 2011, that there are sufficient financial resources for the full implementation of the new programmes along with the necessary infrastructural facilities. Conclusion Bachelor and Master The panel assesses the standard 6.2 ‘Investments’ as satisfactory.

4.6.3 Financial provisions (standard 6.3)

The financial provisions to cover the projected deficit are sufficient to cover the initial losses.

The UNA invests in expansion of its Programmes. The government’s yearly funding, together with tuition fees and other incomes are sufficient to cover all financial expenses for the new Programmes. The costs and revenues for this calendar year are included in the budget of the UNA and the budget of FdSEW. The panel follows the line of argumentation of UNA itself. The programmes assessed are a review of programmes being delivered already. As substantiated by the assessment of the standards on the delivery of teaching, staff and facilities, there are sufficient means to provide these programmes at an adequate quality level. The development of the existing programmes into the new programmes is covered in the budget of the UNA. The partnership with the RUG in the case of the master programme largely supports UNA in the design of this Programme. The great number of local and international guest lectures makes it relatively less costly to cover all fields of expertise. The new programmes have the intention to attract a larger number of students which will attract more funding. The current arrangement would be sufficient to provide the training at an appropriate level. Currently the partnership with the RUG compensates for the lack of academic qualifications of the staff and involvement in a relevant research programme by the full/time staff members. This is however a temporary situation. UNA has to develop more into a research university, becoming a more equal partner less depending on external input, scientific reputation and expertise. This development is an important condition for continuity. UNA therefore has to be provided with means to develop a serious PhD programme upgrading the academic qualifications within a relatively limited span of time. Part of this academic development programme is also the design of a research programme relevant to the UNA and resulting in a research environment linked with the educational Programmes. The panel judges the conditions for continuity to be positive under the condition that the partnership with the RUG and the academic environment develop according to the intentions in the mutual agreement between the RUG and UNA. Conclusion Bachelor and Master The panel assesses the standard 6.3 ‘Financial provisions’ as satisfactory.


4.6.4 Concluding assessment of Theme 6 ‘Conditions for continuity’

Bachelor and Master The panel has assessed the three standards element of the theme ‘Conditions for continuity’ as satisfactory. Overall, the panel assesses the theme ‘Conditions for continuity’ as satisfactory.


5 Overview of the assessments

The panel presents its assessments per theme and per standard, as outlined in chapter 4, in the following table.

Theme Assessment Standard Assessment

Bachelor

Assessment

Master

1 Aims and Objectives

Satisfactory

1.1 Subject- discipline- specific requirements

Satisfactory Satisfactory

1.2 Bachelor level Satisfactory Satisfactory

1.3 Academic orientation

2 Curriculum Satisfactory

2.1 Academic orientation Satisfactory Conditionally Satisfactory

2.2 Correspondence between aims and objectives and curriculum

Unsatisfactory Unsatisfactory

2.3 Consistency of the curriculum


2.4 Workload Satisfactory Satisfactory

2.5 Admission requirements


2.6 Credits Satisfactory Satisfactory

Staff Conditionally Satisfactory

3.1 Requirements for academic orientation

Conditionally Satisfactory

Conditionally Satisfactory

3.2 Quantify of Staff Satisfactory Satisfactory

3.3 Quality of Staff Satisfactory Satisfactory

4 Services Satisfactory

4.1 Facilities Satisfactory Satisfactory

4.2 Tutoring Satisfactory Satisfactory

5 Internal Quality assurance system

Satisfactory

5.1 Systematic Approach Satisfactory Satisfactory

5.2 Involvement of Staff, Students, Alumni and the Professional Field


6 Conditions for Continuity

Satisfactory

6.1 Graduation Guarantee


6.2 Investments Satisfactory Satisfactory

6.3 Financial Provisions Satisfactory Satisfactory


5.1 Conclusions on the NVAO Standards

The panel judges the UNA to meet the standards for a Bachelor of Science Programme. The number of PhD holders among the full-time staff however should grow to improve the possibility to bear responsibility for the level and scientific orientation of the programme autonomously. The staff including guest lectures and international lecturers complies with the standards for an bachelor programme in its current situation. This arrangement however lacks academic leadership and a guaranteed connection with (local) research. The panel considers that the arrangement with FEB is indispensible to meet the standards of the NVAO in the case of the master Programme. It supports the aims and goals and believes that the time span for achievement is realistic. Execution of this arrangement is conditional for a positive advise of the panel on the master Programme. At this moment the panel considers that there are sufficient conditions for continuity of the partnership. If however conditions change and the collaboration ends, the UNA loses the eligibility to deliver a master Programme. Might that situation occur, the positive advise of the NVAO should be withdrawn.

5.2 Conclusions on the CEA requirements

The panel considers that the Bachelor of Science and the Master of Science programme meet the requirements for an academic education conditionally. See the relevant parts of this report. The programmes show deficits on the subjects of Law, Taxation Law and Management. This makes it questionable if the programmes sufficiently prepare for the postgraduate Programme. But these deficits might be repaired in the course of the totality of the study trajectory of bachelor, master and postgraduate Programme. Only the totality counts. CEA does not approve nor disapprove initial programs, only the final qualifications at postgraduate level are certified. Therefore this is not a disapproval of the program, it only is a suggestion to bring the programmes better in line with the totality of the subjects to be covered. The panel wants to point out one specific difficulty it encountered in relation to CEA requirements. The current bachelor and master programmes are not accredited. This will cause difficulties for its graduates that continue with the post-initial master. Formally they will not be able to acquire the RA title, since this demands graduation from accredited Programmes. This also effects the firms that employ the graduates. They work under regulations demanding RA qualifications for certain tasks and responsibilities. CEA might consider a specific transitional policy to deal with this problem which only seems to affect graduates from the past. UNA adds the following comments in reaction to the draft report: "The current graduates of the UNA-bachelor in Accountancy & Controlling programs are admitted into the Master in Accountancy & Controlling programs at universities in the Netherlands like, The University of Tilburg and Rijksuniversiteit Groningen, without having to first complete a pre-Master’s program. However, at some universities in the Netherlands, like ERASMUS Universiteit Rotterdam, Vrije Universiteit Amsterdam en Nijenrode, UNA graduates are required to follow some deficiency courses or pre-Master’s program prior to be admitted to the initial-Master in Accountancy program, which is linked to the post-initial RA-program.


Furthermore, it is worth noted that in the event, that a potential MSc-student has completed a bachelor program in Accounting/Controlling that is not accredited, that student is given a set of deficiency courses to complete prior to be admitted to the UNA-MSc in Accountancy program. The UNA departs from the standpoint that at least the initial accountancy program, which is the MSc-program, must be accredited by the NVAO in order for any student, irrespective whether the student has followed an accredited program, to be admitted". This clarifies how UNA acts in line with the requirements.


Annex 1: Composition of the panel

Dr Jan Klaassen, emeritus professor of business economics, especially Financial Accounting and Reporting at VU Amsterdam, has been a technical partner of KPMG Netherlands and Chairman of the “ Examenbureau Registeraccountants”, the predecessor of CEA. Dr. Arco van de Ven is Professor Accounting Information Systems at TiasNimbas, the business school of Tilburg University and Eindhoven University of Technology. Het is also professor Controlling at the Open University of the Netherlands. He obtained his PhD at Erasmus University Rotterdam where he has also been programme director of the postgraduate Executive Master of Finance & Control and the postgraduate Master Certified Public Controlling (CPC). He has also taught various post-experience programmes at Vlerick Leuven Gent Management School. Professor Van de Ven has performed many (interim) functions as CFO, controller and consultant. One such role was CFO in the founding stage of the first sub-prime mortgage bank in The Netherlands, ELQ-mortgages; CFO of the food wholesale P. Karsten Holding b.v. and various assignments in non-profit organisations Lindomar Scoop is chairman at KPMG in the Dutch Caribbean and Suriname and Managing Director KPMG Accountants B.V. at KPMG. He is involved as auditor of several financial institutions, telecommunication, Utility, Service and Trade Companies, Non-for Profit organisations in the Netherlands, Netherlands Antilles and Aruba. Het advices several companies on their Internal Control procedures and Corporate Goverance structure and related strategy issues. Specialismen are Audit and Advisory (Internal audit and control and Corporate Goverance). Previuos occupation has been Supervising Senior to Senior Manager at KPMG and Accountant at Ernst & Young. He was educated at the Rijksuniversiteit Groningen. Ruud Verbij student Technische Informatica Universiteit Twente Ruud Verbij is a sixth year student Computer Science at the University of Twente, specialization IT security. In his student career Ruud has been a fulltime board member of his study association, responsible for external relations and PR. Among this, he has been a member of the educational committee for two years and was in the quality assurance committee for three years. Aside from his commitment for education, Ruud has been in the promo team of the computer science bachelor for five years. Since September 2010 Ruud works as a student in initial accreditation boards for the NVAO.

Secretary Frank Wamelink


Annex 2: Schedule of the site visit

Programma Visitatie Bachelor of Science in Accountancy & Control

Master of Science in Accountancy 25 en 26 januari 2012

TIJDSTIP GESPREKSGROEP TOELICHTING

09.00 – 09.15 Ontvangst Commissie

Commissie wordt door Decaan en Gastvrouw ontvangen en nadere instructie over de inrichting van de visitatielokaal wordt gegeven

09.15 – 10.00 Interne bespreking Commissie

Besloten, ter bestudering van documenten

10.00 – 10.45 Instellingsbestuur

Rector Magnificus en de Onderwijskundige Beleidsmedewerker

10.45 – 11.45 Opleidingsmanagement

Voor zowel BSc A&C als MSc Accountancy

11.45 – 12.15 Rondleiding

o.a. Collegezalen en Bibliotheek

12.15 – 13.00 Lunch

Besloten

13.00 – 13.45 Examencommissie + Kwaliteitszorgmedewerker

Toch 2 keer gesprek met dezelfde Examencie, vanwege een nieuwe commissie, Focus nu op A&C

13.45 – 14.45 Studenten BSc A&C

Groep van 6 studenten

14.45 – 15.00 Pauze

15.00 – 16.00 Docenten BSc A&C Groep van 6 docenten: vaste staf en gastdocenten

16.00 – 16.45 Alumni BSc A&C Groep van 6 Alumni, 2010 en 2011 16.45 – 18.00 Interne bespreking

Commissie

De commissie kan eventueel ook nog verzoeken om een gesprek te voeren met een bepaalde groep of persoon (voor zover mogelijk) en om additionele documentatie vragen. Die gesprekken vinden in de pauzes plaats.


TIJDSTIP GESPREKSGROEP TOELICHTING

09.00 – 09.15 Binnenkomst

09.15 – 10.15 Studenten MSc Acc.

Groep van 6 studenten

10.15 – 11.15 Docenten MSc Acc.

Groep van 6 docenten: vaste staf en gastdocenten

10.45 – 11.30 Vertegenwoordigers werkveld

Leden Werkveldcommissie voor zowel BSc als MSc

11.30 – 13.00 Lunch Besloten, inclusief Interne bespreking

13.00 – 13.30 Tweede gesprek Opleidingsmanagement

13.30 – 14.30 Interne bespreking Besloten

14.30 Korte terugkoppeling Eerste bevindingen


Delegations Bachelor of Science in Accountancy & Controlling Instellingsbestuur Naam Functie dr. Francis de Lanoy Wnd. Rector Magnificus UNA drs. Sharine Isabella Onderwijskundige beleidsmedewerker

Opleidingsmanagement BSc A&C en MSc Accounting Naam Functie Drs. Diepak Ganpat Program Director BSc. in Accountancy & Controlling Rudsel Sophia CPA Program Director Master of Science in Accountancy

(Acting Dean) Joan Struiken Program Manager

Werkveldcommissie BSc A&C en MSc Accounting Naam Functie

Maria Fatima de Windt- Ferreira Partner at Ernst & Young Benedict P. Bito General Manager Internal

Control Department At Fatum

Andre Delger Managing Director Audit at KPMG

Jose Vieira Alves Managing Director At Reliant B.V.

Zuwena De Freitas Manager Auditing at PWC Nathalie Faria Senior Auditor at de

PausVesseur Accountants

Studenten Naam Vooropleiding Studiejaar Rosmary da Silva Lucas VWO Bachelor propedeuse

(jaar1) Sofia Arreaza VWO Bachelor Propedeuse

(jaar 1) Valeska Isidora HAVO Bachelor fase 1 ( jaar 2) Loreannie Arreaza VWO Bachelor fase 1 (jaar 2) Ginuervel E. Roach HAVO Bachelor fase 2 ( jaar 3) Laetitia Picus VWO Bachelor fase 2 ( Jaar 3)


Master of Science in Accounting DOCENTEN Naam Vakken Cohort(s) Drs. Raymond Faneyte RA CFE Financial Auditing 2010-2012 Drs. Liselle Pas RA Financial Auditing 2011-2012

Docenten Naam Werkgever Mark A. Hawkins Phd. Research Coordinator UNA/FdSEW Guido Rojer II MSc. Research assistant/ Lecturer

Management Courses UNA/FdSEW

Ralf Wieriks RA Lecturer Auditing, Thesis supervisor at the UNA

Director PricewaterhouseCoopers

Guiveron Weert Phd. Lecturer Corporate Finance 1

and 2 Head Investment Institutions and Trust Supervision Department at Central Bank Curacao and St. Maarten

Cedric Pietersz MSc. Lecturer Intermediate Management Accounting 1 & 2

Advisor to Supervision Departments Central Bank of Curacao and Sint Maarten

Drs. Diepak Ganpat Program Director Bachelor of Science in accountancy & Controlling

Marco La Cruz MBA CPA CMA CISA

Lecturer Principles of Corporate Finance Thesis supervisor

Alumni Naam Functie Carolina de Coito Pita Junior Accountant at KPMG Renska Rojer Junior Accountant at PWC Sayen Dick Junior Accountant at PWC Rosalia Junior Accountant at KPMG Miguel Vieira Alves Partner at Reliant B.V.

Examencommissie Naam Functie Javier Silvania Voorzitter examencommissie Diepak Ganpat Lid examencommissie Pamela Rusch Lid examencommissie Monique Emelina- Pieter Lid examencommissie Charalva Windster Lid examencommissie


Dr. Mark Hawkins Advanced Research Methods 2010-2011 2011-2012

Dr. Francis Delanoy MBA Strategic Management; Strategy and Organization

2010-2011 2011-2012

Marco La Cruz MBA CPA CMA CISA Organization Business Information Systems; Risk Management

2010-2011 2011-2012

Rudsel Sophia MBA CPA CFE FLMI Financial Accounting Theory 2011-2012 STUDENTEN Naam Werkzaam Cohort(s) Adrienne Hermina BSc PWC 2010-2011 Sayenne Dick BSc Ernst & Young 2011-2012 Shanna de Jongh Ernst & Young 2010-2012 Sherida Cairo Domeinbeheer 2010-2011 Viveca Kleinmoedig Deliotte & Touche 2010-2011 Marvelin Hous 2011-2012 Micheline Lampe Belasting Accountants Bureau 2011-2012 Cytia Vlijt Domeinbeheer 2010-2011


Annex 3: Documents reviewed

LIST OF DOCUMENTS 0. Contextual Background 001 Landsverordening Universiteit Nederlandse Antillen, P.B. 1985, no. 43, last amended on 27 februari 2004 (P.B. 2004, no. 34) 002 Delivering future leaders for the Caribbean, Strategic Plan UNA 2006 – 2010, UNA 2006. 003 Landsbesluit Houdende Algemene Maatregel (LB-HAM), Faculteit der Sociaal- Economische Wetenschappen, UNA 2010 004 Bestuurs- en Beheersreglement (BBR), UNA 2006 005 Report of Advisory Commission Future of UNA, UNA 2007 006 Memorandum of Understandings with regional and international universities 007 Education and Examination Regulations (OER) 008 Manual of the Examination Board 009 PCA-policy 1. Objectives 101 International benchmarking 102 Minutes Field Advisory Board 103 Overview Members PDB 2. Programme 201 Transition plan A&C-programme 202 Course Outlines A&C-program, year 1 203 Literature list A&C-program, year1 204 Training Informatievaardigheid LRS 205 Manual Internship A&C-program, FdSEW 206 Manual Accounting Research and Thesis writing & Presentation 207 A&C Study Guide, 2012 - 2013 208 Manual Mentoring 209 Policy on Testing and Grading 210 Evaluation Form Final Thesis 211 Calendarium Science 2012/2013 212 Information brochure A&C-Programme 3. PERSONNEL 301 Integraal HR-beleid UNA 2011 302 Draft Formatieplan FdSEW 303 CV’s Full-time academic staff 304 Promotiebeleid UNA, 2011 305 Minutes PDB 306 Notitie Taakbelasting Onderwijzend personeel, UNA 2011 307 Minutes Full-time Staff Meetings 308 Gastdocentenbeleid, UNA 2006 309 CV’s Guest lectures 310 Overview modules and teaching staff 311 Example of an Contract/Overeenkomst van Opdracht Gastdocenten 312 Rapport Studententevredenheidonderzoek 2010 313 Functiebeschrijvingen wetenschappelijk personeel


314 Handleiding Functionerings- en Beoordelingsgesprekken 315 Functionerings- en Beoordelingsformulieren 316 Studieregeling UNA 4. FACILITY SERVICES 401 Beleidsplan Library and Research Services 2009 – 2011 402 Transitieplan Student Services Center 2009 – 2011 403 Manual Mentoring 404 Beleid Uitschrijving aan de UNA, 2011 5. INTERNAL SYSTEM OF QUALITY ASSURANCE 501 Consolideren en Verbeteren. Beleidsplan Kwaliteitszorg 2011 - 2015, UNA 2011 502 Overview Course Evaluation 503 Minutes Full-time Staff Meetings 504 Interne Kwaliteitszorg FDSEW 2005 - 2012 505 Evaluation forms 6. CONDITION FOR CONTINUATION 601 Budget FdSEW 2010 and 2011 602 Budget UNA 2011 603 Masterplan UNA 604 Annual report 2010 Documents made available during the site visit

- Study materials - Exams - Bachelor theses - Enrolment and graduation figures - All contracts and memoranda of understanding with partner universities - Literature lists


Annex 4: List of abbreviations A&C Accountancy and Controlling AASCB Association to Advance Collegiate Schools of Business AF Faculty of Arts B&E Business and Economics BBR Beheer- en Bestuursreglement UNA CARICOM Caribbean Community CEA Commissie Eindtermen Accounting ECTS European Credit and Transfer System EU Europese Unie/European Union EUR Erasmus University Rotterdam FAB Field Advisory Board FdR Faculty of Law FdSEW Faculty of Social Sciences and Economics FdTW Faculty of Engineering FMG Faculty of Social and Behavioral Sciences FTE Full-time equivalent LRS Library and Research Services LUNA Landsverordening Universiteit Nederlandse Antillen MD Major Director NVAO Nederlands - Vlaamse Accreditatie Organisatie PAB Professional Advisory Board PCA Petit Committee Accreditation PD Programme Director PDB Programme Development Board QAA Quality Assurance Agency for Higher Education RUG Rijksuniversiteit Groningen SSC Student Services Center UNA UNA University of the Netherlands Antilles UNICA Caribbean Association of Universities VRC Vereniging van Register Controllers


Annex 5 Letter on the partnership by the Faculty of Economics and Business (RUG)


The panel report has been ordered by NVAO for the assessment of the new programmes Bachelor of Science Accountancy and Controlling and Master of Science Accountancy of University of the Netherlands Antilles on compliance with the NVAO standards. Accreditation Organisation of the Netherlands and Flanders (NVAO) Parkstraat 28 P.O. Box 85498 | 2508 CD DEN HAAG T 31 70 312 23 30 F 31 70 312 23 01 E [email protected] W www.nvao.net Application number: 000064 en 000065