haagse hogeschool - nvao
TRANSCRIPT
Haagse Hogeschool
Master
International Communication Management
Netherlands Quality Agency (NQA)
Utrecht, May 2010
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Management information
This is the assessment report of the master of International Communication Management
(MICM) degree programme offered by Haagse Hogeschool. In this report Netherlands
Quality Agency (NQA) gives account of its findings, considerations and conclusions. The
assessment was undertaken according to the NQA-Protocol 2010 for hbo master’s
degrees in compliance with Dutch education legislation.
This report concerns:
Institution Haagse Hogeschool
Degree programme Master International Communication Management MICM
Delivery mode(s) Fulltime and part-time
Croho-number (ISAT) 70016
Site Den Haag
Date(s) of site visit(s) 16 March 2010
Audit team Drs. Rutger-Jan Schoen (representative profession/discipline)
Dr. Rik Riezebos (representative profession/discipline)
Leonie Redder BPA (student member audit team)
Drs. Roelien van Empel (NQA-auditor)
Drs. János Betkó (junior NQA-auditor)
Haagse Hogeschool/The Hague University for Applied Sciences (THU) submitted a file to
NQA for the assessment of their existing professional master degree programme
International Communication Management (MICM). This file was a critical reflection on the
degree programme as required by the NQA Protocol-2010 hbo master’s degrees.
To assess the quality and the level of the existing programme NQA composed an audit
team. This team complies with the NVAO’s requirements*. This team studied the critical
reflection and had a site visit to the institution. The audit team came to a well-considered
assessment about the degree programme based on the critical reflection and the other
information (oral and written).
Summary Theme Aims and objectives
The audit team finds that MICM’s final qualifications correspond with the requirements set
by the international professional field. The requirements are based on input from and
discussion with the international professional field. The final qualifications adequately
comply with the Dublin descriptors at master’s level.
As a result, the audit team assesses Aims and objectives as positive.
Summary Theme Curriculum
The professional orientation of the programme is up to standard and the curriculum of the
programme covers all the programme’s objectives. The programme is consistent and the
study load is in order. The admission criteria and procedures are sufficient and the
* NVAO - Netherlands Flemish Accreditation Organisation charged with execution of Dutch accreditation
legislation.
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requirement for 60 EC for a master programme is met. The educational concept and the
means of assessment comply with the learning objectives of MICM.
The audit team assessed all standards positively and as a result finds the theme
‘Curriculum’ positive.
Summary Theme Staff
All standards are assessed as satisfactory or good and as a result the theme ‘Staff’ is
positive. The audit team concluded that MICM’s tutor-team is well able to link their
programme to professional practice. The required staff-student ratio is met and staff is
adequately qualified in their fields of expertise.
Summary Theme Services
The audit team considers material facilities to be well fitted for the programme. The
tutoring and information provisions are assessed to be adequate to help students in their
study and to correspond with the needs of students.
As a result, the audit team assesses Services as positive.
Summary Theme Internal Quality Assurance
The audit team saw proof of systematic evaluations by MICM. An impressive number of
improvements were made in the past years, based on various evaluations. All
stakeholders are actively involved in the quality assurance system. All standards are
assessed positively and therefore the theme ‘Internal quality assurance system’ is
positive.
Summary Theme Results
The achieved learning outcomes correspond with the aims of MICM. The percentage of
students successfully completing the programme generally is in line with the aims set by
the programme management. As a result, the audit team assesses Results as positive.
The NQA audit team concludes that the quality and the level of the existing professional
master’s degree programme complies with the required quality. A substantiation of this
conclusion is to be found in Chapter 2.
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Contents
1 Basic data 7
2 Assessments and Conclusion 9
2.1 Aims and objectives 10
2.2 Curriculum 14
2.3 Staff 25
2.4 Services 29
2.5 Internal quality assurance system 32
2.6 Results 35
3 Annexes 39
Annex 1: Expertise of the Members of the Audit Team 41
Annex 2: Statement of Independence by the Members of the Audit Team 47
Annex 3 Programme for the Site Visit 53
Annex 4: Documents made available 55
Annex 5: Documents regarding the professional profile and
domain objectives of the programme 56
Annex 6: Match between final qualifications and Dublin descriptors 60
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1 Basic data
The basic data of the existing hbo-master degree programme MICM:
1. Name of the institution Haagse Hogeschool / The Hague University of Applied
Sciences
2. Status of the institution Academy of Masters & Professional Courses / MICM
programme is ‘Niet Bekostigd’ (non-funded, commercial
education).
3. name degree programme in
CROHO
Master International Communication Management MICM
4. Registration number in CROHO 70016
5. Orientation and level Hbo master
6. Amount of European Credits 60 EC
7. Specializations Communication
8. Site(s) The Hague
9. Code of conduct for support of
non-EU students
Haagse Hogeschool has signed the Dutch higher
education "Code of Conduct for International Students".
10. Delivery mode(s) Full-time (one year) and part-time (two years)
11. Profile degree programme MICM is an English language professional master
(practice-oriented / Applied Sciences) programme that
takes the broad approach of communication (‘integrated
communication’), trying to establish a so-called
‘helicopter view’. To this end, the programme is built on
three communication pillars: Corporate, Internal, and
Marketing Communication. The programme integrates
these three aspects; all modules approach
communication from an international and intercultural
perspective.
12. Intended professional
environment
MICM prepares students for careers in communication
management and consultancy positions for international
organisations. MICM helps graduates to develop the
skills to manage integrated communication in an
international context, and/or to offer specialist advice at a
consultancy agency.
Based on the professional qualifications of the Dutch
Association for Communication (Logeion), MICM’s vision
is that graduates first continue to work at a high level B
(Junior Communication Consultant) with the newly-
acquired MICM knowledge, judgement and learning skills
and with some hands-on practical work experience they
should transition relatively quickly into level C (Senior
Communication Consultant).
13. Position degree programme in
organisation structure
MICM is one of six English-language hbo masters
offered at the Haagse Hogeschool, provided by the
Academy (department) of Masters & Professional
Courses (M&PC).
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14. Date previous assessment and
accreditation decision NVAO
Site visit: 28 June 2004
Previous NVAO - report: 23 September 2004
Initial accreditation: December 2004
15. Relevant changes in degree
programme since previous
assessment
* Split with Hogeschool Utrecht (no longer joint
programme)
* Now managed within the Haagse Hogeschool by
Academy of Masters & Professional Courses, not by
European Studies (academy HEBO)
* Admissions criteria tightened (levels of English and
previous work experience increased)
* Complete curriculum overhaul with new modules
* Study Trip no longer offered (as NVAO advised)
* Enhanced balance between internal and external
tutors (as NVAO advised)
* Final qualifications defined (as NVAO advised)
* Ongoing implementation of Quality control system
(now within the context of the newly created Quality
Handbook of Academy M&PC)
16. Structure degree programme Curriculum is divided into 5 phases (time periods):
Phase 1:
• Communication & Management Skills Module for
Trainings: Intercultural Communication, Business
Writing, Consulting Skills
Phase 2:
• Communication Research Module
• Corporate Communication Module
• Communication & Management Skills Module for
Training: Media Training
Phase 3:
• Culture & Communication Module
• Internal Communication Module
• Communication & Management Skills Module for
Training: Project Management
Phase 4:
• Specialisations Module
• Marketing Communication Module
• Communication & Management Skills Module for
Training: Self-Management Skills
Phase 5:
• Advice Report (final project/thesis)
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2 Assessments and Conclusion
The audit team comes to the following assessments and conclusions regarding the
degree programme:
Theme Conclusion Standards Assessments
1 Aims and objectives POSITIVE 1.1 Domain specific requirements
1.2 Level
1.3 Professional orientation (hbo)
satisfactory
good
satisfactory
2 Curriculum POSITIVE 2.1 Requirements for professional
orientation (hbo)
2.2 Correspondence between the aims
and objectives and the curriculum
2.3 Consistency of the curriculum
Full-time
Part-time
2.4 Study load
2.5 Admission requirements
2.6 Credits
2.7 Coherence of structure and contents
2.8 Learning assessment
good
satisfactory
good
satisfactory
satisfactory
satisfactory
complies
satisfactory
satisfactory
3 Staff POSITIVE 3.1 Requirements for professional
orientation (hbo)
3.2 Quantity of staff
3.3 Quality of staff
good
satisfactory
satisfactory
4 Services POSITIVE 4.1 Facilities
4.2 Tutoring
good
satisfactory
5 Internal quality
assurance system
POSITIVE 5.1 Periodical evaluations
5.2 Measures for improvement
5.3 Involvement
good
good
satisfactory
6 Results POSITIVE 6.1 Achieved learning outcomes
6.2 Study progress
satisfactory
good
The audit team concluded that the quality and the level of the existing professional master’s
programme of International Communication Management meet the required quality.
Therefore the audit team recommends the NVAO to award accreditation.
In the following sections the audit team describes its findings, considerations and
conclusions concerning the themes and standards. Each section concludes with a
summary.
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2.1 Aims and objectives
Domain specific requirements (standard 1.1)
The intended learning outcomes of the programme correspond with the requirements set
by professional colleagues, both nationally and internationally and the relevant domain
concerned (subject/discipline and/or professional practice).
Findings
• The master programme in International Communication Management (MICM) is an
English language professional programme that aims to prepare students for careers in
communication management and for consultancy positions in international
organisations. MICM aims are that students develop the skills to manage integrated
communication in an international context or to offer specialist advice at a consultancy
agency. Therefore, MICM aims to establish a ‘helicopter view’ of communication
management and to teach students to focus on specific areas of communication.
Graduates need to be skilled in analyzing communication issues and the international,
organisational and corporate cultures and strategies involved. The final qualifications
are presented in annex 5 of this report.
• The international claims of MICM’s aims are evident from comparison with other
master programme’s in Europe, such as the master programme of Public Relations
(i.e. Lugano) and the master programme of Strategic Communication (Lancashire): the
aims largely correspond.
• MICM had a survey before the initial accreditation in 2004, in order to map the national
competition. MICM found that THU is the only institution in The Netherlands to offer a
master’s degree programme on a profile like Logeion’s.
• The programme’s aims were defined in collaboration with MICM’s Advisory Board,
external advisors and the lecturing team, in compliance with the standards and the
professional profiles of professional associations in the communication field, combined
in Logeion.
• The programme primarily builds on the bachelor degree in communication of The
Hague University of Applied Sciences (THU). That programme qualifies bachelor
students for the LOCO-requirements, LOCO being the Dutch national congress of
communication programmes in higher professional education. LOCO-members include
directors, managers and co-ordinators from all registered professional communication
programmes in the Netherlands. At the 2005 Congress LOCO members agreed that
graduates of hbo-bachelor programmes should be equipped to work at the Logeion
B-level as described below.
• The current Logeion professional profiles (in: Beroepsniveauprofielen communication
management, 2002) define professional levels in four categories:
- Level A: Assistant communication employee
- Level B: Communication employee/ Junior Communication consultant
- Level C: Senior communication employee/ Senior Communication consultant
- Level D: Communication manager.
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• MICM aims that students enter the programme at level B and that during the
programme they gain the necessary skills and knowledge to work at a higher level.
After graduation, whilst gaining further work experience and whilst consolidating their
learning, graduates should eventually be able to work at level C. In the set up of the
final qualifications for MICM, level C is therefore taken as a benchmark and
consequently, MICM aims to develop the skills and competencies necessary for
graduates to progress more quickly to more senior communications roles. The
Logeion-qualifications that relate to the professional profiles for level C are structured
in six categories:
- Knowledge of Communication
- Communication strategy
- Relevant fields of expertise
- Internal and external environment
- Personal and professional skills
- Realisation
Level D can only be achieved with significant work experience and seniority and is not
considered to be a realistic objective for the MICM programme.
• The final qualifications of MICM have largely remained unchanged since the start of
the programme in 2003. At that time, MICM was offered jointly by THU and the
Hogeschool Utrecht. MICM’s External Advisory Board suggested some minor changes
in 2007-2008, when the MICM-collaboration between THU and Hogeschool Utrecht
was discontinued. The final qualifications were adapted accordingly:
- The Advisory Board indicated that the relationship between communication and
other disciplines, such as HRM, was too implicit. These links were made more
explicit.
- The Advisory Board pointed out that the focus on up-to-date knowledge of the area
of expertise and of society needed strengthening. ‘New media’ was also
considered to be an area that needed more attention. This was corrected in the
terms of the qualifications.
- The Advisory Board indicated that cross-cultural differences and intercultural
management need to be dealt with explicitly. This is reflected in the learning
objectives for the module on Culture and Communication.
• An updated version of the final qualifications is expected in 2010, after the new
Logeion professional profiles are released, also in 2010. MICM plans to conduct an
employers-survey in 2010-2011 in order fine-tune this planned revision of the
programme’s aims.
Competitor Analysis
• The MICM-management considers the programme to cater for a niche in the market,
due to a combination of aspects. E.g., it is practical, it covers Corporate, Internal and
Marketing Communication, it recruits young professionals and it is in English:
- Academic vs. Practical: Most communication masters are of an academic
character or focus on a specific field of communication, such as the University of
Amsterdam’s Communication Science programme or the University of Twente’s
Applied Communication Science programme. As these programmes focus mainly
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on theoretical issues, they can not really be compared directly to MICM which has
both theoretical and practical objectives.
- Scope: Some master’s programmes in Europe take a similar practice-oriented
approach, such as the above mentioned master programmes. These programmes
differ significantly of MICM in that they either focus on one specific field of
communication or do not include the international perspective in their scope.
- Target Group: Another factor which differentiates other Master programmes from
MICM is the target group. E.g. the programmes Corporate Communications and
Brand Management (offered by Rotterdam School of Management) are aimed at a
more expensive segment and target professionals with relatively high levels of
work experience. - English: MICM is in English and has an international
approach to communication management in that it focuses e.g. on international
corporations or NGOs.
Considerations
The Logeion standards offer a convincing set of qualifications for professionals in
international communication management. Dutch bachelor-programmes in communication
accept Logeion’s standards. MICM’s finals qualifications correspond with the expectations
of the (international) professional field. The audit team was pleased to find that MICM will
review their final qualifications when the revised Logeion standards are released later this
year.
Conclusion
These considerations lead to the audit team’s assessment satisfactory for standard 1.1.
Master Level (standard 1.2)
The intended learning outcomes of the programme correspond with the general,
internationally accepted descriptions of a master’s qualification.
Findings
• International communication professionals work in a complex international and cross-
cultural setting, demanding that they can reflect and learn independently throughout
their careers. This requires a deeper and more comprehensive understanding of
communication issues and more sophisticates skills than is focused on in the Dutch
bachelor programmes in communication (which are also partly designed on Logeion-
profiles). MICM-graduates need to have more highly developed abilities to think
critically and to reflect widely and intensely than bachelor-graduates.
• MICM takes the Dublin descriptors as the international standard to define the master
level. The table in Annex 6 shows how each of the Dublin descriptors is addressed in
the final qualifications.
Considerations
The audit team considers it evident that MICM’s final qualifications comply adequately
with the master’s level as defined in the Dublin descriptors.
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Conclusion
These considerations lead to the audit team’s assessment of good for standard 1.2.
Professional orientation (standard 1.3)
The intended learning outcomes are also based on the professional profiles and/or
professional competencies drawn up by (or in collaboration with) the relevant professional
field.
A professional master (hbo-master) has the qualifications at the level of an independent
and/or managerial professional in a profession or professional field, or the level required
to function adequately in a multidisciplinary environment for which professional higher
education is required or useful.
Findings
• As described above, MICM’s final qualifications are based on the professional profiles
as defined by the Association for Communication - Logeion. These qualifications were
reviewed, accepted and further specified by MICM’s external Advisory Board.
• The members of the Advisory Board discussed the programme’s aims. The audit team
interviewed a member of the Board, studied the minutes of the Board and found that
the Board accepts the professional profiles as representative for the needs of the
professional field. Discussions at Euprera (European Public Relations & Research
Association) indicate that Logeion’s profiles are well received by professionals in other
European countries.
• MICM was developed to comply with level C in Logeion’s professional profiles. MICM
aims at students with a relevant bachelor’s degree, with working experience in
Communication experience at A/B level (c.f. 2.5). Whilst studying at MICM they can
develop their competencies on the scale of professional profiles towards level C.
Graduates will continue their work at a high level B with their newly-acquired MICM
knowledge, judgement- and learning skills and within a few years of practical work
experience they should be able to transition into level C. The audit team saw signs
that MICM reaches this aim, through information about the career paths of graduates.
• MICM trains students for management and consultancy in communication at a
strategic level in an international environment. This qualification exceeds that of the
aims of bachelor programmes, where students are not expected to develop this
master level of reflection, knowledge and critical thinking to be able to offer
independent, strategic advice.
• Graduates interviewed by the audit team confirmed that they made considerable
progress in their year of studying at MICM and now function at level B/C. According to
the graduates, their employers hold the same opinion, as was supported by one of the
employers whom the audit team interviewed after the site visit.
Considerations
MICM’s qualifications are based on the Logeion-profiles, defined by the international
professional field and implemented in the programme in discussion with representatives of
MICM’s External Advisory Board. The graduates and employers interviewed by the audit
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team support the view of the management that the programme enables graduates to work
at Logeion’s C level, after gaining additional experience. The audit team is convinced that
graduates will be communication professionals at master’s level.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 1.3.
Summary Theme Aims and objectives
The audit team finds that MICM’s final qualifications correspond with the requirements set
by the international professional field. The requirements are based on input from and
discussion with the international professional field. The final qualifications adequately
comply with the Dublin descriptors at master’s level.
As a result, the audit team assesses Aims and objectives as positive.
2.2 Curriculum
Requirements for professional orientation (standard 2.1)
Students develop their knowledge through the study of professional literature, by the study
of materials derived from the professional practice and by interaction with the professional
field and/or (applied) research.
The curriculum has verifiable links with current developments in the professional field/the
discipline.
The curriculum ensures the development of professional competences and has verifiable
links with current professional practice.
Findings
• MICM uses literature, study material, cases and training courses that provide a link
with professional practice. The reading list is up to date and covers the main themes in
international communication. Recent articles are used as supplementary literature.
The reading list is part of student module evaluations and is reviewed annually in order
to keep up with current developments in the discipline and in professional practice.
The course manager decides on the reading list, advised by the teachers. The audit
team found the reading list to be fitting for the discipline and the master level and
adequately up-to-date.
• Use of relevant literature is a graded criterion in the assessment of written
assignments. Several measures are taken to stimulate students to read extra
literature. E.g. students must prove by referencing that they have read the literature
required for this module and that they have searched for, and read, additional
literature.
• A number of teachers practice professionally on a part-time basis and make
suggestions for new themes based on real-life situations. As a result of such
suggestions over the past two years, the curriculum became more emphasised on
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subjects as internal branding, change management, corporate social responsibility and
internet marketing.
• Classes and lectures deal with current examples from practice. A main task of the
Advisory Board is to advise the programme management on new developments and
current topics in international communications, both in the professional field and within
the discipline. This may concern specific cases or a suggestion for introduction of a
new theme into the curriculum. Decisions on adapting the curriculum according to new
developments are taken by the course manager. A recent example is the introduction
of the specialization Social Media.
• Students are instructed in research methods and approaches and conduct empirical or
applied research in communications practice for their assignments.
• Students work with several ‘real-life’ cases in all modules. They work with a client
organisation in the second half of their studies (see below). Throughout their studies
students analyze business cases and consider the implications for communication
professionals operating in a business environment. In their final work, the Advisory
Report, they also consider international implications, e.g. when considering the most
appropriate research design and the feasible solutions.
• Modern case studies are highlighted in lectures by guest speakers. Each year, MICM
invites some ten guest speakers, both in business communication and public
communication.
• Students are trained in six professional skills, which they practice in a classroom
situation. They are:
- intercultural communication skills
- consulting skills
- business writing
- media training
- project management
- self-management skills
These skills are taught in a skills module that is spread out over the entire programme.
Skill practice is part of all modules. ‘Skills’ are an aspect in the structural evaluation
cycle. For instance, project management and business writing were added when
evaluations of both students and tutors indicated that these skills were not sufficiently
addressed in the curriculum (2008). Research skills are addressed in a specific
module (c.f. standard 2.2).
• Students must find their own client organisation as selection is seen as a task in itself,
a mirror of the real world in communication business where consultants need to find
their own clients. If necessary, MCIM supports individual students in this selection
process.
• The current support that is given starts with an instructional document which includes
the types of organisations that students should look for in a client (for example, it
should have an international aspect and at least 50 employees). It is a framework and
guideline. This document is given out two months before the programme starts. In
case of doubt about their potential client, students can speak to MICM tutors and the
Course Manager to ensure they meet the criteria, and receive other tips and ideas.
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In one-on-one coaching sessions, students receive specific assistance from the tutor
about any occurring client issues.
• Foreign students can use a client organisation from their own country. Part-time
students use their own organisation as client organisation. If necessary, a student may
change to another client organisation, e.g. in case the client organisation proves to be
unable to offer sufficiently adequate projects or sufficient support. MICM assists and
tutors students in their contacts with their client.
• Students must complete projects for their clients in all three communication areas:
Corporate Communication, Internal Communication and Marketing Communication. In
preparation for this work, students are offered a two-day training on Consulting Skills
at the beginning of the academic year, in which they are taught how to act as
Communication consultants, such as business etiquette, getting the most out of
meetings, what kind of questions can best be asked to get the most information.
• The thesis, which is a Communication Advisory Report, is a real advice for a student’s
client organisation (see also standard 2.7). For this thesis, students conduct empirical
or practical research and apply the results to an issue in their client organisation.
Considerations
The audit team took into consideration that students learn their professional skills through
interaction with the professional field, largely in close combination with the client
organisations, for which they do their three projects and their final thesis, in the form of an
advice. The audit team was pleased to find that students can change their client
organisation during the study, specifically as this may address any difficulties that a
student meets in dealing with a client organisation. From the interviews with alumni and
the professional field, the audit team concluded that the number of guest lectures
increased these past years, which is helpful for strengthening the link with the professional
field.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 2.1.
Correspondence between the aims and objectives and the curriculum (standard 2.2)
The curriculum is an adequate realization of the intended learning outcomes of the
programme and this regards the level, the orientation and the subject-/discipline-specific
requirements.
The intended learning outcomes are adequately transferred into the educational goals of
the curriculum or parts thereof.
The contents of the curriculum ensure the students’ achievement of the intended learning
outcomes.
Findings
• MICM consists of eight modules, including the final assignment that takes the form of
an advisory report. One module consists of trainings in professional skills, see also
standard 2.1. Three are communication management modules that are case or
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simulation based. They are Corporate Communications, Internal Communications and
Marketing Communications. The other four modules focus on the client organisation
and consist of Communication Research, Culture and Communication,
Communication Specializations and finally the Communication Advice, which is the
final thesis for the students.
• The learning objectives of all modules are derived from the final qualifications. The
audit team found an overview in the SER showing the connection between the final
qualifications and the learning objectives of the modules. All final qualifications are
covered in at least three modules. The matrix also describes at what point in the
curriculum the difficulty level is increased (according to the Logeion profiles). As
mentioned in facet 1.2, the final qualifications are related to the Dublin descriptors.
• The audit team found that attention should be given to theory and practice of
integrated project cycle management and log frame planning, which are standard in
project management in international consultancy and development organisations.
Also, the audit team found that the ‘marketing communication’ module could include a
larger communication and advertising component. At the time of the site visit, this
module did not so much focus on communication as on other aspects of marketing.
• All modules offer both a theoretical and a practical component, aiming at an adequate
balance of theory and practice. The students that the audit team spoke with were
content with this balance.
Considerations
The audit team found that the MICM curriculum is adequate in view of the intended
learning outcomes. The topic of research is adequately dealt with, both concerning
methods and skills, there is a large skills component and the main subjects for
international communication management are covered. On the other hand, the audit team
felt that more focus on strategic planning and policy development is needed to strengthen
theory and skills in communication advice for graduates. In forming their assessment, the
audit team considered that the management is already addressing this issue, by way of
preparing to introduce a series of guest lectures on communications consultancy and for
strengthening the strategic level in the modules.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 2.2.
Consistency of the curriculum (standard 2.3)
The contents of the curriculum are internally consistent.
Findings
• The consistency of the programme is supported in three distinct learning lines:
- Practical training courses in communication and management skills to develop the
required core skills.
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- Domains of international communication management focusing on specific
knowledge and understanding of key disciplines within the international
communication management field.
- Perspectives on international communication management provided through
research, culture and communication and specialisation modules.
• All study components in these three lines are sequential: modules are offered once
per year.
• The six training courses of the Trainings & Personal Development module are spread
out over the year. The skills that students will need during the entire programme are
taught first, e.g. Inter Cultural Communication Skills and Writing Skills. Other skills are
taught later, like Project Management and Self-Management.
• The three Communication Management Modules, which are case, or simulation,
based, are sequential. The audit team agrees with the position of the course
management and the teaching staff that the build-up in the programme is logical, e.g.
the module Corporate Communications is offered before Internal Communications, the
latter being hard to understand without knowledge of the former.
• The client focussed modules are also sequential. Communication Research is a
necessary first. Students’ final work is the thesis, in the form of an advisory report
which must contain research elements. In their advisory reports students show that
they can combine these three learning lines. Also, it must take international and
intercultural issues into account and focus on one or more specific communication
domains. Students must prove that they have monitored and understood trends and
developments in their specific areas.
• In order to complete the advisory report, a student must first submit a research
proposal. A student can only work on his thesis when the tutor has accepted that
proposal.
Part-time curriculum
• The part-time curriculum is less consistent than the full time curriculum. Part-time
students join the full-time students in several modules, but their study load is spread
out over two years. At times this conflicts with the sequentiality in the modules as part-
time students take the modules in a different order. However, the part-time student
whom the audit team interviewed did not feel this to be an obstacle to the consistency
of the programme.
Considerations
The audit team concludes that the programme is built up logically and consistently. The
level increases over the year, theory and practice are spread out over the year and the
skills that are needed first in the programme are trained first.
Given the fact that part-time students study the programme over two years, they cannot
benefit from the sequentiality of the programme. According to the part time student whom
the audit team interviewed, the programme management is available to help overcome
any obstacles.
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Conclusion
These considerations lead to the audit team’s assessment of good for standard 2.3 for the
full-time programme. These considerations lead to the audit team’s assessment of
satisfactory for standard 2.3 for the part-time programme.
Study load (standard 2.4)
The curriculum can be successfully completed within the set time, as certain programme-
related factors that may be an impediment in view of study progress are eliminated where
possible.
Findings
• The full-time curriculum is 12-13 months, with forty weeks of classes. In practice,
students study over forty-two weeks per year as they finalize their Advisory Reports in
July and August. Most full-time students are non-Dutch. Full-time students have two
days per week of 6 contact hours and 28 hours of self-tuition.
cohort total NL Non-NL
2007-2008 34 FT students 3 31
2008-2009 50 FT students 3 47
2009-2010 30 FT students 1 29
• The part-time curriculum runs for 24 months, with eighty weeks of classes. Part-time
students have one day weekly at THU of 6 contact hours and generally weekly need
some 14 hours of self-tuition.
• The study load is expressed in study credits, in which 1 EC stands for 28 study load
hours (SLH). The general principles in defining study load are:
- All hours of a teaching session count as SHL
- Ten pages of literature count for one SHL
- A limited assignment of four pages counts for 14 SHL
- A larger assignment of 5000 words counts for 70 SHL
- Some meetings call for extra preparation time: this time is defined in SHL.
• According to the programme management and the students, the study is spread
evenly over the year. In the module evaluations students are asked about the extent to
which their true study load complies with the teacher’s estimate, so that MICM can
adapt the workload in the module for the next cohort if necessary. Students told the
audit team that the programme is intensive, but not too much so and that they wouldn’t
have it any other way. Full-time students feel that it is not possible to have a part-time
job next to the programme.
• For some students in earlier cohorts the relationship with their client organisations
proved to be an obstacle for study progress. MICM found that changing priorities
within client organisations or misalignment of student/client interests had led to delay
in study progress for these students. To help overcome this problem, students are now
allowed to change client organisation during the programme (c.f. standard 2.1).
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• In former cohorts, study progress was slow in the months that students finalized their
Advisory Reports. To address this matter, MICM introduced phased planning
components so that students can have a clear sense of direction and a concrete plan
before they start on the research and report writing.
• The main reasons for dropping out are personal problems, generally not related to
MICM. The second most common reason for dropping out was a low level of English.
This was addressed by more precise monitoring of the intake-requirements (c.f.
standard 2.5).
• The audit team found that most tutors allow students who failed a module to continue
with the rest of the programme, disregarding the sequential nature of the programme.
The Programme Management and the tutors make such decisions based on the self
responsibility of the participants, who are all mature masters’ students.
• In the summer months students work individually on their thesis, with little support
from their tutors. According to programme management, in this phase of their study,
master students should be able to work on their own (c.f. 4.2). Tutors told the audit
team that in case a student would need help, they would available to this student, e.g.
by telephone should the tutor be away on vacation.
Considerations
The audit team concludes that the programme can be successfully completed within the
scheduled time. The programme is demanding, but students are content with that. The
audit team accepts this, in view of the age and level of the students.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 2.4.
Admission requirements (standard 2.5)
The structure and contents of the intended curriculum are in line with the qualifications of
the incoming students:
- Master’s programme (hbo-master): a bachelor’s degree and possibly a selection (with
a view on the contents of the discipline)
Findings
• The admission procedures are listed on MICM’s website, on the application form and
in the MICM Student Guide.
• Applicants fill in the application form, which includes an overview of the subjects they
studied, their work experience and their motivation to study MICM. They must answer
four essay questions: about their motivation for this degree programme and their
experience with corporate, internal and marketing communication. Based on this
information, the programme management decides whether an applicant is suitable for
MICM in that he or she can successfully complete the curriculum. The programme
manager interviews suitable candidates by telephone, to verify that the applicant has a
realistic view of MICM and has a sufficient level of English. This telephone interview is
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decisive. The course manager decides which applicants are accepted. The date of the
telephone interviewer and the name of the interviewer are noted on the application
form.
• Since July 2009 all applications are subjected to the following three admission criteria:
- A bachelor’s certificate.
- Two years of work experience in the field of communication (level A+).
- Sufficient mastery of English.
• Students with a bachelor degree from a discipline that is not related to communication
need to show proof that they have relevant working experience in communication.
There are no possibilities for exemptions concerning the need to show proof of a
Bachelor diploma before entering the programme.
• Prior to July 2009 there were some inconsistencies in admissions procedures, mainly
because the requirements for work experience appeared to be not sufficiently clear to
applicants nor to the course management/admissions officers. The admission criterion
regarding work experience was revised after feedback of both a former audit team and
the Advisory Board (c.f. standard 5.2). In January 2009, when the recruitment season
for 2009-2010 had already started, this was implemented. Most of the 2009-2010
students therefore fulfil this requirement.
• As the programme is meant for starting professionals, applicants with two years of
experience are welcome. The experience can also consist of (prolonged) internships
and voluntary work. Examples of relevant work experience from students in previous
cohorts include three years as press officer, two years as copywriter, and three years
of journalist or two years as marketing communications assistant. Students that seem
promising, but can not show proof of having 2 years of work experience, are referred
to the master programme in communication at the THU that was designed for students
without working experience.
• After evaluations showed that the level of English was a factor in lack of study
success, the required level of TOEFL scores was increased and the level of English of
participants became a more central element in the intake interview. From 2010 onward
the level is: 237 (computer), 580 (paper) and 97 (internet).
• For previous cohorts, a foundation course of 4 weeks was offered to applicants who
did not have a communication background. This course ran in 2008-2009 and 2009-
2010. With the stricter admission rules concerning two years of relevant work
experience requirement, this course is no longer offered.
• There are several introduction meetings for incoming students (c.f. 4.2).
Considerations
The audit team found that structure, teaching methods and contents of the programme
comply with what may be expected from the applicants. In view of the documents made
available, the audit team considers it wise that MICM now officially is a post experience
master programme and that a minimum of two years of work experience is conditional for
entry. This applies also to the minimum score in the English proficiency test.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 2.5.
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Credits (standard 2.6)
The programme meets the legal requirements regarding the range of credits:
- Professional master’s programme (hbo-master): a minimum of 60 credits
Findings
• The curricula for the full-time and part-time programmes amount to 60 study credits,
which correspond with 1680 study hours.
Considerations
The audit team found that the credits for the modules in the programmes add up to 60.
Conclusion
The audit team assesses that the programme complies with the requirement for standard
2.6.
Coherence of structure and contents (standard 2.7)
The educational concept is in line with the aims and objectives. The study methods
correspond with this educational concept.
Findings
• The audit team found that MICM uses a number of didactical study methods, all based
on the principle that mature students may be expected to take responsibility for their
learning process, taking into account the varied educational background of the
students. These study methods are e.g. lectures, guest lectures, case studies,
presentations, workshops, individual coaching, working with client organisations.
• The didactic concept of MICM follows two didactical lines, which are:
- a continuous confrontation between theory and practice;
- participants learn from each other’s cultural and professional experience.
• Students are offered adequate skills training and knowledge during their studies. They
are stimulated not to simply accept the theories, but to challenge them with their own
professional and personal experience. The aims of the confrontation between theory
and practice are to make students more critical about the discipline, and to teach them
to evaluate professional information based on value and validity. During case studies,
students can reflect on the application of theories in new situations (transfer).
• In discussions about case studies, students are stimulated to ask each other critical
questions, from their own cultural and professional point of view. In this way, students
both obtain information and knowledge at MICM, and simultaneously are actively
involved in making a contribution to each other’s learning processes.
• Most modules of the part-time programme are offered together with those of the full-
time programme. Some modules are separate. In those modules, the tutor is able to
focus on students’ specific work experiences. For training-modules that part-time
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students attend separately from their full-time colleagues, the content is also more
focussed on discussions regarding the students’ work experience.
• Part-time students make their own agreements with their client organisations,
including the assignments that they work on and how they work on these assignments.
The audit team found that students are very much self reliant and independent in their
dealings with their clients. Although this is in line with the didactical concept of self
responsibility for students, the audit team found that students are too much on their
own whilst dealing with their clients.
• As mentioned in standard 2.4, students are expected to finish their thesis on their own,
without active guidance by their tutor/supervisor (c.f. standards 4.2).
Considerations
According to the audit team, the educational concept is in line with the aims and
objectives of MICM. The study methods fit the educational concept and offer sufficient
opportunities for students to confront theory and practice and to learn from each others’
cultural and professional experiences. Monitoring students’ activities in selecting their
client organisation, in deciding what assignments are fitting and in choosing the approach
to deal with them, is not sufficiently structural however, although any mishaps are
addressed by MICM.
The audit team considers that overall students are taught well and that additional
monitoring had addressed any difficulties that may have occurred between students and
their clients. For the audit team’s findings concerning tutoring in the summer months: c.f.
standard 4.2.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 2.7.
Learning assessment (standard 2.8)
By means of evaluations, tests and examinations, the students are assessed in an
adequate and for them insightful way to determine whether they have achieved the
intended learning outcomes of the programme or parts thereof.
Findings
• Examination Regulations are listed in the MICM Study Guide. Tutors design
assignments for each module based on the learning outcomes of that module. Tutors
discuss the assignments with the course manager before the start of a study
component. The majority of assessments at MICM are individual assessments.
• For 2009-2010 a feedback form with standard grading criteria is in use by all tutors for
all study components. Currently, grading focuses on the broad learning objectives for
the programme. MICM aims to improve this by developing grading criteria that more
specifically reflect the learning outcomes of the various modules. An assessment
development form will be introduced in 2010, requiring tutors to describe the
assessments for that module and identify which specific learning objectives are to be
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tested. This also aims to give students a better understanding of what is expected.
The audit team saw a draft for this assessment form.
• All assignments are practical, not only testing students’ knowledge, but also whether
students can show proof of having the insight and the ability to apply this knowledge.
• Teachers evaluate their specific module assessments annually with the course
manager. In general, tutors grade their own modules. When two tutors teach and
grade a similar module, both of them set criteria beforehand and discuss grading
practices throughout the module and compare grades. Further, the small scale of
MICM inevitably leads to tutors working closely together and having informal
discussions about alignment of grading and assessment.
• Evaluations in 2007-2008 showed that there was too much variation in grading
between teachers. Since then, quality of assessment has been a structural topic at
teacher meetings. This resulted in standard criteria for all assignments at MICM. The
teachers are agreed on the significance and usefulness of these criteria. MICM
defined seven assessment criteria for written products, which are: structure,
information, reflection and analysis, evidence, professional implications, language,
references. The first five are the main criteria. In their Self-evaluation-report, MICM
further specified these criteria for the audit team.
• MICM also defined seven criteria to assess presentations: structure, information,
reflection, evidence, presentation, time, and group. Again, the first five are the main
criteria. The criteria were specified in the SER.
• A benchmark analysis of the final reports is conducted every two years. The aim is to
verify whether the quality of the final assignment is of master’s degree level and
whether the assessment by the teachers is at the required level. The first analysis was
carried out in 2007-2008, by two external academics. See also standard 6.1.
• Regarding assessments, in a few cases the above mentioned external academics
came to assessments that widely differed from each other and from those by the
MICM tutors. Consequently MICM concluded that theses must be assessed by more
than one tutor as assessments should be more in line with each other.
• In the Advice Module of 2008-2009 all reports were graded by two tutors. In case
differences occurred larger than 1.0, or in case of a difference in pass/fail assessment,
the graders discussed these outcomes. This second assessor system will be extended
in 2009-2010 so that more tutors will be involved and MICM-colleagues can have
more in-depth discussions and more shared understanding of what grades are
appropriate. For the assessment of the final presentations a panel is made up of an
external assessor, the supervising tutor and one other MICM tutor.
• The audit team’s assessment of the eleven theses from cohort 2008 corresponded
largely with the assessments done by MICM tutors. The quality and level of
assessment is in order. The audit team finds most theses up to standard, but also
found that the theoretical and empirical elements of some theses only just meet the
standards (c.f. standard 6.1).
• The M&PC Academy has installed an Examination Board for its eight independent
master’s programmes. This Board is responsible for checking the quality of the
assessment procedures. Currently their priorities lie in defining academy-wide
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assessment processes. Their next task will be the evaluation of the various
assessment methods, comparing them academy-wide and providing feedback to
Course Managers and management in case improvements could be made.
• The Examination Board also deals with assessment-focused complaints from
students. This appeals procedure has three steps. If they are dissatisfied about any
matter regarding assessments, students discuss this with the tutor involved. Should
that not provide a solution, a student can appeal to the Course Manager. Thirdly, a
student may appeal to the Examination Board, which acts as an objective third party
between this student and the school.
Considerations
The audit team found that the learning outcomes are adequately covered by
assessments. This linkage is expected to strengthen with the changes that are to be
implemented in 2010. The audit team considers that assessment of insight and ability to
apply knowledge rather than of knowledge itself is logical in the domain of communication,
especially for this professional post initial master’s programme. The audit team is pleased
that the MICM-team frequently discusses the topic of assessments, that theses are
assessed by two assessors and that MICM makes use of external readers. The audit
team accepts that the criteria for the final Advice report are being updated in the spring of
2010, although the fact remains that assessments of theses vary and that criteria are not
yet quite robust. The audit team considered that MICM has external academics do a
check-up on theses and that immediate action is taken on the findings of these
academics: this is proof that MICM closely monitors the quality of assessments and
quality assurance concerning assessments.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for standard 2.8.
Summary Curriculum
The professional orientation of the programme is up to standard and the curriculum covers
all the programme’s objectives. The programme is consistent and the study load is in
order. The admission criteria and procedures are sufficient and the requirement for 60 EC
for a master’s programme is met. The educational concept and the means of assessment
comply with the learning objectives of MICM. The audit team assessed all standards
positively and as a result finds the theme Curriculum positive.
2.3 Staff
Requirements for professional orientation (standard 3.1)
Teaching is principally provided by staff that links the programme to professional practice.
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Findings
• In THU’s Dé opleider met hét personeel, which is part of the Quality Handbook,
regulations concerning MICM-personnel are listed. The Course Manager has annual
performance meetings with the tutors, based on student evaluations and discusses
any future agreements. The Course manager annually submits an updated CV.
• MICM has a core team of tutors who are responsible for the main part of the
programme. These tutors may be either internal tutors - from THU departments - or
external tutors (with a temporary contract). In addition, a number of trainers deliver
short, two day courses that are part of the skills modules or management modules.
Guest speakers, usually practicing external professionals, contribute guest lectures
once or twice per cohort or act as external assessor or as members of a jury for
presentations (c.f. standard 2.8).
• The Course Manager is employed by the Academy of M&PC. Tutors are hired per task
each academic year. The internal tutors are employed by other Academies within THU
and are hired ‘internally’ or ‘loaned’ from the other Academies. The external tutors are
hired per task, with an official work agreement.
• In its policy document Strategisch PersoneelsPlan Masters & Professional Courses
(2008), M&PC has laid down its policy for its human resources management. The
main principle is that good education is possible only when staff is well qualified. The
Academy defined the competencies for staff for all functions, e.g. management,
course manager, tutor. One of the requirements is that all tutors are familiar with the
professional field of their discipline.
• Conditional to having their contract renewed, MICM-tutors annually provide proof that
their practical knowledge is up to date. To that end, tutors annually submit updated
resumes to the course manager. The audit team studied these resumes and found
that all tutors are, or were until recently, employed in the area of expertise addressed
by MICM, usually as communication consultants. E.g., at the time of the site visit, two
of the core-team tutors had over twelve years of experience in communication
management and still work part-time as freelance consultants. All trainers, who deliver
short two days professional training programmes, are active on a freelance basis and
are selected on the basis of their experience and expertise within their specific area.
Lecturers maintain their expertise and improve their knowledge and skills through
relevant seminars, peer review events and membership of professional associations.
• The audit team found that the current students and the graduates that they interviewed
all felt that their tutors’ knowledge about the profession of communication and
communication management is well up to standard. The audit team was impressed
with the professional standing of the tutors, and agrees to the need for a programme
for further continuous training of the staff (bijscholing).
Considerations
The audit team has no reservations about the tutors and their link with the professional
practice.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for Standard 3.1.
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Quantity of staff (standard 3.2)
Sufficient staff is deployed to realise the desired quality of the programme.
Findings
• Student – staff ratio was 23 : 1 in 2009-2010. Course management and supporting
staff are not included in the calculation. This ratio roughly complies with the target of
20:1 that the Academy sets in its Strategisch PersoneelsPlan, as this ratio that does
not include tutoring activities by the course manager. In case extra MICM-tutors would
be needed, other tutors at M&PC or at THU in general will be contracted.
• During classes, there is usually one lecturer for 20-25 students. A group of 25 students
is considered to be the maximum in a class.
• The workload varies per staff member. The audit team found that teaching staff do not
experience too much pressure or work load. This finding is supported by a low level of
absenteeism and by the fact that students reported to the audit team that their teachers
are easily available to them.
• In August, when students work on their theses, their teachers will be less available
because of their summer recess. This was discussed in the interviews with students,
graduates and teaching staff: the audit team found that they didn’t feel the absence of
teachers in this final phase of the curriculum to be an obstacle. The tutors feel that
their support until August, and in the final week of August, provides a satisfactory
structure. Students and graduates agree, as became clear in the interviews.
• The MICM-course manager is allotted 0.4 fte a year, which is generally felt to be too
little. Most specifically the External Advisory Board has discussed this in their
meetings. This issue also came up during the site visit. The audit team found that over
the years several short term solutions for extra management facilities have been
found, and that from September 2010 onwards, an extra 0.1 fte will be available.
Considerations
The audit team found that neither students nor staff feels the absence of teachers in August
to be an obstacle (c.f. standards 4.2 and 6.1). The tight schedule for the course manager is
remedied by short term solutions and will be addressed structurally in 2010. Therefore the
audit team has no reservations about the staff-students ratio.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for Standard 3.2.
Quality of staff (standard 3.3)
The staff deployed is sufficiently qualified to ensure that the aims and objectives regarding
the content, didactics and organisation of the programme are achieved.
Findings
• Core tutors must have an academic background, sufficient professional experience
and didactic knowledge, c.f. M&PC’s human resources policy. The eight tutors on
MICM’s core team have masters’ degrees (or an equivalent title like Drs.), except for
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one who has a bachelor’s degree. Tutors received their degrees both from research
universities as universities of applied science. All tutors from the module teaching
team have experience in teaching at master’s level, except one, who is taking THU’s
didactical training.
• THU-tutors must enhance their professional, academic and teaching qualifications;
10% of their contract hours are reserved for this purpose. Tutors must annually make
a plan on how to implement their 10 % for their personal development, in collaboration
with their executive manager who will evaluate the plan in view of MICM’s needs. In
consultation with the course management, financial support is available for personal
development.
• THU offers several internal programme trajectories, especially in the area of didactics.
All teachers must take this internal THU-course in didactics as a condition for a fixed
contract at THU.
• Tutors keep their expertise in their discipline up-to-date by participating in knowledge
circles or by carrying out research. Since 2008, tutors at ESCM may be allowed extra
time to do their own research, as THU and ESCM support their staff in PhD-
aspirations. In the next few years, research is expected to become a full-fledged task
of master tutors. The implementation of this research task will be considered in 2010-
2011.
• THU and MICM aim at some 20% of their staff holding a PhD. The audit team found
that current MICM-staff does not have PhD-teachers and is not particularly interested
in beginning a PhD-trajectory. The programme management is looking for a way to
strengthen the staff’s research capabilities, and plans to hire a tutor with PhD for the
research methods module in 2010-2011.
• The audit team found that students, graduates and representatives from the
professional field all highly respect the academic standard and knowledge of the tutors
and their didactical skills. Tutors are assessed in module evaluations (c.f. standards
5.1. and 5.2.) Based on student feedback from 2008-2009 three tutors were not invited
to teach the next cohort of students.
Considerations
The audit team considers MICM-staff didactically up to standard to teaching adult
students. They are specifically able to address any difficulties that may arise from the
multi-cultural background in their classes. The tutors are experts in their discipline and
know the professional field that their students are training for. More staff members with
research experience would be an asset to the programme. The target that THU sets for
one or two PhD’s on MICM’s tutoring team may be met in the near future.
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for Standard 3.3.
Summary Staff
All standards are assessed as satisfactory or good and as a result the theme ‘Staff’ is
assessed positive. The audit team concluded that MICM’s tutor-team is well able to link
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their programme to professional practice; the staff-student ratio is tight but sufficiently met;
staff are adequately qualified in their fields of discipline and the THU-target of 1 or 2 PhD’s
may be met shortly.
2.4 Services
Facilities (standard 4.1)
Housing and facilities are adequate to achieve the learning outcomes.
Findings
• MICM is located in the THU-campus, next to the second railway station in the centre of
The Hague. Classes are held in part of the building that is reserved for M&CP, with 11
classrooms. All classrooms at M&PC have up-to-date computers, audio and video
equipment. Students can use their laptops and have access to wireless internet for
their laptops. All rooms can accommodate at least 20 students, some have room for
30 students. If necessary, MICM can use general THU-classrooms with more capacity.
• The service desk of M&PC is open every day during office hours, for support to
students concerning their studies and logistical issues. A separate helpdesk for ICT-
related problems is also open daily, and can be reached via email. The course
manager is available by appointment at least two days a week for more complicated
questions.
• Students apply for admittance to the programme at the international office, which
deals with matters such as visa, housing, health insurance and residence permits.
During their studies, students can apply to this office for any questions regarding
internationalisation.
• All general THU-facilities are open to M&CP-students, such as computer rooms, break
out rooms, library, printing, international office, ICT-helpdesk, catering, sports &
fitness. Most facilities are accessible seven days a week, evenings included. Students
have their own e-mail account, access to THU’s intranet and the electronic learning
environment Blackboard.
• The THU library has circa 60.000 titles, approximately 20% of which are in English.
The library subscribes to about 700 magazines, periodicals and newspapers, of which
15% is in English. The audit team found that the library is well provided with relevant
literature for MICM, including journals. Through the Inter Library Loan (ILL) System
students have access to library facilities of all Dutch (academic) universities and to the
Royal Library in The Hague (Koninklijke Bibliotheek in Den Haag).
• The students and graduates, whom the audit team interviewed, assessed ‘facilities’ as
well up to standard.
Considerations
The audit team took a tour through the building, guided by two MICM students. On the
base of this tour and the other information, the audit team concludes that the material
facilities are adequate in view of the learning outcomes.
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Conclusion
These considerations lead to the audit team’s assessment of good for Standard 4.1.
Tutoring (standard 4.2)
Tutoring and information provision for students are adequate in view of study progress.
Tutoring and information provision for students correspond with the students’ needs.
Findings
• A number of introduction days are held so that students can become acquainted with
each other, the organisation, the course manager, supporting staff and the key people
at MICM. Students receive additional information about contents and structure of the
curricula, the timetable and main practical matters. New students are provided with
information such as the study guide, student card, city maps, including a tour through
the campus and a presentation by an MICM graduate about his experience with the
programme. An ‘ice-breaker’ activity is held to introduce students to each other. MICM
also offers a library tour with information about distribution of study materials and a
tour through The Hague.
• In the introduction days several matters are discussed about studying in a foreign
country, with specific attention for possibly unfamiliarity with the Dutch educational
system, with other rules and customs, such as:
- appointments take place at the exact time scheduled
- critical questions and speaking in public are encouraged, students are expected to
contribute their experience to the programme
- it is acceptable that non-native English speaking students need time to find the
right words to express themselves
- cultural rules differ within the group, it’s acceptable to ask each other why things
are done in a certain way
- the Dutch grading system may differ from the system in students’ own countries.
• A short refresher course of 1-2 weeks may be offered starting in 2010-2011, before
classes start, so as to allow students to adjust back to student life, and review basic
concepts. This plan for this refresher course has been supported by the Advisory
Board and is under review with the tutor team.
• MICM’s course manager is central in the contact between students and their study.
She deals with questions about the content of the programme and is generally present
on days when students have classes. Supporting staff are available during all office
hours for advice to students on practical matters; students and staff can both take the
initiative for contact. Contacts may be face to face or through e-mail. In case of e-mail-
contact, the rule is for reply within two working days.
• The audit team found that MICM’s team shows adequate professional and empathic
qualities to assist foreign students in their new international/multicultural learning
environment.
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• Through Blackboard and e-mail students are informed about any changes in
schedules. Since 2007 MICM has used the electronic study progress system OSIRIS.
All data on students is entered in this system; students can access Osiris through the
intranet. The main office of the academy deals with the administrative matters.
• The course manager monitors student progress through team meetings and through
information from OSIRIS. The course manager interviews students in case their
progress is lagging. In these interviews a study progress report including grades,
motivation and other factors in study progress is discussed. An action plan is made
with submission deadlines and advice about the programme. This may include formal
written advice whether the student should continue with the programme or not (c.f.
Standard 2.4)
• As part of the curriculum, students write a personal development plan. Their coach
assists them in their process of self reflection, motivation and in reflecting on acquiring
skills. Twice per year students meet with their coach to discuss this PDP.
• For their final thesis, students work in peer-groups of four and are supervised by a
tutor, also named ‘supervisor’, one of MICM’s teaching staff. As theses need to be
submitted at the end of August, and as teaching staff traditionally have their annual
holidays in July or August, students generally work individually in summer when they
finish their theses. Before this final work on their theses, students have three coaching
sessions to get well-grounded in the material and an individual coaching session. If
necessary, students can reach their tutors by e-mail or skype in this period.
• Tutors/supervisors read the first parts of the theses at the start of the final module and
some of the other parts to answer questions students may have. Tutors do not read all
drafts however, to avoid the danger that the measure of feedback results in the report
becoming the work of the supervisor rather than of the student.
• At the end of August, there is generally one week for extra support so that students
may adjust their theses before they submit them.
• At request by the students, MICM introduced several social activities to bring the
students in contact with each other, the staff and other students from English masters.
Considerations
• The audit team assesses tutoring and information provisions to be adequate. The fact
that teaching staff is not fully available to students in the final phase of their studies
was discussed thoroughly within the audit team resulting in a positive assessment,
taking into account that mature master students, with experience in working in their
profession before beginning with this master’s programme, can be expected to finalize
a thesis without full support by a tutor. However, the audit team feels that scheduling
tutoring, finalizing theses and allowing time for ‘repair work’ needs some fine-tuning
(c.f. standards 2.4, 2.7 and 6.1).
Conclusion
These considerations lead to the audit team’s assessment of satisfactory for Standard 4.2.
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Summary Services
The audit team considers material facilities to be well fitted for the programme. The
tutoring and information provisions are assessed to be adequate to help students in their
study and to correspond with the needs of students.
As a result, the audit team assesses Services as positive.
2.5 Internal quality assurance system
Periodical evaluations (standard 5.1)
The curriculum is periodically evaluated in the light of verifiable objectives and other
measures.
Findings
• The Academy M&PC introduced its Quality Handbook for internal quality assurance at
the three master programmes MA&O, MBA and MICM in 2008-2009. It is now being
implemented and elaborated. The Handbook defines quantified quality goals in
compliance with general quality policies at THU. These goals refer to standards which
are derived from the NVAO accreditation framework. The Handbook outlines the
procedures for evaluation and describes how quality targets are linked target groups; it
explains procedures and measuring instruments as well as assessment criteria. These
procedures determine how feedback is integrated in the quality cycle. Tutors and
course manager are involved in measuring quality.
• The targets that MICM aims at are e.g.:
- Graduates grade the programme 7 out of 10.
- Practical information like timetables and the content of modules is always
available before the start of the programme.
- Criteria for admission are clear to all candidates, brochures, website and
application forms are up to date.
- Tutors are evaluated by students with 4 out of 5 on module evaluation.
- Tutors give student personal feedback on assignments, there is a continuous
improvement of the standard grading feedback forms and streamlining of the
grading process.
- Tutors and course manager respond to questions within a few days.
• The audit team found that M&PC’s quality assurance is a cyclical process, designed
as a PDCA-cycle. It is an integral procedure in that all policy domains are evaluated
simultaneously (e.g. didactics, programme and teachers) and that all parties
concerned are involved in mapping and assessing the realised quality (e.g. students,
teachers and alumni). The evaluations are organised methodically, goals and activities
are written up and the aspired goals are prioritised.
• MICM’s course manager is responsible for safeguarding quality. M&PC introduced
standardized procedures for quality assurance, with a number measuring instruments
based on the quality handbook. The emphasis is on oral and written evaluations by
students, tutor team meeting discussions, employee-satisfaction, alumni evaluations
and feedback from the Advisory Board.
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• The audit team discussed the theme internal quality assurance with students and
graduates and found that all concerned feel that their opinion on all aspects of the
programme is valued by the programme management (c.f. standard 5.3).
Considerations
The audit team is satisfied that systematic evaluations are held at MICM and that targets
are set.
Conclusion
This leads to the audit team’s assessment of good for standard 5.1.
Measures for improvement (standard 5.2)
The outcomes of the evaluation form the basis of verifiable measures for improvement
that contribute to the achievement of the objectives.
Findings
• In general, MICM’s course manager is responsible for all actions after analysis of
evaluations. MICM’s course manager discusses any negative evaluations about
teaching and module content with the teacher involved; possible causes will be
discussed and a plan for improvements will be made. The implementation of these
improvements is monitored. Should there be no noticeable improvement, it may be
considered to not to renew a contract. This has occurred twice in the past years:
MICM’s course manager is responsible for all HRM-matters.
• Other responsibilities are e.g. content and organisation of the curriculum. This also
involves meeting of the Advisory Board, implementation of their recommendations and
meetings with students and tutors, including feedback about evaluation outcomes and
decisions for improvements. M&PC’s manager has an annual evaluation interview with
MICM’s course manager.
• An example of actions after student input is that several social activities started after
students requested such in the study year 2007-2008. Since then, students are
informed about social events in the city and at the THU, and a student committee was
installed that regularly organises activities. Another example: after students
complained in the 2008-2009 evaluation about the small font used in readers, in 2009-
2010 articles of a better print quality with larger fonts were used.
• Another example of improvements after evaluations concerns the characteristics of
incoming students. After the 2006 site visit by an audit team at Hogeschool Utrecht
(with whom THU worked together for MICM at that time), the then audit team as well
as the Advisory Board gave the advice that incoming students should have at least two
years of relevant working experience. This suggestion was accepted at THU MICM
and since September 2009 most students have this work experience; from 2010-2011
onward, all students at MICM will have at least 2 years of relevant working experience.
• An example based on the feedback after the previous accreditation (2004): a fixed
tutor team has been installed to improve continuity in the programme. Earlier, most
classes were taught by guest lecturers.
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Considerations
The audit team considers that improvements are made. The structure is clear: all
decisions are prepared by MICM’s course manager.
Conclusion
These considerations lead to the audit team’s assessment good for standard 5.2.
Involvement of staff, students, alumni and the professional field (standard 5.3)
Staff, students, alumni and the relevant professional field are actively involved in the
internal quality assurance system.
Findings
• The audit team found involvement of stakeholders in internal quality assurance to be
well organised, specifically concerning the current students and core-team of teachers.
Concerning the other stakeholders, MICM does gather information, though at some
instances rather implicitly and without structural feedback:
- Students are involved through their evaluations and through the intensive contact
between students and course management. Students are generally not aware of
issues raised by the cohort of the year before and the audit team could not find
proof of a structure for continuity in student-involvement. However, the students
whom the audit team interviewed felt that they were well informed about any
changes in the programme.
- In addition to the module evaluations and end of the year evaluations, MICM also
has ‘open hours’ for students (official). Students send emails or give their opinion
in person when they come and see the Course Manager. The Course Manager
also receives student feedback via tutors.
- Staff is involved through team (or tutor) meetings. In addition to these regular
tutor-meetings, daily informal meetings are held between the course manager and
the tutors. The audit team understood that the trainers and guest lecturers are not
structurally involved in internal quality assurance.
- To involve graduates more in the internal quality assurance, MICM started in 2009
with a research. The aim is to have this kind of research every three year. A
questionnaire was sent to all graduates from 2004 onward. To strengthen the
involvement of alumni in the master programmes, M&PC employed an ‘alumni
officer’. He created e.g. a LinkedIn page for tutors and alumni of the master
programme.
- The professional field is involved in internal quality assurance through the External
Advisory Board. The audit team understood that this Board has resumed its
activities in the autumn of 2009, after a pause of about one year. The Board
convenes three times per year, with additional bilateral contacts between course
manager and members of the Board. Matters under discussion are the aims of the
programme, the curriculum and the exit level of graduates. Members of the Board
are involved in assessing theses. Employers and client organisations are not
explicitly or structurally involved. E.g. there is no survey amongst employers of
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graduates in order to establish the extent to which MICM reaches its aims.
However, the audit team found indications of contact between the course
manager and some employers, graduates and client organisations
Considerations
The audit team found that MICM involves all stakeholders in their quality assurance
system. This involvement is more structural for teachers and students, and less structural
for the professional field and alumni. With the appointment of the alumni officer, the link
with alumni is expected to strengthen.
Conclusion
These considerations lead to the audit team’s assessment satisfactory for standard 5.3.
Summary Internal quality assurance system
The audit team saw proof of systematic evaluations by MICM. An impressive number of
improvements were made in the past years, based on various evaluations. All
stakeholders are actively involved in the quality assurance system. All standards are
assessed positively and therefore the theme ‘Internal quality assurance system’ is
assessed as positive.
2.6 Results
Achieved learning outcomes (standard 6.1)
The achieved learning outcomes correspond with the aims and objectives regarding level,
orientation and subject-/discipline-specific requirements.
Findings
• The main instrument, with which MICM monitors the level that students have reached
in the programme, is the Advisory Report that students submit at the end of the
Communication Advise module. This report is the thesis. It contains both theoretical
and practical components and deals with a real-life, practical communication problem.
In this report students provide proof that they are able to analyse a problem in the field
of communication and e.g. that they can design and carry out research for it, that they
can monitor the professional work field, critically reflect on theory, formulate strategic
advice, and take into account cultural differences and are able to write a
comprehensive and logically consistent report.
• Two external academics evaluated four of these Advisory Reports from the cohort
2007-2008, as MICM felt a need for an independent analysis. Two of these reports
had been submitted by Dutch students: one of them was graded as ‘good’ and the
other as ‘poor/weak’. The two other reports were by foreign students: here, also one
was graded as ‘good’ and the other one as ‘poor/weak. In two cases, the assessments
of both externals differed widely from the assessments by MICM, but even more
amongst each other. MICM concluded from this that it is necessary to have at least
two examiners for the thesis and implemented this in August 2009.
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• Two key observations were made by the two external assessors (2008):
- generally: research is insufficient
- generally: the level of English of non-Dutch students is insufficient.
On both points actions have been taken. For the level of research, for the study year
2010-2011 a PhD will be employed to teach research techniques (standard 3.3); the
volume of the final theses will be increased to allow deeper research (standard 6.1,
below); and there will be a stronger focus on the phased planning of the final theses,
which ensures that student’s can’t start their thesis without an approved research
proposal (standard 2.3 and 2.4). As for the level of English, see the stronger focus on
the level of English in admission prodedures (standard 2.5).
• NQA’s audit team studied eleven theses from cohort 2008, keeping in mind the
discrepancy in assessment between the two external academics that MICM had
appointed. The audit team concludes that the level of the advisory reports is adequate
for use in practical situations and that the B/C and in some cases C level outcome is
justified. Largely, the assessments done by MICM correspond with the assessments
by the audit team. The audit team found some reports to be of outstanding quality and
some to be very poor in terms of research, analysis, reporting, as well as use of
English language. The audit team saw that in some final theses, tutors neglected to
make some literature recommendations, e.g. in a thesis on internal branding a student
only used general literature on branding. The audit team found that theses by part-
time students were generally of higher quality than theses by full time students
(cohorts 2007/2008).
• Final theses consist of 5000 words. This volume was 10.000 until 2008, but according
to the tutors this resulted in ‘too much fluff’. The required volume was then reduced to
the current amount, which MICM now feels does not always give sufficient scope.
Therefore the required volume will be raised to 9000 words for the next cohort (2010).
Considerations
The audit team assesses that the achieved learning outcomes, as found in the final theses
and the material studied during the site visit, are sufficient in view of the aims of the
programme. The eleven theses that were studied convinced the audit team that MICM
students meet the final qualifications in their theses. A stronger focus could be put on
theory and the integration of theory and practice. The audit panel sees a connection
between this omission in some of the final theses, and the lack of tutoring in the summer
as described at 2.4, 2.7 and 4.2. Strengthening of the tutor team concerning research
experience could be an asset, c.f. 3.3. The audit team supports the increase of the
required number of words for the final thesis.
Conclusion
These considerations lead to the audit team’s assessment satisfactory for standard 6.1.
Study progress (standard 6.2)
Target figures that are comparable to other relevant programmes are formulated to
express the expected success rate.
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The programme’s success rate complies with these target figures.
Findings
• The table below presents the educational success rates since MICM started:
Cohorts full-time Number Graduated Not completed Still active
Full-time 2003-2004 7 7
Full-time 2004-2005 12 11 1
Full-time 2005-2006 33 28 5
Full-time 2006-2007 29 27 2
Full-time 2007-2008 34 31 3
Full-time 2008-2009 50 33 5 12
Full-time 2009-2010 30 1 29
Subtotal full-time 195 137 17 41
Cohort part-time Number Graduated Not completed Still active
Part-time 2003-2005 3 3
Part-time 2004-2006 7 7
Part-time 2005-2007 9 7 2
Part-time 2006-2008 9 3* 1
Part-time 2007-2009 4 2 2
Part-time 2008-2010 5 5
Part-time 2009-2011 2 2
Subtotal part-time 39 19 2 10
Overall 234 159 19 51
Table: graduates of MICM 2003-present day
* 5 students from this year completed their studies at Hogeschool Utrecht. Their present
status is unknown at MICM THU.
• The objective of an 80% graduation rate seems realistic, though it is not made every
year.
• Main obstacles that caused study delay have been taken care of, such as delays in
the final advisory report and misalignment between client organisations and students
(see 2.4).
• MICM knows the main reasons for dropping out from their personal contacts with
students (c.f. 2.4), although the audit team couldn’t find documents of interviews with
drop-outs.
Considerations
The audit team concludes that the success rate of MICM is in line with the objectives set,
but notes that exit-interviews would be a good way to get additional information out of
those that do not finish their studies.
Conclusion
These considerations lead to the audit team’s assessment good for standard 6.2.
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Summary Results
The achieved learning outcomes correspond with the aims of MICM. The percentage of
students successfully completing the programme generally is in line with the aims set by
the programme management.
All standards are assessed positively and therefore the theme Results is positive.
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3 Annexes
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Annex 1: Expertise of the Members of the Audit Team
Master Communication Management, Haagse Hogeschool
Expertise conform Protocol VBI’s
Panel member
Mr. Drs. R.J.A. Schoen
Panel member
Mr. Dr. R. Riezebos
Panel member
Ms. L.A. Redder BPA
Panel member NQA:
Ms. Drs. R. van Empel R.A.
Panel member NQA:
Mr. Drs. J.G. Betkó
Relevant expertise in the professional field
X X
Professional competence:
Familiar with the most recent developments
X X X
Professional competence:
Familiar with teaching, assessment and examination at a
level/orientation minimally that of the study programme to be
assessed
X X X
Teaching capability
X X X
Student-related experience
X
Audit visit experience
X X X X X
Further information on the expertise of the audit team members:
Mr. Drs. R.J.A. Schoen
Mr. Schoen was enlisted as audit team member because of his domain expertise, international
orientation, educational know-how and audit experience. His training and extensive work record
across the globe affords him an international perspective. More than 20 years international
experience as a specialist in the field of international communication, media, (governmental) PR
and communication, communication strategy development and communication and media
planning, means Mr. Schoen has vast professional competence. Moreover, as an active guest
lecturer, he possesses educational skills. Through his membership of the trial accreditation panel
that inspected the Honours College Windesheim in Zwolle in 2009, Mr. Schoen is also familiar
with auditing. In preparation for this audit visit Mr. Schoen took stock of NQA’s guidebook for audit
team members and during a preliminary meeting received additional briefing on the audit visit
process, accreditation in higher education, the educational institute in question and NQA’s
manner of working.
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Education:
1981 - 1984 R.U. Leiden; kandidaats examination Non-western Sociologie
1984 - 1987 Universiteit van Amsterdam; MA Communication
Work experience:
1976 - 1979 Assistant environmental research Bureau Waardenburg
1978 - 1985 (part time) script writer & head of production Van Gelder Filmprodukties
1987 - 1991 CMC Communicatie Management Consultants, an advice bureau in the
communication management sector, with clients in national, provincial and local
government and the business sector
1991 - to date Founder/general director SPAN Consultants (www.span.nl); medium-sized
international advice bureau in the field of communication, education, PR &
Communication in more than 40 different countries including Indonesia, Vietnam,
Thailand, The Philippines and China.
Various:
• Member Commission Education and Communication IUCN World Conservation Union
• Member World Commission Protected Areas IUCN/World Conservation Union
Mr. Dr. R. Riezebos
Mr. Riezebos was chosen to serve on the audit team because of his extensive knowledge of the
professional field of marketing, brand management and communication management. He also has
a keen insight regarding international developments in this sector. Moreover, as a senior university
lecturer, Mr. Riezebos has educational experience and is a regular guest lecturer at various
institutes for higher education. He is also the author of several books about his field. With a view to
this audit visit Mr. Riezebos has taken notice of NQA’s guidebook for audit team members and was
additionally briefed about the visitation process, accreditation in higher education and NQA’s
method of working, during a preparatory meeting.
Education:
1983-1987 Doctorate economic psychology, Universiteit van Tilburg
1987-1991 PhD. programme in general management, Faculteit Bedrijfskunde, Erasmus
Universiteit Rotterdam (conferral of doctorate: January 1994)
Work experience:
1991 - 2001 University (senior) lecturer, Faculteit Bedrijfskunde, Erasmus Universiteit
Rotterdam (part-time since 1998)
1998 - 2001 Part-time director strategy TBWA/ARA Communications advice bureau ARA
2001 - to date Managing consultant Brand Capital, advice bureau for strategic brand issues
(part-time)
2001 - to date General director EURIB/ European Institute for Brand Management (part-time),
executive teaching EURIB
Publications:
Riezebos, R., Grinten, J. van der (2008), Positioneren; stappenplan voor een scherpe
positionering. Boom Uitgeverij, Amsterdam.
Riezebos, R. (2005), Merken-, reputatie- en designmanagement; van Babylonische
spraakverwarring naar een geïntegreerde visie. Speech delivered on accepting the post of
lecturer, Hogeschool INHOLLAND, Rotterdam, 1 April.
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Riezebos, J., Riezebos, R. (2004), Verzamelde Merken; de betekenis van 3.166 namen van
producten en bedrijven verklaard. Sdu Uitgevers, Den Haag.
Riezebos, R. (2003), Extensions- oder Endorsement-Strategie. Bijdrage Jahrbuch Markentechnik
(p.287-306), Deutscher Facverlag, Frankfurt am Main.
Riezebos, R. (2003), Brand management: a theoretical and practical approach. Chinapub.com.
(Chinese edition)
Riezebos, R. (2003), Voorwoord bij ‘Het merk opnieuw uitgevonden’ van Jean-Noël Kapferer.
Kluwer, Deventer.
Riezebos, R. (2002), Brand management: a theoretical and practical approach. Prentice Hall,
Harlow (UK).
Riezebos, R. (2002), Merkenmanagement: theorie en toepassing van het ontwikkelen, beheren en
beschermen van merken en merkenportfolio’s. Wolters-Noordhoff / Stenfert Kroese,
Groningen (second edition).
Riezebos, R. (1999), Voorwoord bij ‘De magie van het merk’ door K. Brandmeyer en A. Deichsel.
Kluwer, Deventer.
Riezebos, R. (1996), Merkenmanagement: theorie en toepassing van het ontwikkelen, beheren en
beschermen van merken en merkenportfolio’s. Wolters-Noordhoff, Groningen (407 p.).
Ms. L.A. Redder BPA
Ms. Redder has agreed to act as student audit team member. A full-time student, she is currently
pursuing the final year of a Master of Public Administration study, with a specialty in Higher
Education Policy at Universiteit Twente while writing a Master thesis on ‘Quality Assurance in
Higher Education’. Due to her current graduation project, she is familiar with the accreditation
process and knows with which NVAO demands a study programme must comply in order to
receive and retain accreditation. Ms. Redder represents the primary target group of the study
programme and possesses student-related know-how with regard to study load, educational
methods, facilities and quality control among study programmes in this particular domain. For this
audit visit Ms Redder received additional, individual briefing about the audit visit process,
accreditation in higher education and NQA’s manner of working.
Education:
1997 - 2002 HAVO, Maartenscollege, Haren
2002 - 2006 Public administration / governmental management, Thorbecke Academie,
Leeuwarden
• Internship quality connection mbo-hbo, ROC Friese Poort
• Project leader thesis, competencies assessment Strategic Implementation
Projects, Management Centrum, Den Haag
2006 - to date master Public Administration, Universiteit Twente
Work experience
07/’01 - 08/’04 Summer holiday job, six weeks at a camping site in the south of France
02/’05 - 09/’05 General staff member KISS Reïntegratie, Leeuwarden
09/’05 - 01/’06 Project staff member FourstaR Reïntegratie, Leeuwarden
09/’06 - 02/’07 Staff member tax call centre, income tax department, Belastingdienst, Hengelo
04/’08 - 06/’08 Student Assistant, Evaluation implementation Bachelor-Master system and
Accreditation for the ministry of Education, Culture and Sciences, CHEPS
Universiteit Twente, Enschede
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Various:
02/’03 - 09/’03 Secretary introduction committee for first-year students at the Thorbecke Academie
09/’03 - 09/’04 Vice-chair person Student society Trias Politica
06/’05 - 01/’06 Chair person Womens’ student society Imperatrix
Ms. Drs. R. van Empel.
Ms. van Empel’s role is that of NQA-auditor. Her experience with audit visits dates back to 1997,
and throughout the years she has dealt with practically all sectors of higher education. Her work
experience together with audit courses followed via Lloyd’s Register provide a basis for her
capabilities as auditor.
Education:
1969 - 1975 Master’s degree study Sociology/Urban planning at the University of Utrecht
Study courses:
1975 en 1978 Post-docs public administration Erasmus University (Rosenthal en Van
Schendelen), Rotterdam
1975 - 1980 Various business courses Utrecht Municipality, among others, Participation and
Information, project management, policy advisor, Utrecht
1990 Urban environment, Informal Surveillance and Petty Crime, Geoplan
1985 - 1996 Various refresher courses within the domain of social housing, NCIV, NWR, Aedes
1998 Starter’s course own business, KvK Utrecht 1998
2001/2002 ‘Personal Effectiveness’, De Baak
2003 Competence-orientated assessment, SBO
NQA/Lloyd’s training auditor study programmes higher education
March 2003 Thymos business course
Dec. 2003 Thymos Advisory skills
Sept. 2004 Training Auditor Higher Eduction, NQA in collaboration with Lloyd’s Register
May 2006 Bureau Zuidema, Insight in Influence
February 2007 Siena, Italian language course
January 2009 Santiago de Compostella, Spanish language course
Work experience:
1972 - 1974 Student assistant to professor Sociology, Rijksuniversiteit Utrecht
1975 - 1976 Municipal clerk’s office Utrecht: Bureau for Housing /Urban renewal; staff member
Municipal Bureau for Statistics as rapporteur for investigation into urban renewal
for the district of Ondiep
1976 - 1980 Municipal office Utrecht: Policy officer/staff member, Bureau Public Works and City
Development
1980 - 1992 National consultant/external advisor Stichting Ruimte/LANS (Rotterdam/Utrecht):
municipal and regional policy for youth care and - services
1993 - 1998 Van Empel Advies, independent business; various assignments by small
municipalities and (care)institutes, including advice on choice of location, planning
and management care accommodation, organisation conferences, post Higher
Professional Education (post-HBO) courses
1997 Supporting role in assessment of education quality of academic personnel at the
Chemistry Department, Utrecht University (BKO, SKO, WP-flow ’97)
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1997 - 1999 Panel secretary Dutch Validation Council: Higher Professional Education-masters
2001 - 2004 Secretary audit visit committee HBO-council
2004 - to date Policy officer and auditor NQA
Mr. Drs. J.G. Betkó
Mr. Betkó has been asked to serve as NQA auditor. In his function as executive member of the
Landelijke Studenten Vakbond (LSVb), he has gained experience with different aspects of higher
education, like budgeting, accreditation, concertation and excellence. In this capacity he
participated in the realization of the new accreditation system. As member of the evaluation
committee ‘Study Choice consultation – what works?’, he was twice involved with the allocation of
OCW subsidies to institutes of higher education and universities seeking to experiment with study
choice interviews. Mr Betkó is familiar with NQA’s method of working.
Education
1999 - 2007 History study, Radboud Universiteit
Work experience
2007 - 2009 Landelijke Studenten Vakbond: executive member
2008 - 2009 Member evaluation committee “Study Choice Consultation – what works?” (part I &
II, under supervision of SURF)
2009-heden Netherlands Quality Agency: junior auditor
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Annex 2: Statement of Independence by the Members of the Audit Team
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Annex 3 Programme for the Site Visit
08.30 – 09.30 Welcome and Document study
Audit team
09.30 – 10.15 Interview with programme management
Confirmed: * Maggie O’Neill (Course Manager) * Martin Wiersma (Director M&PC)
10.15 – 11.30 Document study
11.30 – 11.45 Break
11.45 – 12.30 Interview with teaching faculty Representative group of teachers (4 intern THU, 1 extern) Confirmed: * Amanda Coady * Peter Hanssen * Suzan Pecyna * Barry Verbeek * Watte Zijlstra
12.30 – 13.00 Lunch Audit team
13.00 Tour of the building * Maria Ramos Gonzales * Ambre Tante Lamote
13.45 – 14.30 Interview with students Representative group of students Confirmed: *Olga Erofeeva * Damila Salles De Oliveira * Annet Birungi * Arvid Yap * Marjet Visser
14.30 – 14.45 Break
14.45 – 15.30 Interview with representatives of field of employment and with alumni
Confirmed: * Antoine Achten (Advisory Board) * David Suswa (Alum) * Nathania Limanto (Alum)
15.30 – 16.30 Document study Intern deliberations audit team
Audit team
16.30 – 17.00 * Second interview with programme management
Programme management
17.00 – 17.45 Concluding deliberations audit team Audit team
17.45 Concluding interview with programme management
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Annex 4: Documents made available
1. Study programme and Institutional policy documents that illustrate how the study
programme has been shaped during the past years and what policy the institute has
in mind for the coming years;
2. Teaching policy and testing policy;
3. A representative selection from the instructional material, like:
• Course books,
• Readers,
• Text books,
• Module books and manuals or study guides,
• Study manuals, work placements manuals and graduation manuals
• Reading list and bibliography
• Project assignments
4. A representative set of assessed material (including the assessments):
• Tests
• Assignments
• Portfolios and assessments
• Work placement reports
• Project reports;
5. Staff policy (amongst others, job and qualification profiles, documentation about
performance and professionalism, staff training programme);
6. Information about the internal system of quality assurance:
• Policy, overview of evaluation tools, target figures;
• Recent evaluation reports (both internal and external, including the measuring
instruments) of aspects of education, like reports by external examiners,
evaluations by students and lecturers, module evaluation, student satisfaction
surveys, outcomes and analyses of evaluations and measures for
improvements;
7. The composition of relevant consultative bodies (Study Programme Committee,
Professional Field Advisory Committee, Examination Committee, staff meetings, and
such like) and the minutes of the meetings of these consultative bodies;
8. Overview of external contacts and the nature of these contacts;
9. Graduation products, including assessments, insofar as these are supplementary to
the documents already submitted;
10. The educational success rate policy and key figures (target figures and achieved
figures);
11. Any other documents the institute refers to in the SER.
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Annex 5: Documents regarding the professional profile and domain
objectives of the programme
The domain-specific reference framework can be found on the site of HBO-raad:
www.hbo-raad.nl
Competences of the degree programme:
Final qualifications
MICM has the following final qualifications, acknowledged by LOCO (Landelijk Overleg
Communicatie Opleidingen)
Qualification A: the participant has insight into policy and management issues of
organisations that operate in an international environment, and the intercultural,
economic, technological and ethical aspects that are involved. Participants have to be
able to work as communication advisors in internationally operating organisations. This
means that they can analyse and understand the context in which these organisations
work, and understand what specific management problems occur in such organisations.
Understanding this context is related to issues of globalisation, and the economic and
technological drivers of this process. Participants should also have an overview of the
challenges this creates for international organisations, especially in the area of
intercultural management. They have to understand how this international context
influences their work as communication consultants. For example, international
organisations are increasingly scrutinised by the media and other stakeholders.
Companies want to profit from the economic opportunities that international business
offers, but they must take into account ethical aspects, and perceptions of organisations
that they depend on. Intercultural communication requires a lot of attention.
Qualification B: The participant has insight into what is needed to realise integrated
communication management. The participant should be able to organise integrated
communication. This means arrange communications, taking into account the receiving
party and the organisational strategy. For this, they need knowledge of the domains of
corporate communication, internal communication and marketing communication, and the
way these domains relate to each other. Participants should understand the relationship
between these domains and what effect any changes may have on other domains.
Secondly, participants need to have insight into the way communication departments are
organised in international organisations. They should be able to relate the way
communication is organised to other disciplines within the organisation, and to the
objectives of the organisation. To do this, participants need knowledge of organisational
structures and cultures, and other disciplines. Participants have to analyse these facets in
relatively complex international organisations.
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Qualification C: The participant has insight into specialisations in communication
management in an international context, and the possibilities this presents in practice
The participants need to be familiar with the broad field of international communication.
They should have a good understanding of the most important specialisations within the
domains of corporate communication, internal communication and marketing
communication. They need to understand aspects such as corporate branding, corporate
social responsibility, public affairs, media relations, crisis communication, change
management, new media, internal branding, internet marketing, experience marketing and
social marketing. Apart from having a general knowledge of these subjects, they should
have more in-depth knowledge in at least one of these areas. To get to a higher working
level in the field of communication, they need a general overview, but also deeper
knowledge of at least one specialisation, such as issue management or branding in an
international context. This concerns developing an awareness of the available knowledge
in these specialisations, and having an insight into the possibilities for improving the
quality of international communication.
Qualification D: The participant has insight into the development of communication
strategy (internally and externally) and the relationship between the organisational
strategy and communication strategy. The participants should be able to develop a
communication strategy for an international organisation. This means both a strategy on a
specific domain such as corporate communication, and integrated communication in a
broad sense. The international context asks for different choices in the communication
strategy. Therefore, the participant should get a feeling for specific problems that can
arise because of this international environment, and what this implies for the development
of the communication strategy. What can communication contribute to solving these
problems of international organisations? This not only means in which way communication
can help, but also in which way it is limited. Extra attention is needed for internal
communication when there are cultural differences within the organisation, and for the
cooperation with branches abroad. Communication has to relate to the general strategy
and can in that way strengthen that strategy.
Qualification E: The participant is able to produce a strategic communication plan, taking
into account developments and issues that are relevant to the organisation. The
participants need to be able to develop a communication plan in a complex situation with
several international aspects. This means both communication plans in corporate
communication, internal communication and marketing communication, as well as plans
that are focused on organising integrated communication. To develop a strategic
communication plan the participants need to have knowledge of planning methodology,
organisational structures and cultures, the context in which the organisation operates, the
organisation of communication, and the general organisational strategy. This knowledge is
vital to develop a communication plan that is rooted in the organisational strategy, and
that strengthens the integrated aspect of communication.
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Qualification F: The participant has insight into and skills in communication research and
monitoring. Participants have to be able to carry out communication research and monitor
this research. Therefore, they should be aware of the most important research methods,
especially questionnaires and in-depth interviews. Participants are also able to criticize
research plans and research reports. They have up-to-date knowledge about the
communication discipline, because they continuously analyse their professional
environments on new developments and trends. They are able to monitor the environment
of the organisation using different techniques, and evaluate trends in the field of
communication. Communication research and monitoring contribute to the ability of
organisations to have a pro-active strategy and to deal effectively with developments. This
input is important to managers and strengthens the position of the communication
consultant. Consultancy on the organisational strategy and the implementation of the
communication strategy should be based on research of the environment and the
monitoring of trends and issues. The quality of communication activities can be improved
by the input of communication research.
Qualification G: The participant has personal communication skills; especially in the field
of consultancy, and being a spokesperson. The personal representation of a
communication expert is of great importance to the place he or she has within the
company. Being a spokesperson and consultant demands knowledge of the field, but also
insight into the internal and external environment and the ability to place oneself in this
environment. Good personal communication skills (among which demand of the English
language), leadership skills and the ability to deal with conflicts enable the communication
expert to secure a stronger position. Students are required to have excellent oral and
written communication skills. Oral skills include giving presentations, representation
through the media and taking part in advisory meetings. Writing skills relate mostly to the
writing of reports and plans. Participants are able to reflect on their weak and strong
points in these areas. In addition, they have learned to consider cultural differences in
personal communication, and to realise the influence this can have on personal
interactions.
Qualification H: The participant possesses management skills, especially in the field of
leadership and conflict control. Participants are required to have good management skills
to lead a team. The programme offers students an introduction to the most important
themes and dilemmas in this field, with the intention of them developing further in this area
through practical experience after graduating. Management skills include both personal
management skills as well as project management. These skills are important in getting
results. Working with colleagues and leading a team are both important in this.
Participants therefore need knowledge of themes such as leadership, conflict
management, negotiating and project management. Cross-cultural differences are again
of vital importance, because they can make interaction more difficult. This does not mean
knowledge of cultural stereotypes, but the ability to be open to other values and to reflect
on one’s own cultural background. The cultural diversity of the MICM groups provides the
ideal environment for students to gain first hand experience of this and put their learning
into practice directly. The programme incorporates a variety of group work exercises to
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ensure that students get the maximum benefit from the cultural diversity of the
programme. In project management, tools that are used in project management and
setting up project plans are the main focus. Finally, in management skills, one’s own
preferences and styles in the field of management are vital, and the way this can
contribute to one’s personal development.
Qualification I: The participant has skills in writing and presenting documented
communication advice. Participants should be able to write formal communication advice
for international organisations. They should base their advice not only on an analysis of
the international context in which the organisation operates, but also relate their advice to
the results of communication research. In addition they should take into account trends in
their area of specialisation, and analyse these critically to assess the worth of these for
the organisation. They should be able to support their recommendations and present them
orally to others. In doing so, they should include current insights from literature in the field.
This means finding relevant sources, carrying out and interpreting research, using this
information appropriately, and successfully presenting one’s own insights. This is applied
in a special assignment, in which knowledge of a sub domain in communication is linked
to advice for a particular organisation or sector.
Qualification J: The participant has insight into their own role as communication
professional in the management of the organisation, and has the ability to reflect on this
role.
Participants need to be able to accurately describe their role as communication consultant
in an international organisation. Therefore, they should be clear about what they can
contribute to the organisation; otherwise this cannot be clear to the management either.
They should view problems in an organisation from a communication perspective, and on
the basis of that be able to contribute in a multi disciplinary team. They are required to
reflect on their own role and their professional performance in the organisation in order to
develop further.
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Annex 6: Match between final qualifications and the Dublin descriptors
Dublin descriptors Final qualifications MICM
Knowledge and
understanding:
. . .provides a basis or
opportunity for originality in
developing or applying ideas,
often in a research context. . .
Final Qualifications: B, C, F
In the curriculum: MICM deepens and broadens an
undergraduate degree in communication management by
focusing on the inter- and intra-relationships within international
business environments. The programme brings together
corporate, internal and marketing communications from the
perspective strategic management in international
organisations. The student will learn to apply knowledge and
understanding to analyze and generate innovative
communication solutions as required in the major assignments
and the final advisory report. Knowledge of Research Methods
are acquired in order to apply qualitative and quantitative
research methods in specific projects and in the final advisory
report.
Applying knowledge and
understanding:
. . .[through] problem solving
abilities [applied] in new or
unfamiliar environments
within broader (or
multidisciplinary) contexts. . .
Final Qualifications: A, C, E, F
In the curriculum: Students complete 3 Major Assignments and
their Final Advisory Reports, each of which requires students to
conduct research and to demonstrate and apply the knowledge
acquired. During study these research projects increase in
complexity with the Final Advisory Report representing the most
significant work. Students work together under professional
guidance of an MICM tutor. Each module is designed to
combine strong inter-module synergies, theory, and practice.
In the planning and implementation of the final advisory report
students are expected to demonstrate that they can manage
tasks and solve problems, select and prioritize tasks in
situations of incomplete information on the basis of valid
arguments and that they are able to justify their choices on the
basis of a theoretical framework.
Students will be able to present their opinion, balancing
arguments and reasons, and achieve results on the basis of
insight and cooperation for implementation of plans, ideas.
The student is able to arrange for and organize qualitative and
quantitative research, is able to translate and interpret research
data, and apply findings in order to develop conclusions and
strategic communication recommendations.
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Making judgments:
. . .[demonstrates] the ability
to integrate knowledge and
handle complexity, and
formulate judgments with
incomplete data. . .
Final Qualifications: D, E, F
In the curriculum: The students are required to demonstrate
their ability to use information sources, diagnose and solve
problems, evaluate and analyse. This is practiced through
group/class analysis and discussion of business cases, through
the analysis of communication problems and the development
of appropriate communication strategies to handle them.
Students analyze actual business problems, develop viable
courses of action, and present and defend their opinions and
recommendations to their professors, classmates, and in some
cases external practitioners. Discussions of in-class cases are
challenging and provide excellent experience with
communication problems and situations that managers face.
Communication:
. . .[of] their conclusions and
the underpinning knowledge
and rationale (restricted
scope) to specialist and non-
specialist audiences
(monologue). . .
Final Qualifications: G, H, I
In the curriculum: Communication skills in the broadest sense
are applied in presentations, interpersonal relations including
persuasion, diplomacy, negotiations, in team leadership and
teamwork. These skills are developed during the modules
where students are regularly required to work in groups and
defend their view points, in class presentations where students
are required to present and defend their work and also in
student relationships with client organisations. Students also
develop communication skills in training sessions such as
Business Writing and also through their personal coaching
sessions.
Learning skills:
. . .study in a manner that
may be largely self-directed
or autonomous. . .
Final Qualifications: H, J
In the curriculum: As students progress through the MICM
programme they have to learn how to study their materials and
to manage their assignments in a self- directed and
autonomous way. The research project of the first phase is still
relatively highly supervised, but this level of supervision
decreases during the course in order to develop the students’
independent study and research behaviour.
Students are also expected to identify relevant sources and
read additional literature for the completion of their other
assignments.