To help our students become better managers we work with professors and tutors that are true experts, and most definitely not only from theoretical experience, but even more so through their abundance of practical experience in their field.
A worldwide operating quality manager has been appointed to collect all feedback data, inform BSN’s board of directors on a regular basis about the results, and sees to it that actions are taken when needed and reported on. Also this manager sees to it that innovations/changes in the whole MBA programme are on the agenda as agreed and well taken care of. He also monitors the effects of improvements so as to decide whether the goal has been met or not.
So, quality improvements are embedded in a PDCA cycle, innovations/changes are seen to on a regular basis. Via students’ – and tutors’ feedback questionnaires (SFQ TFQ) information is gathered about all the items students are offered(tutor performance, materials, services, feedback on assignments, coaching by AL coach, administration, marketing, use of internet and so on). When improvements are needed rather urgently (bad performance of tutor, mistakes in materials) the programme manager, who receives a summary of the SFQ and the TFQ immediately will take actions.
Quality requirement for almost all items for which BSN asks for feedback is a minimum score within an MBA set on average of 7 out of 10. Is the score lower, the department that is responsible for the specific item(s) is informed, the problem is investigated and actions are taken.
Every six months the board of directors is informed about the SFQ and TFQ results and actions already undertaken, and proposed actions. The board decides and sees to it that the actions are taken and results are implemented. This is all part of our QAS (Quality assurance system). In this system there is also a planning of a two year revision of the MBA programmes, and planning for the making and execution of a quality improvement plan every two years. Input for the improvement plan is all summarised SFQ’s and TFQ’s, info from accreditation boards/ CEDEO, meetings with alumni, the group of tutors and individual meetings with tutors. Heads of several departments are part of this two yearly quality group. The group decides what is important, not so important, urgent and not so urgent. The group prepares a quality improvement proposal for a lot of items and also makes suggestions to the board for further investigation of improvements needed. The board decides on this plan and sees to it, together with the international quality manager, that the plan is executed/ implemented. The plan holds very different items, from changing items of the lunches offered, to digitalisation, changing assignments, adding new programme items, marketing improvements, registry improvements and so on.
Dutch higher education aims to further improve and strengthen international co-operation, and the Netherlands wishes to brand itself abroad as a knowledge society together with its higher education institutions. Higher education institutions in principle give equal treatment to Dutch and international students, but the provision of information to and care for international students require further regulation in some respects.
The higher education institutions wish to attract good international students and to establish a streamlined and co-ordinated guideline for the relation between international students and Dutch institutions using this Code of Conduct. It is important for the higher education institutions to give international students a clear and unambiguous picture of the system of higher education in the Netherlands and the education provided in accordance with the description in the Diploma Supplement as determined by the Dutch Ministry of Education, Culture and Science (Ministerie van OCW).
Within that framework, the higher education institutions wish to provide clear, accessible and unambiguous information on the quality of the study programme, their position within the Dutch system of higher education, the services and provisions offered to international students, the costs of study and living, as well as the admission requirements for international students. The higher education institution may only use the Dutch government’s internationalisation policy instruments provided that the institution maintains a proper relationship with the international student.
The Dutch government assumes that higher education institutions that subscribe to, implement and support this Code of Conduct act with due care towards the international student; The Dutch government has decided that the signing of the Code of Conduct by the higher education institutions is a precondition for granting residence permits to non-nationals of the EU/EEA or Switzerland to study at the level of higher education; Page 1 of 12
Through its offices abroad, the Dutch government supports and provides relevant information to higher education institutions that subscribe to, implement and support this Code of Conduct. The higher education institutions that subscribe to this Code of Conduct consider it to be a precondition for a proper relationship between the international student and the higher education institution. By signing this code, the higher education institution is obliged to comply with the obligations set out in the Code of Conduct and to act in the spirit of the Code of Conduct with respect to matters not set out in the Code of Conduct. In order to achieve the abovementioned objectives, further agreements should be made to have the Code of Conduct be supplementary to the existing legal framework. The existing legal framework includes at any rate Articles 7.28 of the Higher Education and Research Act (WHW) and 3.41 of the Aliens Decree 2000 (Vreemdelingenbesluit) and Chapter B6 of the Aliens Act Implementation Guidelines2000 (Vreemdelingencirculaire).
Read the entire Code of Conduct international student higher education (Pdf.)
|Student Learning Outcome (SLO) assessment results MBA||2014||2015||2016||Out of 100|
|1. Strategic policy development||71,9||76,7||77,3|
|2. Improvement / development of working methods||74,2||74,3||71,9||low score|
|3. Policy development / implementation of a year plan||70,9||77||75,2|
|7. Ethical responsibility||66,8||71,7||72,5||low score|
|10. Analysing, information-processing and problem-solving abilities||66,9||76,1||75,6|
|11. Learning and personal development||70,2||76,5||76|
|12. International awareness||87,2||87,6||88||high score|
|Average||71,3||76,3||76,1||stable on high level|
|Student satisfaction, per year, per MBA programme||2014||2015||2016||out of 10|
|International Action Learning MBA||7,6||8,4||8,0|
|0% score under norm of 7||9%||5%||0%|
|Student numbers MBA||2014||2015||2016|
|Programme results MBA 2015-2016|
|Graduation rate Executive MBA and Action Learning MBA||69%|
|Graduation rate International Action Learning MBA||53%|
|Average study time||33||months|
FINAL QUALIFICATIONS BUSINESS SCHOOL NETHERLANDS MBA PROGRAMMES
THE FINAL QUALIFICATIONS OF THE BUSINESS SCHOOL NETHERLANDS MBA PROGRAMMES ARE AS FOLLOWS:
1. Strategic policy development
Design or contribute to a challenging organisational strategy based on conceptual and visionary skills, while taking into account recent and future developments. Formulate and implement future plans in a way that engenders support both inside and outside the organisation.
2. Improving/developing work processes
Independently develop and/or improve an operational process showing evidence of insight into research methods as well as work processes, the result leading to tangible improvements in efficiency, quality, flexibility and sustainability of the organisation.
3. Developing/implementation policy and year plans
Contribute to, develop and realise policy goals for the organisation, related to organisational dilemmas or challenges, keeping in mind the connection between strategic, structural and cultural aspects of the organisation and anticipating possible future changes (internal and external).
Develop and utilise business opportunities for new and existing products and services, while motivating and supporting a pro-active entrepreneurial mindset amongst colleagues and employees. Be able to assess and take risks.
Be able to evaluate the impact and quality of ones personal style of leadership – at any point in time and within any context – and show ability to anticipate in a way that co-workers continually receive correct guidance, motivation and empowerment to fulfil their responsibilities to the best of their abilities.
6. Policy making
Be able to integrate relevant scientific insights, theories and practical concepts based on which, new insights and solutions can be generated so as to deal with complex multidisciplinary problems. Be able to present these in a convincing manner and ensure efficient implementation.
7. Ethical responsibility
Justify ones own actions based on a professional attitude showing knowledge of normative cultural aspects, respect for others and gratitude towards the society and community. Create conditions to enable this responsibility in general and stimulate it internally.
Integrate relevant knowledge and skills suitable in any possible position within an organisation or team; contributing to growth (individually and as a group) and to the realisation of set goals.
Be able to convey information and conclusions in a clear, convincing matter and if needed, make suggestions and provide developed implemention plans. Chose the best means of communication based on target audience; type of information and anticipated impact. Show ability to correctly decode received messages, whatever the chosen communication method.
10. Analytical skills, information processing and problem-solving
Supervise problem-solving teams; adhere to structured policy making processes and challenge team members to participate along the way. Make use of relevant theories and ensure sufficient acceptance in the implementation of decisions.
11. Learning and personal development
Integrate existing knowledge with new, complex and abstract information from multiple sources. Take responsibility for the further development of learning experiences and reflect thereon. Determine where there is room for improvement and independently design a learning process to achieve this improvement.
12. International awareness
Analyse relevant, complex patterns and trends in the international world of business. Be able to give advice and indicate opportunities (and possible failures) for successful international business, based – albeit partly – on this analysis. If needed, take responsibility for realising the desired outcome.