Recognised Quality

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.

Quality Assurance and Criteria

Our quality and performance improvement system is strongly based on students’ feedback, tutors’ feedback, feedback from accreditation councils and from organisations that send new MBA students to us on a regular basis.

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.


Code of Conduct international student higher education

In May 2006 the Code of Conduct International Student in Dutch Higher Education came into effect. Since September 1, 2017 a new version is valid in replacement of earlier versions. After an evaluation took place, the umbrella organisations agreed to a new version. The Code of Conduct is a joint initiative of the Dutch government and higher educational institutions. The result is an instrument of self-regulation. The Code of Conduct intends to contribute as a quality tool to the ambitions of the Dutch government and the educational institutions regarding internationalisation as a means to turn the Netherlands into an attractive destination for knowledge and development. The Code was an initiative of the umbrella organisations of higher education: the VSNU, Vereniging Hogescholen, the NRTO and SAIL.

The Code of Conduct contains agreements which (the umbrella organisations of) the institutions of higher education have developed to regulate the relationship with international students. The regulations are – for example – about the provision of information to international students and the minimum (language) requirements for admission to an institution of higher education.
By signing the Code of Conduct, the institutions of higher education oblige themselves to offer international students education of good quality. The institutions guarantee the quality of the information provision and education to these students. An independent National Commission is appointed to monitor the compliance of the institutions of higher education which have signed the Code. One way of effectuating this is to handle petitions that have been submitted based on the provisions of the Code of Conduct. Furthermore, the Commission may take the initiative to launch a research; this is inextricably linked to its capacity as a supervisor. The Commission can make recommendations and has the authority to take other measures. For more information about the National Commission, please see the annual reports, research reports and decisions on complaints.

You can find the code of conduct here.

Complaints and objections
In respect of complaints concerning all programme related matters (i.a. BSN faculty, staff, procedures, facilities, examiners, (assessment of) examinations etc.), the student must in the first instance contact the registrar/student counsellor in order to find an acceptable solution.
Any party concerned believing that a higher education institution has not acted in accordance with this Code of Conduct can lodge a petition with the National Commission in writing.

For further details about BSN’s complaints and objections regulations, please read Article 5.1 of our Education and Examination Regulation (EER).

For further information about the Code of Conduct, please also see the website


Student Learning Outcome (SLO) assessment results MBA20142015201620172018
1. Strategic policy development71,976,777,376,276,2
2. Improvement / development of working methods74,274,371,976,677,6
3. Policy development / implementation of a year plan70,97775,276,776,8
4. Entrepreneurship69,274,275,273,774,6
5. Leadership72,673,474,676,779,8
6. Decision-making66,274,674,673,874,2
7. Ethical responsibility66,871,772,571,973,3
8. Cooperation67,173,373,273,374,7
9. Communication72,679,678,578,978,4
10. Analysing, information-processing and problem-solving abilities66,976,175,674,275,8
11. Learning and personal development70,276,57675,475,6
12. International awareness87,287,68886,384
Student satisfaction, per year, per MBA programme20142015201620172018
Executive MBA8,08,08,07,67,9
International Action Learning MBA7,68,48,07,78,3
0% score under norm of 79%5%0%2%9%
Student numbers MBA20142015201620172018
New students569521511423686
Deregistrered students464963190275
Programme results MBA 2017-2018
Graduation rate Executive MBA and Action Learning MBA71%
Graduation rate International Action Learning MBA64%
Average study time39months



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).
4. Entrepreneurialism
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.
5. Leadership
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.
8. Cooperation
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.
9. Communication
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.

Marcel van der Ham, dean Business School Netherlands

“We’re very proud to have acquired this new NRTO-mark. It provides aspiring candidates and companies certainty about BSN’s service, which is very important, as a lot of time and money is invested in education.”

Marcel van der Ham

Dean, Business School Netherlands

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