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Recognised quality

Qualification MBAs

How does Business School Netherlands ensure the quality of its MBA programmes?

The quality of Business School Netherlands is partly determined by the learning outcomes (‘Final Qualifications MBA Programmes’) and the tangible assessment of, among other things, the Action Learning Projects and the dissertation by experts in your chosen field.

Being transparent about what you can expect from each other during your journey of discovery is also one of the spearheads that guarantee the quality of our education.

The final qualifications of our MBA programmes are as follows:
  1. Strategic policy development
    Designing or contributing to a challenging organisational strategy based on conceptual and visionary skills, taking into account current and future developments. Formulating and implementing future plans in such a way that they gain support within and outside the organisation.
  2. Improving/developing working methods
    Independently develop and/or improve a way of working in which the approach demonstrates insight into both research methods and work processes, and the result leads to demonstrable improvements in the efficiency, quality, flexibility and sustainability of the organisation.
  3. Develop/implement annual policy plan
    Contribute to, develop and implement policy objectives related to business issues or challenges. Be able to consider the relationship between strategic, structural and cultural aspects of the organisation and anticipate future changes (internal and external).
  4. Entrepreneurship
    Develop and exploit business opportunities for new and existing products and services. Encouraging and supporting a pro-active, entrepreneurial attitude among employees and colleagues. Being able to assess and take risks.
  5. Leadership
    Being able to assess the impact and quality of one’s own leadership style at any time and in any context. Respond naturally as required and in such a way that people always receive appropriate guidance in terms of both task performance and motivation.
  6. Decision-making
    Independently integrate relevant scientific evidence, theories and concepts from practice. Based on this, be able to generate new insights and solutions for complex, multidisciplinary problems, present them convincingly and implement them or have them implemented efficiently.
  7. Ethical responsibility
    To be accountable for one’s actions on the basis of a professional attitude that shows consideration for normative cultural aspects, respect for others and respect for the social (living) environment. Creating conditions within the organisation that enable and encourage this responsibility.
  8. Collaborate
    Integrate relevant knowledge and skills to fulfil any desirable role within a team, contribute to growth (individually and as a group) and achieve set goals.
  9. Communicate
    Communicate information and conclusions in a persuasive and understandable way and, where appropriate, make recommendations and develop implementation plans. Choose the most appropriate form of communication according to the audience, the nature of the information and the expected impact. Reframe received messages correctly, regardless of the chosen form of communication.
  10. Analytical, information processing and problem solving skills
    Be able to lead problem-solving teams; follow a structured approach to decision-making in which participants are encouraged to participate. Use relevant theories and ensure sufficient buy-in when implementing decisions.
  11. Learning and personal development
    Independently integrate existing knowledge with new, complex and abstract information from different sources. Take responsibility for developing and reflecting on learning experiences. Identify opportunities for improvement and independently design a learning pathway to achieve this.
  12. International awareness
    Analyse relevant, complex patterns and trends in the international business world. Partly on this basis, be able to formulate recommendations on the (im)possibilities of international business and, if necessary, organise their implementation.

We have described how we do this in the Education and Examination Regulations (EER).

Also read:

Regulations Examination Board MBA Programmes Business School Netherlands
Professional profile MBA Programmes Business School Netherlands
Didactical principles Business School Netherlands


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