Teaching and Exam Regulations 2021-2022 - Master of Business Administration - Purpose Economy - Hanze
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Teaching and Exam
Regulations 2021-2022
Master of Business Administration - Purpose Economy
(MBA)
International Business School
Full-time and Part-time master programme
Approved on the 24th of June 2021
These regulations take effect from 1 September 2021
Preparing business professionals with a global mind set who are ready to add value to business
and society
Contents
Explanation ........................................................................................................................................................ 3
Welcome ............................................................................................................................................................ 6
1. Degree Programme ........................................................................................................................................ 9
1.1 Programme Description ...................................................................................................................................... 9
1.2 Exam Board and Assessment Committee ........................................................................................................... 14
1.3 Admissions Committee...................................................................................................................................... 14
1.4 School Representative Council ........................................................................................................................... 14
1.5 Board of Studies .............................................................................................................................................. 14
2. Intended learning outcomes (exit level) ...................................................................................................... 15
3. Programme structure................................................................................................................................... 17
3.1 Mode of study ................................................................................................................................................. 17
3.2 Justification for language used in all or parts of the programme....................................................................... 17
3.3 Majors, final-stage programme, minors and differentiations ............................................................................... 17
3.4 Curriculum overview and degree programme ..................................................................................................... 19
3.5 Academic calendar 2021-2022 Master programme ............................................................................................ 22
4. Curriculum ................................................................................................................................................... 24
4.1 Curriculum components and course outlines....................................................................................................... 24
4.2 Final-stage programme .................................................................................................................................... 24
5. Admission Requirements ............................................................................................................................. 24
5.1 Educational entry requirements ......................................................................................................................... 24
5.2 Employment requirement in part-time programmes ........................................................................................... 25
5.3 Foreign students: legal residence permit ............................................................................................................ 25
5.4 Maximum/Minimum Number of Students ........................................................................................................ 25
5.5 Enrolment limitations ...................................................................................................................................... 25
6. Exams ........................................................................................................................................................... 26
6.1 Exam opportunities .......................................................................................................................................... 26
6.2 Anti-Plagiarism Rules ...................................................................................................................................... 26
6.3 The use of aids during written exams .............................................................................................................. 27
6.4 Rules for the proper conduct of examinations .................................................................................................... 28
6.5 Exam review.................................................................................................................................................... 28
7. Work placements and field trips .................................................................................................................. 29
8. Compulsory Attendance .............................................................................................................................. 29
9. Academic Advice .......................................................................................................................................... 29
10. Cum Laude Regulations ............................................................................................................................. 29
APPENDIX 1: Examination Regulations for Master’s Degree Programmes and Examination protocol at Hanze
University of Applied Sciences, Groningen ...................................................................................................... 30
2
Explanation
Status and significance of the Teaching and Examination Regulations
General
Since the introduction of the Higher Education and Research Act (WHW) in 1993, the main aspects of
the curriculum and the examinations of each degree programme are required to be set out in
Teaching and Examination Regulations.
Hanze UAS has elected to draw up a harmonized TER format for Associate, bachelor’s and master’s
degree programmes with some exceptions in the master’s TER because the rules that apply to
master’s programmes are (partly) different from those of Associate and bachelor’s programmes.
There is therefore a separate TER format for master's programmes, distinct from that for the
Associate and bachelor's programmes.
Under Section 7.13(1) of the WHW Act, the TER must provide adequate and clear information about
the related programme or programme cluster. Section 7.13(2) sets out all the matters which the TER
of any programme or programme cluster must at minimum include in respect of the procedures and
the rights and obligations relating to teaching and examinations. The Act also lays down several
individual requirements on rules to be included in the TER. The Student Charter additionally requires
several matters to be set out in detail. If the format is followed properly, the TER will comply with all
these requirements. Using the format is mandatory.
The document containing the Teaching and Examination Regulations provides information for all
those concerned (students, the Examination Board, lecturers, examiners and management) on the
content of the degree programme, how it is organized, the testing and assessment methods and the
applicable procedures and agreements. The rights and obligations of students must be described in
full without any ambiguity. It is in the interests of the individual programmes too that their Teaching
and Examination Regulations are drawn up carefully. If there is any conflict about rights and
obligations, the TER must provide clear answers or, at least, offer unambiguous guidance for the
issue to be resolved.
Relationship between the Student Charter, the Teaching and Examination Regulations and Osiris
Hanze University of Applied Sciences has opted to make a number of statutory provisions concerning
the Teaching and Examination Regulations applicable to all students university-wide. These
provisions are included in the university-wide Examination Regulations and can be found in Chapter 4
of the Student Charter. The programme-specific provisions are referred to as Teaching Regulations.
T eaching Regulations E xamination R
egulations Student Charter
(Chapter 4)
3
Including the degree
programme descriptions
in Osiris
Furthermore, Hanze UAS has decided to publish the degree programme descriptions in Osiris, so that
they are available to all students in a uniform format. The content of the descriptions in Osiris forms
an integral part of the Teaching and Examination Regulations. These descriptions fulfil the legal
requirement to provide descriptions of the content and workload of degree programmes, the
applicable ECTS credits, the examination methods and the manner in which the results are
expressed. Any applicable entry requirements, the costs involved and the compulsory and
recommended teaching materials must also be stated.
It is important to avoid duplicating information. Rules set out in the Examination Regulations do not
need to be included in the Teaching Regulations as well. This also avoids possible conflicts between
the two regulations. In appeals, the Student Charter is always leading. The BSA provisions are an
obvious example of where this is important.
The TER must cover all the information specified in the TER format, and nothing else.
Some programmes use guides such as placement or thesis handbooks. These documents should have
a well-defined status and, because they often detail the TER provisions, they must be based on the
TER.
The MBA – Purpose Economy Teaching and Exam Regulations is meant to provide a reference document
regarding procedures specific to education at the International Business School (IBS) and more generally
to the Hanze University of Applied Sciences, Groningen (Hanze UAS) as a whole. It describes the study
programme, Master of Business Administration - Purpose Economy (MBA) offered by IBS in English and
the various rules and regulations that govern all aspects of studies at IBS. Where necessary, it also
provides guidance and advice to students and staff on a variety of topics.
Publication and validity
The latest Teaching and Examination Regulations apply to all the students in the relevant
programme. This means that, if the TER are amended on 1 September of any year, they will apply to
everyone from that date forward. If you want to change any rules, it is important to consider
whether these changes could increase the workload of any category of students in an unreasonable
way or in a way they could not foresee. In such a case, transitional rules can be drawn up, for
example, by excluding certain cohorts. The transitional rules must be included in the same TER in
order to keep all the rules and regulations conveniently together in a single document.
It is emphatically not the case that the TER that apply to a cohort at the time of intake continue to
apply to it for the duration of their enrolment.
Corrections to any errors and omissions found in this Teaching and Exam Regulations, as well as
updates and changes made during the academic year 2021-2022 will be published on Hanze.nl
(hanze.nl > Education > International Business School> Practical matters).
4
Decision-making
The Teaching Regulations as a whole or sections thereof may be submitted for approval to the
Programme Committee and Representative Council. The decision-making regime must be applied in
all cases; this includes decisions to change course descriptions in Osiris. Interim changes, therefore,
are only valid if decision-making has taken place in the prescribed manner and if the changes have
been published in the correct manner.
5
Welcome
Welcome to IBS! IBS offers truly international education on Bachelor as well as Master level. We
welcome students of all nationalities and we certainly welcome diversity. Working and studying in an
international environment is exciting, challenging and rewarding.
IBS started in 1988 with the first IB programme in the Netherlands, as the international version of the
core economic bachelor programme at that time and is therefore proud to be the first International
Business School in a Dutch University of Applied Sciences. The new programme was designed to reflect
the Dutch open-mindedness concerning economics and cultures as well as the further development of
the global perspective in business. Since its start, the number of students attending yearly has increased
from approximately 100 in the beginning, to around 1500 today. The Hanze University of Applied
Sciences is proud to have started the first IB programme in the Netherlands, an initiative that was
followed by most other large Universities of Applied Sciences in the Netherlands.
A few years after starting the successful IB bachelor programme, IBS expanded with master
programmes. Currently we offer a fully funded (i.e. you pay the normal Dutch tuition fee) Master
International Business & Management (MIBM) and a fully funded Master of Science in Business Studies
– Interdisciplinary Business Professional (Master IBP).
All our programmes are truly international, in order to prepare you for a successful international
business career. The International Business has grown, changed and matured in these three decades,
while all the time a large number of satisfied and successful alumni have graduated from IBS. And
meanwhile much has changed for the better. The last improvement to the IB discipline was effected by
the Dutch National Platform International Business, who developed a new IB Bachelor education
profile in 2017.
The mission of the International Business School of Hanze University of Applied Sciences (Hanze UAS) is
as follows:
Preparing business professionals
with a global mindset,
who are ready to add value
to international business and society.
The effectuation of this mission in line with the 4 green areas from the AACSB accreditation leads to the
following overarching learning goals for IBS, representing the core values of our professional education:
• Comprehensive Business Understanding
• (Applied) Critical Thinking
• Intercultural Proficiency
• Ethical & Social Responsibility
6
Within AACSB the process of achieving these 4 IBS learning goals is referred to as Assurance of Learning (AoL).
Vision
Business activities have become more and more global. Distance and communication barriers disappear.
In order to be successful businesses increasingly need innovation across borders, and across value
chains in multicultural teams. For businesses to perform and gain value from intercultural diversity, a
professional global mindset is essential. For business students to develop a global mindset, education
should take place in a multicultural, diverse environment focused on future business developments. A
multicultural classroom as well as extensive experience abroad is an essential part of the education.
In line with the educational vision of Hanze UAS, at IBS the new business and societal challenges across
barriers and even across disciplines are explored and addressed in our so-called ‘professional learning
environment’, where business, research and education are interlinked with each other, as depicted in
the figure below:
Hanze Professional Learning Environment: integration of teaching and learning, research and professional practice
7Teaching and Exam Regulations (TER)
These Teaching and Exam Regulations contain information about our School, our Bachelor programme,
and the rules and regulations that apply to this programme. With staff and students from so many
different cultural backgrounds, it is of extra importance to be clear about the rules and regulations that
apply in our school. Please read this document containing the Teaching and Exam Regulations carefully
and use it as your reference in the case of any questions about your studies and IBS’ rules and
regulations.
Our students are key stakeholders
At IBS we strongly believe that our students are key stakeholders in our education. We welcome student
participation in for example:
• evaluation panels with the Heads of Education and coordinators: in these panels students provide
valuable input that we need to further improve our education.
• the Board of Studies (BoS): this committee consists of lecturers and students. It advises the Dean on
proposed changes to our education and has the right of consent concerning the IBS Teaching and
Exam Regulations.
• the School Representative Council (SRC): this is the formal body approving policy documents such as
the School Year Plan and the School Strategic Plan.
• the student union ‘IBS-U’
• student jobs, such as staffing our Info Desk, or helping with specific projects.
I wish you all the best in your studies here at IBS.
Best regards,
Linda Mulder LLM
Dean of IBS
81. Degree Programme
1.1 Programme Description
Nature of the programme
The Purpose of this master was inspired in the current world challenges, trends and needs for the
future. The future is purpose. Purpose is driving business education and radically reshaping careers and
organizations.
Students will learn how to successfully manage a company while operating in a professional and ethical
manner and taking into account the intercultural aspects at the same time. The United Nations
Sustainable Development Goals take a central place in this. The programme is centred around four main
themes:
1. New Realities & Purpose;
2. Global Mindset for Business;
3. Strategies & New Business Models;
4. Critical & Scientific Decision-Making in Business.
Profile
As for any other MBA, and according to AMBA, the international Association of MBAs, the core courses
in our program cover various areas of business administration such as accounting, applied statistics,
human resources, business communication, business ethics, business law, business strategy, finance,
managerial economics, management, entrepreneurship, marketing, supply-chain management, and
operations management in a manner most relevant to management analysis and strategy, in our specific
case, for business with purpose economy according to the concepts presented above.
Vision on education
Programme prioritizes responsible management and climate change education, with emphasis on the
effects of digital transformation. Programme focuses on an individual professional impact and personal
growth in the process changing economy of purpose The Purpose Administration is your roadmap to
create a better future, today.
To accomplish these targets, IBS adopted the purpose economic framework in education, implying a
deviation from traditional economic teachings. Classical rhetoric such as Homo Economicus, ‘sunk costs’,
and other economic principles, are fundamentally challenged and replaced with less ideological and
empirically grounded theories. In contrast, the notion of personal and social purpose now becomes the
driving force behind people engaging in economic interactions.
Our educational concept is characterized by both contextualized and individualised learning. It is a
combination of intensive, job-integrated learning as well as e-learning modules. You will work both
individually and in teams on practice- and experience-based projects and case studies. Within Innovation
Labs you interact with the world of professional practice through guest lectures by entrepreneurs, senior
business executives and knowledge experts, as well as through seminars and real-life consultancy
projects. Our international teaching staff ensures an interesting mixture of business experience and
expertise in applied research settings.
9Our programme, besides student-centred is manly real world context centred (Mynbayeva,
Sadvakassova e Akshalova, 2017) embracing complexity and the ability to act in non-linear situations
where the application of standardized procedures and anticipation of results with traditional pred-
defined indicators are not possible anymore (Miller e Feukeu, 2019).
This implies that the educational design should promote this type of learning with adjustments at:
• Macro level – learning context
o Connectivism theory
o Complexity oriented learning
o Education for paradigm shifts
• Micro level – relationship learner and educators including all stakeholders (community of
learners)
o Capstone method
o Didactics
Capstones are organized in a sequence that can promote this model of learning (figure 1) including the
time needed for the different phases.
• Phase 1 – capstone 1 and parts of capstone 2 – students will be exposed to inspirational keynote
speakers creating the sense of urgency the specific needs for paradigm shift and presenting real
models in practice towards purpose economy. This will be done in intensive weeks in a
community of learners and maintained during the distance learning weeks via individual coaching
specific assignments and interaction in practice.
• Phase 2 – part of capstone 2 and 3 – students will be exposed with new models of operating and
to real examples in practice how business models and governance can be done differently. This
will be done in intensive weeks in a community of learners and maintained during the distance
learning weeks via individual coaching specific assignments and interaction in practice.
• Phase 3 - part of capstone 3 and capstone 4 – students will be required to apply in concrete
practice cases the relearned models of business. This will be done in intensive weeks in a
community of learners and maintained during the distance learning weeks via individual coaching
specific assignments and interaction in practice.
Figure 1 – Education for paradigm shift – MBA model
10Each capstone and related topics are developed with at least one organisation involved to provide
action-dependent learning.
These are the general rules in each capstone in terms of structure for our MBA programme:
• Each capstone has at least one organisation involved in the learning process
• Each capstone assignment has at least one organisation involved
• From the 4 capstones the student can choose one to use his own organisation
• Assignments can have flexible presentation output
• Diversity of assignments among capstones
• Different capstones can contribute to the final capstone = Thesis
• Assessment – always in community of learners
• Assignments always have to show a component of innovation and transformation, need to care
for impact
In line with capstone design we follow the principles of co-creation in a context of community of
learners and innovation workplaces.
As co-creation we mean “enactment of interactional creation across interactive system-environments
(afforded by interactive platforms) entailing agencing engagements and structuring organizations”
(Ramaswamya & Ozcanb, 2018). In co-creation processes, that learning and development of knowledge,
innovation and networks, result from engaged interactions corresponding to the dual constructs of
value co-creation as co-production and value-in-use (Mollie, Jason & Coates, 2018) as represented by
these authors in figure 2.
Figure 2 – Process of co-creation. Retrieved from Mollie, Jason & Coates, 2018
Community of Learners
Hanze UAS is a place where inquisitive students, inspiring researcher-lecturers and committed partners
in the professional fields meet, strengthen and learn from each other. Together they form the learning
community. In a continuously changing world, these professionals look for solutions to immediate and
more remote challenges. They have the courage to step outside of existing frameworks and traditional
11roles and build new and surprising bridges between education, research and practical application.
Rather than being an impediment, their individual differences are a springboard to pioneering
collaboration. Learning and working remain connected throughout life (Hanze UAS Educational Vision
2021).
Learning Labs or Innovatie Werkplaats (IWP)
IWPs are defined by Complexity, Multidisciplinarity/ Interprofessionality, Learning Community and Co-
creation and a Diversity of partners (IBS Educational vison), the environment used in each capstone.
In this educational setting (figure 3) , didactics will vary among:
• Knowledge acquisition from study of articles, cases, etc. from the literature list, own desk research,
seminars, workshops, tutorials, guest lectures, peer-to-peer presentations, blogs, etc.
• Research assignments (not for assessment but for learning experience): simulation games/cases,
case-based class assignments, consultancy cases, product/service development, etc.
• Competences Development: include role play, socio-dramas, boardroom
• Brainstorming
Figure 3 . Educational setting
For both full-time and part-time, we have a blended learning approach, where in campus intensive
weeks (face-to-face activities) are intercalated with self-learning periods (distance learning activities).
When possible, students from part-time and full-time groups have sessions together to enrich the
community of learners and the co-creation experience (figure 4).
12Figure 4 . Learning environment and activities
This educational concept goes in line with the Hanze Education Policy and the focus in the relation
education, research and practice.
Our teaching staff is selected to ensure an interesting mixture of business experience and expertise in
applied research. Throughout the programme the integration between different knowledge areas is
strongly emphasized. The programme is taught in English.
131.2 Exam Board and Assessment Committee Exam Board The Exam Board is responsible for assuring the quality of the programme by supervising the content, method and level of the examinations. It has a duty to determine whether graduates have achieved the learning outcomes described in the Teaching and Exam Regulations. Members of the Exam Board are appointed by the Dean. The composition of the Exam Board can be found on Hanze.nl: https://www.hanze.nl/eng/education/economy/international-business-school/organisation/committees/exam-board How to approach the Exam Board More information about and how to approach the Exam Board can be found on Hanze.nl (www.hanze.nl: Education>International Business School>Organisation>Exam Board). Assessment Committee The Assessment Committee is responsible for monitoring the quality of examinations and operates under the supervision of the Exam Board. The composition of the Assessment Committee can be found on Hanze.nl: https://www.hanze.nl/eng/education/economy/international-business- school/organisation/committees/ibs-committees 1.3 Admissions Committee The Admissions Committee advises the Dean about the admission of students. The Committee members are appointed by the Dean. For reference to the Admissions Committee, check https://www.hanze.nl/eng/education/economy/international-business-school/organisation/committees/ibs-committees 1.4 School Representative Council The representative council of a school, the School Representative Council, is a democratically elected body comprising an equal representation of students and university staff. For more information about the School Representative Council, please refer to Hanze.nl: https://www.hanze.nl/eng/education/economy/international-business-school/organisation/committees/school-participation- council 1.5 Board of Studies The Board of Studies is the body charged with issuing recommendations on enhancing and safeguarding the quality of the degree programme. It also issues solicited and unsolicited recommendations to the dean on all matters relating to education at the relevant programme. The Board has the right to approve the Teaching Regulations. The Board of Studies comprises an equal representation of students and lecturers. The method in which the Board is composed is set out in the Board of Studies Regulations. For more information on the Board of Studies (members and contact details), please refer to Hanze.nl: https://www.hanze.nl/eng/education/economy/international-business-school/organisation/committees/ibs-committees 14
2. Intended learning outcomes (exit level)
Professional competences (national professional profile) and professional requirements
Think critically and make decisions based on scientific evidence and complex information and
transfer these into efficient, effective sound and feasible management practices; (DD1, DD2)
Utilize resources with the aim of delivering innovative strategic management solutions that
optimize the benefit of organizations and society; (DD2, DD 3)
Conduct methodologically sound research and analysis of complex data showing an
understanding of data implications on managerial decision-making; (DD 3)
Operate effectively, professionally and ethically with organizations and their stakeholders in
multidisciplinary and multicultural settings; (DD4)
Lead with integrity and in compliance to the principles of good corporate governance in
achieving organizational goals, in order to implement, develop and refine appropriate business
models and contribute effectively to a team environment; (DD2,DD4)
Autonomously reflect on career-related competence and own learning abilities aiming at lifelong
learning. (DD5)
DD = Dublin Descriptors
Dublin descriptors
In line with the Dublin descriptors, our students, by achieving the learning outcomes above, will master
1) knowledge and understanding; 2) applying knowledge and understanding; 3) making judgements; 4)
communication and 5) learning proficiencies, in the field of purpose economy, where they are able to:
• Choose from an extensive range of methods and techniques.
• Select, apply and evaluate the correct method and make the lessons that they have learnt
available to others.
• Apply concepts in practice and can conceptualise from practice.
• Deal with a medium or high level of complexity and independence
• Deal with unfamiliar situations that requires the adjustment of familiar procedures or the
development of new knowledge and skills.
• Perform, multiple tasks or sub-tasks involved in one or multiple situations.
• Have a reasonable level of self-direction with a reasonable level of guidance is required, plus
guidance on request.
• Conduct research that is relevant to the field of study and must be able to reflect on the relevance
of the research to situations other than those researched .
Career prospects
Executive managers in the different pillars of business, entrepreneurs.
15Agreements have been made in Europe on the general level of the master’s programme. These agreements have been laid down in the so-called Dublin descriptors. The national profile of the Master of Business Administration – Purpose Economy must relate to the Dublin descriptors. A total of five descriptors have been identified: 1. knowledge and understanding; 2. applying knowledge and understanding; 3. making judgements; 4. communication; 5. learning proficiencies. The following is an explanation of the Dublin descriptors relevant to the master's programme. 1. knowledge and understanding; Has demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context. 2. applying knowledge and understanding; Can apply their knowledge and understanding and problem-solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; has the ability to integrate knowledge and handle complexity. 3. making judgements; Can formulate judgements with incomplete or limited information, taking account of social and ethical responsibilities linked to the application of their knowledge and judgements. 4. communication; Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously. 5. learning proficiencies. Have the learning skills to allow them to continue to study in a manner that may be largely self- directed or autonomous. 16
3. Programme structure
3.1 Mode of study
90 Credits = 2.520 workload hours
• 432h in campus
• 2.088 distance learning and self-study
Full time (18 months) – MBA degree
• In campus learning – every month - 1 intensive week of 6 days
• Distance learning – digital material, assignments, self-study in the intervals of the in campus
learning
Part-time (24 months) – MBA degree
• In campus learning – every two months - 1 intensive week of 6 days
• Distance learning – digital material, assignments, self-study in the intervals of the in campus
learning
Modular with partial flexibility allowing the possibilities – module certificates
The setup of the programme is presented in the curriculum scheme in chapter 3.3 of this Teaching and
Exam Regulations. The contents of all courses of the MBA programme are described in detail in the
separate course outlines, which are published in the ECTS Course Catalogue.
The Thesis Handbook provides the student with more information concerning the requirements to
develop the thesis graduation assignment, which contributes to the achievement of the majority of the
end level for the masters.
3.2 Justification for language used in all or parts of the programme
The entire programme is taught in English, due to the nature of the programme related with
international business dealing with global issues, demanding an international view and models of
communication and cultural awareness.
3.3 Majors, final-stage programme, minors and differentiations
To achieve these PLOs, students will have a journey throughout the sequential curriculum (see table 3),
with 90 ECTS (see more details in chapter 4. Administrative Organization) organized by capstones as
follows:
• Capstone 1 (20 ECTS) – understanding the external global and macro aspects of the new
economic realities and its implications in supply chain, finances and economics
• Capstone 2 (20 ECTS) – internal individual understanding of purpose and global mindset,
personal purpose and impact on human resources management, organizational behavior and
governance
• Capstone 3 (20 ECTS) – development of new management strategies, business models and
marketing according to the previous frameworks (external – capstone 1 and internal- capstone
2)
• Capstone 4 (30 ECTS) – applied research to innovate practice towards purpose economy
17The dynamics in each capstone are students and practice centred with direct engagement from
organisations (either from the students or programme supporting organisations) and the educational
concept is further presented in chapter 3. Educational Concept.
The content and ambitions of our programme are directly related with the United Nations (UN)
Sustainable Development Goals. With a target date of 2030, the UN, through their SDG initiative, has
set 17 broad and interdependent goals that are necessary for creating a sustainable future on our
planet. The SDG initiative is a concerted universal agenda by the 193 member states of the UN and the
global civil society and it represents a strategic framework and a bold normative vision of the future. As
a knowledge producer, the core mission of higher education cuts across all learning domains. Thus,
higher education has a unique role to play in helping to achieve the SDGs. More specifically, Goal Four
deals directly with education – its goal is to “ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all”. In addition, higher education institutions can participate
in the UN Higher Education Sustainability Initiative and the United Nations University provides many
examples of sustainability in action. Higher education institutions have a critical role to play in
implementing and driving sustainable development initiatives through their institutional policies and
practices. One of the key questions to be addressed is: what can higher education leaders, faculty and
students do to implement sustainable development in their institutional vision, mission and values
statements, their strategic plans and their organisational culture?
As an educational institution, we feel the responsibility to cooperate in this achievement, by means of
educating the future business professionals with this mindset and related competences. With the MBA
programme we will drive students to broaden their mindset for the need of social responsibility and
empathy when analyzing and organizing business, stressing the emergency to contribute to the
achievement of the SDGs presented in figure 5.
Figure 5 - United Nations (UN) Sustainable Development Goals – MBA contribution
183.4 Curriculum overview and degree programme
As described in the IBS Assessment Policy 2019, in the MBA programmes, assessment is aligned with the
educational vision, teaching methods and the programmes learning outcomes, which are by nature
practice oriented. Being applied sciences programmes, learning and respective assessment are
concentrated in practical assignments for acquisition of practical competences, to solve concrete real
problems and dilemmas and providing solutions in a real context. Normally assignments are derived
from real companies, where different components of the curriculum are requested and the longitudinal
lines of learning: intercultural competences and research are always present. Thus, the assessment
respects the learning environment from the Hanze with the three circles: education, professional and
research, where complexity and transferability of learning to practice reaches a higher level when
compared to the bachelor programme. In both programmes, in 13 courses, 70% of the assessments are
practical assignments, demanding application high level of knowledge and competences into the real
world cases. In terms of rules and regulations, this programme follows IBS Assessment Policy. Assessors
will be appointed in line with the exam board guidelines.
In line with the specificities of the educational concept for this programme, dealing with complexity
(which entails contextualization and uncertainty) and innovation, the assessment in this programme has
the following structure (see figure 6):
• Summative assessment
o Capstones 1, 2 and 3 – per capstone, students are assessed with one group and one
individual assignment – each assignment assesses all capstone learning outcomes.
Group assignment - need to show innovation, transformation and need to have
explicit orientation towards impact for challenges in real-life practice,
developed in a community of practice (to gather different perspectives and
integrated in a organization based assignment) – these group assignments can
the basis to build up for the individual thesis in capstone 4
Individual assignment –portfolio that should reflect all the learning process
during the capstone, it will include formative programmatic assessment
assignments in the form of: reflections in the learning process; demonstrations
of activities and development of the group assignment – with the individual
portfolio, all capstone learning outcomes are checked.
o Capstone 4 – this capstone has only the individual assignment – a practice orientated
thesis executed in a real-life organisation or network.
o Summative assessment is done by IBS lecturers who are approved by the Exam Board.
• Programmatic assessment
As a form of learning strategy to build up for the summative portfolio assessment, we use e
programmatic assessment, which entails the formative process of feedback aiming at
development in learning along the capstone weeks. In this method, instead of assessment of
learning we use assessment for learning (Schuwirth and Van der Vleuten, 2011). Tools are
diverse and no single instrument is superior to another, but each has its own strengths,
weaknesses and purpose in a programme (Schuwirth and Van der Vleuten, 2012), these can vary
from judgement processes, epidemiological methods, collation, triangulation and peer-checking
procedures.
19Students will be, therefore, requested in every capstone to present different types of
performances (scientific papers, professional reports and social communications), based on their
individual learning processes and development of summative assignments.
Stakeholders (lecturers, peers, citizens or organization members) involved in the learning
process can provide feedback on these assignments, however, IBS lecturers will indicate which
ones should be integrated in the portfolio. At least one assignment per main topic in the
capstone should be included. For more understanding on programmatic assessment, please see
the video https://youtu.be/qpkk512krNc .
Figure 6 – Capstone Learning and Assessment Strategy
Each capstone, will provide specificities for assignment description, assessment criteria and assessment
matrix, which will be available for the students at the start of each capstone. This documentation will be
previously peer reviewed by a co-teacher checklist. Each assignment will be assessed by two assessors,
preferably one IBS lecturer and one member of a practice organisation.
20MBA Master of Business Administration Full time
Semester 1 + 2 (Year 1) Semester 3 (Year 2)
Assessment
Assessment
EC course
EC course
Start - P3 2021-2022 Start - P3 2022-2023
Grading
Grading
Block
Block
Master level Master level
Academic year 2021-2022
Naam Code Naam Code
Capstone 1 ZAVM20CAP1C Group 15 O 5,5 year Capstone 4 ZAVM20CAP4C Ind. 30 O 5,5 year
assignment assignment
ZAVM20CAP1D Ind. Portfolio 5 O 5,5 year
Capstone 2 ZAVM20CAP2C Group 10 O 5,5 year
assignment
ZAVM20CAP2D Ind. Portfolio 10 O 5,5 year
Capstone 3 ZAVM20CAP3C Group 15 O 5,5 year
assignment
ZAVM20CAP3D Ind. Portfolio 5 O 5,5 year
Total credits 60 Total credits 30 0
MBA Master of Business Administration Part time
Semester 1 + 2 (Year 1) Semester 3+4 (Year 2)
Assessment
Assessment
EC course
EC course
Start - P3 2021-2022 Start - P3 2022-2023
Grading
Grading
Block
Block
Master level Master level
Academic year 2021-2022
Naam Code Naam Code
Capstone 1 ZADM20CAP1C Group 15 O 5,5 year Capstone 4 ZADM20CAP4C Ind. 30 O 5,5 year
assignment assignment
ZADM20CAP1D Ind. Portfolio 5 O 5,5 year
Capstone 2 ZADM20CAP2C Group 10 O 5,5 year
assignment
ZADM20CAP2D Ind. Portfolio 10 O 5,5 year
Capstone 3 ZADM20CAP3C Group 15 O 5,5 year
assignment
ZADM20CAP3D Ind. Portfolio 5 O 5,5 year
Total credits 60 Total credits 30 0
Capstone 1 New Realities and Purpose Capstone 3 Strategies & New business models
Capstone 2 Global Mindset for Business Capstone 4 Critical & Scientific Desision making in Business
213.5 Academic calendar 2021-2022 Master programme 22
23
4. Curriculum
4.1 Curriculum components and course outlines
The curriculum units (modules) are described in the Osiris student information system and form part
of these regulations.The content of all modules of the MBA programme are described in detail in the
course outlines, which are published in the ECTS Course Catalogue.
4.2 Final-stage programme
The end level will be checked by all capstones.
5. Admission Requirements
To attend the Master programmes at the International Business School of the Hanze University of
Applied Sciences in Groningen (Hanze UAS) a specific admissions procedure must be followed. The
admission procedure and requirements are described below.
The Admissions Committee advises the Dean regarding all issues relating to the admission of
students. It will also provide applicants with full, up-to-date information and guidance on the
procedures. The Dean of IBS makes the final decision as to which candidates will be admitted to the
Master programme.
5.1 Educational entry requirements
Admission requirements
• A valid bachelor's degree or equivalent from an approved degree awarding body, university
or college (no GMAT required)
• English language proficiency should be proven with an IELTS score of 6.5 (no sub score below
6) or a TOEFL score of 575/Internet 90
• A letter of motivation (max. 500 words)
• An up-to-date CV
• If you meet the requirements above, you will be invited for an admissions interview, either
by phone or in person.
Target group
For, CEOs, Managers or any other professionals with more than 3 years of experience in business,
within profit or non-profit, private or public organizations, aiming for purpose and growth in business
and life, with the aim to do business differently and have impact.
245.2 Employment requirement in part-time programmes
• Business work experience minimum if three years
• Reference letters from two most recent employers
5.3 Foreign students: legal residence permit
Students must have a valid residency status in order to study in the Netherlands if to follow the
programme they decide to live in the Netherlands. Part-time students who keep living in their
country and just come for the intensive weeks do not need this residence permit.
For further information please refer to International Service Desk.
5.4 Maximum/Minimum Number of Students
If fewer than 10 participants enrol for the programme, the Dean may decide not to run the
programme in that specific Academic Year.
5.5 Enrolment limitations
The duration of the programme is 18 months (full-time) or 24 months (part-time). In case students
do not finish the programme within 24 months (full-time) duration or 30 months (part-time) duration
they may apply to the Head of Education for an extension of the enrolment period needed in order
to complete the programme. Extra tuition fee will be charged for this extension. These costs are:
• €6.500,- for one extra opportunity to start and finish the thesis project. This means the
student has to start a new Master thesis project which should be completed according to
the “deadlines for the new master project” shown in the Master thesis handbook.
• If a student needs to complete courses after they have already passed their thesis report or
after 24 months of enrolment (full-time) or 30 months of enrolment (part-time), the costs
are €350,- per credit in this extended period. The student may use a maximum of two
opportunities per academic year for each exam. If students fail to complete the course after
four opportunities they will have to leave the programme.
If a student fails to meet the requirements to start the thesis project after two years of enrolment,
the student will be de-enrolled from the programme.
Extension of the visa after the 24 months is not the responsibility of IBS. If the student didn’t obtain
the required amount of credits (defined by the immigration department), due to study unsuccess, IBS
cannot assume any responsibility. The student might be prepared to conclude the studies from his
home country.
256. Exams In this programme, there are no written exams. The assessment is done via individual and group assignments, developed along the capstone and formally assessed in the last contact week of the respective capstone. 6.1 Exam opportunities Per Academic year, two exam opportunities will be offered for each exam. If a student fails the repair opportunity of the Master’s Thesis, he will have to start a new thesis project (see paragraph 5.4 for more information). A student may only start a new thesis project once. In extenuating circumstances the student may appeal to the Exam Board for an extra exam opportunity within an Academic year. 6.2 Anti-Plagiarism Rules The prevention, detection and punishment of plagiarism is good practice in terms of learning, teaching and assessment. IBS has a legal and moral responsibility to ensure that plagiarism does not take place or, if it does, is dealt with appropriately. Definition of plagiarism It is difficult to give a simple, universally applicable definition. Different disciplines and institutions have varying traditions and conventions: for instance what might be considered ‘common knowledge’ and thus not need referencing by an expert in a subject is different from that same knowledge when cited by a novice first-year student. However, a widely shared understanding is that plagiarism occurs when someone tries to pass off someone else’s work, thoughts or ideas as their own, whether or not deliberately, without appropriate acknowledgement. It is important to recognise that plagiarism does not just apply to written work - whether essays, reports, dissertations or laboratory results - but can also apply to plans, projects, designs, music, presentations or other work presented for assessment. Plagiarism is seen as particularly harmful because it undermines the whole basis of scholarly academic values, and undermines academic standards and the credibility of awards. Whilst plagiarism is not new, the availability of material on the internet and the explosion of information in some areas have raised concerns that students are making extensive use of ‘copy and paste’ functions available to them. A final issue is that, with the growing diversity of students in higher education - whether by age, educational background or national origin (including international students on exchange programme) - they may have different understandings of what plagiarism is, and not understand what conventions apply and why. 26
Plagiarism procedure
As a rule, all written assignments, reports, etc. leading to a grade or a pass/fail for a course code,
must be submitted both on paper (in hard copy) or digitally and through SafeAssign . To submit the
assignment, report, etc. through SafeAssign , students need to access SafeAssign via the Blackboard
course of the specific module.
If a teacher suspects plagiarism, he/she will inform the Exam Board immediately. After providing the
student with an opportunity to be heard and determine if plagiarism was indeed committed, the
Exam Board will determine the appropriate sanction.
The Exam Board classifies the observed irregularity in one of the categories below:
Opportunistic cheating
Opportunistic cheating is understood to mean any act or neglect during examinations that has
occurred in order to obtain or pass information unlawfully, such as the use of forbidden aids,
copying, or giving opportunity to copy. The examination (paper) of a student who is found guilty of
these practices will be declared null and void.
Premeditated cheating
Any premeditated act or neglect during an examination to obtain or pass information unlawfully,
such as the use of crib notes, giving the opportunity to use crib notes, the copying of (parts of) texts
from others without referencing, or intentionally pretending the authenticity of fake interviews or
false data from research.
The examination (paper) of a student who is found guilty of these practices will be declared null and
void and the student will be barred from taking this examination for a period of maximum one year.
Criminal Fraud (theft, embezzlement, forgery)
Any act or neglect intended to obtain or pass on information unlawfully, which is based on any form
of theft, embezzlement or forgery; the complete copying of documents from others and offering
them for evaluation under one’s own name; the forging of a signature from an assessor; wrongfully
indicating, or making an indication of presence, on an attendance list; next to anything the student
has done or not done to falsify the submitted work or the awarded grade result.
The student will be punished by being barred from taking examinations for a period of one year.
Repeated acts of plagiarism can lead the Exam Board to set a higher penalty within the boundaries of
the law.
6.3 The use of aids during written exams
Aids such as calculators, graph paper, etc., may be used in a number of examinations. Dictionaries
are NOT permitted. Only those aids listed on the examination paper are permitted and they may not
contain any notes, unless this is specifically mentioned as permitted on the examination paper.
27Students should be aware that for multiple choice exams, it is not allowed to write the answers on
the exam paper itself. Students are only allowed to circle their answer and use the answer sheet. Not
sticking to these rules will lead to an Exam Board case.
Students are not permitted to use their mobile telephone during any examination. Students should
switch it off before entering the exam room and only switch it back on again after they have left. If a
student’s telephone is used or activated in any way (rings, beeps, vibrates or makes any noise
whatsoever) he will be required to leave the exam; his work will be declared null and void and he will
need to re-sit the examination.
6.4 Rules for the proper conduct of examinations
Students must be aware of the rules and regulations laid down in the Examination protocol, which is
chapters four and five of the Hanze Student Charter. This Examination protocol is added to this
Teaching and Exam Regulations in Appendix 1.
In addition to this, there are some IBS specific rules:
• for multiple choice exams, it is not allowed to write the answers on the exam paper itself.
Students are only allowed to circle their answer and use the answer sheet. Not sticking to
these rules will lead to an Exam Board case.
• Students are not permitted to go to the toilet during exams.
6.5 Exam review
After every exam period, teachers have 10 working days to grade written exams and 15 working days
to grade projects and other assignments. Exam review sessions for written exams and assignments
will be offered to students after every exam period. Students can review their
exam(s)/assessment(s). This is an opportunity for students to briefly review their exam with the
teacher and to make an appointment for a more in-depth review if necessary. During this exam
review, it is not allowed to copy or photograph the exam, without the permission of the teacher.
The exam review hours and venues will be published in the Digi Schedule (Hanze.nl > Quick Launch >
Digi Schedule > SIBS > MBA).
If a student does not attend the exam review session, it is not possible to make an additional
appointment with the teacher.
Attending an exam review may never lead to the student receiving a lower grade than before the
exam review because the exam is reviewed question by question.
287. Work placements and field trips
Work placement is not part of the MBA programme. Students can choose to do a placement in the
company of their thesis project, but this is not mandatory.
Every year MBA plans company visits as part of some courses. These companies differ from year to
year and will be communicated to students at the start of the academic year or as soon as possible
when they’re planned.
8. Compulsory Attendance
Attendance at lectures, workshops and other educational activities is strongly advised but not strictly
required, unless compulsory attendance is stated in the course outlines.
9. Academic Advice
Learners are seen individually, this means that our educational approach will combine group and
individual learning moments and continuous individual and contextualized coaching with flexibility in
the path, to permit meaningful and purposeful impact learning.
10. Cum Laude Regulations
The Exam Board can award a distinction of Cum Laude, if a student fulfils the requirements as
described in Appendix 1 of the Examination Regulations for Master Programme MBA 2020-2021,
Article 4a.12 Cum Laude in. The Cum Laude applies to the final diploma.
The weighting of the separate exams (number of ECTS) is taken into account when calculating the
average grade and includes the grade for the Thesis which must be at least 8.0.
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