QANU, December Assessment of the Degree Programmes of Economics at Groningen University

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1 QANU, December 2009 Assessment of the Degree Programmes of Economics at Groningen University

2 Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 P.O Box RA Utrecht The Netherlands Phone: Fax: Internet: QANU Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned. 2 QANU / Economics, Groningen University

3 Table of Contents Foreword 5 Preface 7 Part I General Part 9 1. Structure of the report Task and composition of the assessment committee Working method of the assessment committee Domain Specific Requirements Economics Part II Programme Reports Rapport over de bacheloropleiding Accountancy en Controlling en de masteropleiding Accountancy and Controlling Rapport over de bacheloropleiding Bedrijfseconomie Rapport over de bacheloropleiding Fiscale Economie en de masteropleiding Fiscale Economie Report on the Bachelor s programme Economics and Business Economics and the Master s programmes Economics, and International Economics and Business Report on the Bachelor s programme Econometrics & Operations Research and the Master s programme Econometrics, Operations Research and Actuarial Studies 209 Appendices 251 Appendix A: Curricula Vitae of the committee members 253 Appendix B: Composition of the subcommittees 257 Appendix C: Programme of the site visit at Groningen University 259 Appendix D1: Eindkwalificaties bacheloropleiding Accountancy en Controlling 262 Appendix D2: Eindkwalificaties masteropleiding Accountancy en Controlling 264 Appendix D3: Matrix eindkwalificaties en vakken bacheloropleiding Accountancy en Controlling 267 Appendix D4: Matrix eindkwalificaties en vakken masteropleiding Accountancy en Controlling 269 Appendix E1: Eindkwalificaties bacheloropleiding Bedrijfseconomie 271 Appendix E2: Matrix eindkwalificaties en vakken bacheloropleiding Bedrijfseconomie 274 Appendix F1: Eindkwalificaties bacheloropleiding Fiscale Economie 276 Appendix F2: Eindkwalificaties masteropleiding Fiscale Economie 279 Appendix F3: Matrix eindkwalificaties en vakken bacheloropleiding Fiscale Economie 282 Appendix F4: Matrix eindkwalificaties en vakken masteropleiding Fiscale Economie 284 Appendix G1: Intended learning outcomes BSc programme Economics and Business Economics 285 Appendix G2: Intended learning outcomes MSc programme Economics 288 QANU /Economics, Groningen University 3

4 Appendix G3: Intended learning outcomes MSc programme International Economics and Business 290 Appendix G4: Matrix learning outcomes and courses BSc Economics and Business Economics 292 Appendix G5: Matrix learning outcomes and courses MSc Economics 297 Appendix G6: Matrix learning outcomes and courses MSc International Economics and Business 298 Appendix H1: Intended learning outcomes BSc programme EOR 299 Appendix H2: Intended learning outcomes MSc programme EORAS 301 Appendix H3: Matrix learning outcomes and courses BSc EOR 303 Appendix H4: Matrix learning outcomes and courses MSc EORAS QANU / Economics, Groningen University

5 Foreword This report describes the findings of the assessment committee Economics 2009 for the Economics programmes of Groningen University. The report is part of the quality assessment of university bachelor and master degree programmes in the Netherlands. The purpose of this report is to present a reliable picture of the results of the degree programmes submitted for this review, to give feedback to the internal quality assurance of the programmes concerned, and to serve as the basis for accreditation of this programmes by the Accreditation Organisation of the Netherlands and Flanders (NVAO). Quality Assurance Netherlands Universities (QANU) aims to ensure independent, unbiased, critically constructive assessments using standardised quality criteria, while taking specific circumstances into account. In the Economics 2009 assessment, QANU uses a new method in which clustered assessments are organised and completed in a short period of time. This preserves the momentum for the programmes involved and ensures quick feedback to the internal quality assurance. In large clustered assessments such as Economics 2009, the new QANU method demands great flexibility from the committee members. Each site visit is executed by a different subcommittee, composed of members of the assessment committee. A core of committee members is present at each site visit to ensure the coherence of the entire assessment. The QANU Economics 2009 assessment committee has fulfilled its task in Groningen with great dedication. The programmes have been evaluated in a thorough and careful manner. We expect that the judgements and recommendations will be carefully considered by the programme organisation and the Board of the University. We thank the chairman and members of the assessment committee for their willingness to participate in this assessment and for the dedication with which they carried out their task. We also thank the staff of the department concerned for their efforts and for their cooperation during the assessment. Quality Assurance Netherlands Universities Mr. Chris J. Peels Director Dr. Jan G.F. Veldhuis Chairman of the Board QANU /Economics, Groningen University 5

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7 Preface On June , the Economics 2009 assessment committee paid a visit to Groningen University in the context of her task to evaluate the BSc and MSc programmes in Economics. In the period from May to December 2009, the Committee has visited a total of seven Dutch universities offering 62 BSc and MSc programmes in Economics. To evaluate the programmes in Groningen, the Committee carefully read the programme s self-evaluation report and many underlying documents, and talked to faculty, staff and students during the site visit. The Committee greatly appreciates the openness she encountered, both in the written documents as well as in the many interviews. On the basis of this, the Committee was able to form a well-reasoned opinion of the various aspects of the programmes, as summarized in this report. Key to the Committee s assessment is the scientific nature of a programme that should be clear from all of the programme s elements. In particular, the thesis should reflect this, as it is the pièce de résistance of a student. In this thesis, the science taught during the whole programme should result in a scientific piece of work. Based on a careful evaluation of available theses, the procedures that guide the thesis writing process as well all other programme elements leading to this end product. The committee appreciates the activities in the field of quality assurance and the clear guidelines for follow-up with respect to course evaluations. The Committee is of the opinion that Groningen s programmes in Economics are indeed scientific programmes. On behalf of the Committee members, I would like to thank all of those involved in the preparation and execution of this assessment procedure for their contributions and support, both at Groningen University and at QANU. Without their effort and their willingness to respond constructively to the many requests from the Committee, we could not have carried out the work as smoothly and pleasantly as we did. Also, I gratefully acknowledge the contributions of the other Committee members. In a very pleasant and creative atmosphere, we have been able to work through the whole process to produce this report. In this context, the support of Peter van Drunen from QANU deserves a special note of appreciation. Without him, we would have been nowhere. Piet Verheyen Chair Assessment Committee Economics for Groningen University QANU /Economics, Groningen University 7

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9 PART I: GENERAL PART QANU /Economics, Groningen University 9

10 10 QANU / Economics, Groningen University

11 1. Structure of the report In this document, the Economics 2009 assessment committee reports its findings. The report consists of two parts: a general part and a programme part. The general part summarises the tasks, composition, input documentation and working methods of the assessment committee. This part of the report also contains the domainspecific requirements for Economics 2009 that were used by the assessment committee. The programme part describes the evaluation and assessment of the Economics programmes at Groningen University that were assessed. This programme part is structured in accordance with the accreditation criteria of NVAO (Accreditation Organisation of the Netherlands and Flanders). QANU /Economics, Groningen University 11

12 12 QANU / Economics, Groningen University

13 2. Task and composition of the assessment committee 2.1. Task of the assessment committee The task of the Economics 2009 assessment committee is to evaluate and assess a total of 63 degree programmes at seven different universities according to the accreditation criteria set by NVAO. Based on and in accordance with these criteria, the assessment committee is expected to assess different aspects of quality of the programmes involved, based on the information provided by the faculties and programmes in self-evaluation reports and on discussions during the site visits. The assessment reports contain implicit recommendations by the committee; however, the emphasis lies on the assessment and justification of basic quality. The assessment committee has been requested to assess the following programmes (including CROHO number): Wageningen University: Bachelor, Economics & Policy (50101) University of Groningen Bachelor, Economics and Business Economics (50950) Bachelor Econometrics and Operations Research (56833) Bachelor, Accountancy and Controlling (50643) Bachelor, Business Economics (50674) Bachelor, Fiscal Economics (56402) Master, Accountancy and Controlling (60643) Master, Econometrics, Operations Research and Actuarial Sciences (60646) Master, International Economics and Business (60648) Master, Economics (66401) Master, Fiscal Economics (66402) Erasmus University Rotterdam Bachelor, Economics and Business Economics (50950) Bachelor, Econometrics and Operations Research (56833) Bachelor, Fiscal Economics (56402) Master, Fiscal Economics (66402) Master, Econometrics and Management Science (60079) Master, Economics and Business (60652) Master, Economics and Informatics (60951) Maastricht University Bachelor, Economics (50023) Bachelor, Econometrics and Operations Research (50006) Bachelor, Fiscal Economics (56402) Master, Financial Economics (60321) Master, International Economic Studies (60014) Master, Econometrics and Operations Research (60307) Master, Fiscal Economics (66402) QANU /Economics, Groningen University 13

14 Tilburg University Bachelor, Economics (56401) Bachelor, Econometrics and Operations Research (56833) Bachelor, Fiscal Economics (56402) Bachelor, Economics and Business Economics (50950) Bachelor, Business Economics (50750) Master, Mathematical Economics and Econometric Methods (60056) Master, Operations Research and Management Sciences (60057) Master, Quantitative Finance and Actuarial Sciences (60058) Master, Accounting (60059) Master, Accountancy (60060) Master, Financial Management (60061) Master, Investment Analysis (60062) Master, Marketing Management (60063) Master, Marketing Research (60064) Master, Logistics and Operations Management (60065) Master, Strategic Management (60066) Master, International Economics and Finance (60067) Master, Economics (66401) Master, Fiscal Economics (66402) Master, Economics and Finance of Aging (60898) Master, International Business (60019) University of Amsterdam Bachelor, Actuarial Sciences (56411) Bachelor, Econometrics and Operations Research (56833) Bachelor, Fiscal Economics (56402) Master, Accountancy and Control (60900) Master, Actuarial Sciences (66411) Master, Business Economics (60901) Master, Econometrics (60177) Master, Economics (66401) Master, Fiscal Economics (66402) Master, Operations Research and Management (60904) VU University Amsterdam Bachelor, Economics and Business Economics (50950) Bachelor, Econometrics and Operations Research (56833) Master, Accounting & Control (60047) Master, Economics (66401) Master, Marketing (60048) Master, Finance (60046) Master, Economics and Operations Research (66833) 14 QANU / Economics, Groningen University

15 2.2. Constitution of the committee The assessment committee consists of a chairman and 14 members. Appendix A lists short descriptions of the curricula vitae of the committee members. Chair Prof. dr. A. van Witteloostuijn, Research Professor of Economics and Management at University of Antwerp (Belgium) and Professor of Institutional Economics at the Utrecht School of Economics. Members Prof. dr. P.A. Verheyen, retired professor of business econometrics and former chair of the board of the University of Tilburg (vice-chair); Prof. dr. J. Annaert, Professor of Finances, University of Antwerp (Belgium); Prof. dr. J.W. Zwemmer; retired professor of tax law, University of Amsterdam; Prof. dr. P. Vanden Abeele, Professor of Marketing and Organisation, Catholic University Leuven (Belgium); Prof. dr. ir. B. Wierenga, Professor of Marketing, Erasmus University Rotterdam; Prof. dr. J. Hartog, Professor of Economics, University of Amsterdam; Prof. dr. J.G. Kuijl, Professor of Business Economics incl. fiscal accounting, Leiden University; Prof. dr. F.A.G. den Butter, Professor of Economics, VU University Amsterdam; Prof. dr. J.F.M.J. van Hout, retired professor of education, University of Amsterdam, professor at the Ruud de Moor Centre, Open University Netherlands; Mrs. ir. H. Grunefeld, educational advisor, IVLOS, Utrecht University; Mrs. drs. L. van der Grijspaarde, educational advisor, independent entrepreneur for educational advice; Mrs. P.L.M. Geertman, student of Econometrics & Operations Research, University of Tilburg; Mr. E.A. de Kok, student of Econometrics, member of FSR FEB, University of Amsterdam. Advisory member Prof. dr. H.C. Tijms, retired professor of operations research, VU University Amsterdam. Drs. A. Wiering (student Economics, VU Amsterdam) was installed as student member of the committee Economics Due to illness at the time of one visit and job obligations at a second visit, he did not participate in any site-visit. Given the large number of degree programmes and the short period during which the site visits were planned, the decision was made to work with a pool of committee members. For each site visit a subcommittee was selected from this pool. Several factors were taken into consideration for the composition of the subcommittees: the availability of the committee members, conflicts of interest, the discipline of expertise of the committee members, and the composition of the different subcommittees. In appendix B the composition of the subcommittees and the dates of the site visits are provided. QANU /Economics, Groningen University 15

16 A core group of committee members was involved in the assessment of all participating universities. This core group consisted of professor dr. A. van Witteloostuijn, professor dr. P.A. Verheyen and professor dr. J. Annaert. It should be mentioned that although professor dr. A. van Witteloostuijn was not a member of the subcommittee that assessed the programmes at Groningen University, he did study the findings and the report to ensure the consistency of the assessments. Despite the formal absence of a conflict of interest, professor dr P.A. Verheyen did not consider himself objective enough to assess the programmes at the University of Tilburg. For the assessment of the degree programmes at this university, professor dr. H.C. Tijms was asked to provide a written assessment of the econometric programmes. This construction ensured that for all subdisciplines, the assessment committee had sufficient expertise. The project leader of the clustered assessment of economics programmes was Mrs. dr. M.J.V. Van Bogaert, QANU staff member. She was also appointed secretary for the site visits at Wageningen University, Erasmus University Rotterdam and VU University Amsterdam. Secretary for the site visit at the University of Groningen was the self-employed advisor drs. P.C. van Drunen. Secretary for the site visit at Maastricht University was the self-employed advisor Mrs. drs. K.B. Wibbelink. Secretary for the site visit at the University of Tilburg was the self-employed advisor Mrs. drs. T. Buising. Secretary for the site visit at the University of Amsterdam was Mrs. N. Verseput MSc, QANU staff member All members of the assessment committee signed a declaration of independence as required by the QANU protocol to ensure that the committee members judge without bias, personal preference or personal interest, and the judgement is made without undue influence from the institute, the programme or other stakeholders Specifics on the site visit at Groningen University The assessment committee was requested to assess the following programmes at Groningen University: Bachelor, Economics and Business Economics (50950) Bachelor Econometrics and Operations Research (56833) Bachelor, Accountancy and Controlling (50643) Bachelor, Business Economics (50674) Bachelor, Fiscal Economics (56402) Master, Accountancy and Controlling (60643) Master, Econometrics, Operations Research and Actuarial Sciences (60646) Master, International Economics and Business (60648) Master, Economics (66401) Master, Fiscal Economics (66402) The subcommittee for the site visit at Groningen University consisted of the following committee members: Prof. dr. P.A. Verheyen, chair Prof. dr. J. Hartog Prof. dr. J. Annaert Prof. dr. P. Vanden Abeele 16 QANU / Economics, Groningen University

17 Prof. dr. J.W. Zwemmer Mw. ir. H. Grunefeld Mrs. P.L.M. Geertman The chair of the assessment committee 2009, professor dr. A. van Witteloostuijn has worked at Groningen University until less then five years ago. He was therefore prohibited to participate in the site visit and the chair was taken over by the vice-chair of the committee, professor dr. P.A. Verheyen. To assure consistency between the different site visits and assessments, professor dr. A. van Witteloostuijn has read the reports of the programmes to check for inconsistencies with other site visits. Not all committee members were able to participate during the entire visit. The programme of the site visit was adjusted to their expertise and presence. For the assessment of each degree programme, at least 5 committee members were present during the interviews. Chapters 5, 6 and 7 of this report are written in Dutch, as were the self-evaluation reports of these programmes. These chapters concern the degree programmes on Accouning and Accountancy, Business Economics, and Fiscal Economics. Chapters 8 and 9 of this report are written in English, these chapters concern the degree programmes on Economics and Econometrics. The secretary of this subcommittee was drs. P. van Drunen. The site visit took place on June The programme of the site visit is included in appendix C. QANU /Economics, Groningen University 17

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19 3. Working method of the assessment committee 3.1. Introduction The assessment committee was constituted formally on 23 April During this inaugural meeting the assessment committee discussed its task and the working methods. Furthermore, the assessment committee discussed the proposal for domain-specific requirements of the Landelijk disciplineoverleg Economie. This proposal was adjusted by the assessment committee at several points and subsequently instituted as the Domain-Specific Requirements Economics 2009, provided in chapter Preparatory phase After receiving the self-evaluation reports from one of the faculties, the responsible secretary checks the quality and completeness of the information provided. After approval of the selfevaluation reports, they are forwarded to the appropriate subcommittee. During the initial meeting at the start of each site visit, the subcommittee is prepared for that specific site visit. After reading the self-evaluation reports, the subcommittee members formulate questions that are forwarded to the secretary. The secretary compiles the questions into a document and groups them by theme. In addition to the self-evaluation reports, the subcommittee members read at least two theses for each programme that is assessed. The actual number of theses assessed per programme depended on the total number of programmes to be assessed and the number of subcommittee members. A maximum of four theses for each member of the subcommittee was the set limit. When considered necessary, committee members could read additional theses during the site visit. Selection of the theses is done at random by the secretary, after deliberation with the chairman. Since the assessment committee has to evaluate programmes leading to a scientific degree (BSc or MSc), specific attention is given to the scientific level of the theses, the requirements, carefulness of judgement by the reviewer of the programme and the assessment procedure used. After all, in a thesis the student has to show evidence of the required qualifications to earn a degree. Precise safeguarding of the consistency of clustered assessments is always considered of major importance. For this specific cluster close attention is being paid to the consistency of assessments between the universities because of the different compositions of the subcommittees and the time-limits and schedule of delivery of the reports. The chair, professor dr. A. van Witteloostuijn, and the project coordinator, dr. M.J.V. Van Bogaert, are responsible for ensuring consistency. One of the measures taken was the creation of a core group of committee members, who were asked to incorporate previous assessments when discussing the scores and programmes during a site visit. Also, it was decided to inform the entire committee about the outcomes of each site visit and have all committee members approve of all finalized reports. Finally, the secretaries involved in the clustered assessment meet regularly to coordinate the assessments. Within each subcommittee a specific allocation of tasks is agreed upon, based on its expertise and composition. It should be emphasized that although specific tasks are assigned, the entire assessment committee remains responsible for the judgements and the final reports. QANU /Economics, Groningen University 19

20 3.3. Site visits Before each site visit the responsible secretary creates a programme for the interviews. The draft programme is discussed with the chair of the assessment committee and the coordinator of the faculty being visited. If needed, the programme is adapted. During the site visits, interviews are held with a representative of the faculty board, the programme management, alumni, education committees, examination committee(s), study advisors and other supporting staff. Furthermore, for each programme a selection of both students and lecturers is interviewed. During each site visit the subcommittee receives additional information, for example study books and reports from the meetings of the education committees. This information is studied during the site visit. The assessment committee is also granted access to the electronic landscape of the programmes. A consultation hour is scheduled to give students and staff of the programmes the opportunity to talk to the assessment committee. No requests were received for the consultation hour at Groningen University. The assessment committee uses a significant part of the final day of a site visit to discuss the assessment of the programmes and to prepare a preliminary presentation of the findings. Each site visit concludes with a presentation by the chair in which the preliminary findings are provided. The presentation consists of a general assessment and several specific findings and impressions of the programmes Scores of the standards The assessments are performed in accordance with NVAO s accreditation framework. The scale for the scores of the standards prescribed by NVAO was adopted; each standard is scored on a four-point scale (unsatisfactory, satisfactory, good, and excellent), themes are scored on a two-point scale (satisfactory, unsatisfactory). The assessment committee adopted the standard decision rules provided by QANU. These are: Unsatisfactory, which means that the level for this facet is below the basic standard of quality; Satisfactory, which means that the level meets the best basic standards of quality; Good, which means that a quality level is attained that exceeds the basic standards of quality and is the result of a well-considered policy; Excellent, which means that a quality level is attained that is very good in all aspects and meets international benchmarking. It is an example of international best practice. The default assessment is satisfactory, i.e. the programme complies adequately with the criteria. The assessment committee feels that despite critical remarks, the score satisfactory can be given to a specific standard. In those situations, the critical remarks will be accompanied by positive observations. Furthermore, the assessment committee is of the opinion that if the programme management deals adequately with the critical remarks, the score satisfactory might become good at the next site visit. When the assessment committee observes a good national practice, the judgment will be good. When both a good practice and a critical remark are observed by the committee, a weighed average score is given. In the rare case that the assessment committee decides to 20 QANU / Economics, Groningen University

21 grant an excellent score, it aims to signal a best international practice that deserves to be copied within the academic community Reporting After each site visit the responsible project leader writes a draft report based on the findings of the committee. The draft is first read and commented upon by the chair and subsequently sent to the other subcommittee members. The draft report is then sent to the faculty involved to check for factual irregularities. Any comments of the faculty are discussed with the chair of the assessment committee and, if necessary, with the other subcommittee members. The final report is sent out to the entire committee for final comments and approval. After that, the report becomes official. QANU /Economics, Groningen University 21

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23 4. Domain Specific Requirements Economics 2009 Introduction and benchmark A domain-specific Economics benchmark for 2009 was created in order to assess the standard of all BSc and MSc degree programmes at Dutch universities that fall within the scope of the Economics 2009 cluster. The benchmark outlines the minimum requirements for academic degree programmes in the Economics field or subfield. Because of the diversity of degree programmes within the cluster, it was decided that the benchmark should not be prescriptive. The benchmark thus offers degree programmes the latitude to develop their own profiles, giving variable weight to specific aspects of the programmes depending on the central aims and the approach taken. This framework requires degree programmes to justify the choices made by proving that they meet the criteria of the NVAO accreditation framework. Explicit references to the domain-specific Economics benchmark for 2009 can be used to explain deviations. Economics as a discipline Economics is the social science that analyses the production and distribution of scarce resources. Many economists study the factors which drive agents to act in markets and within organizations. Such analyses focus on the important role played by the allocation of scarce production factors and the impact this has on the prosperity of society as a whole. General economics takes a primarily social perspective, whereas business economics goes deeper into the various business processes. Another key focus area is the study of business process management. Methodology is another important aspect of this domain: this is where subjects such as decision-making, econometrics and mathematics come into play. Aims, level and orientation of the degree programmes In general, the committee expects the aims of the degree programmes to express the fact that they aim to train students both in the chosen discipline (i.e. in relation to the field in question) and academically. This means that students should gain knowledge and understanding of the field and acquire both relevant subject-related and general academic skills. Hence the programmes emphasize the characteristics and value of academic research, the importance of knowledge and understanding of theory and methodology, and the relative nature of interpretations; they also offer a framework within which students can learn to apply that knowledge and understanding appropriately. A BSc degree programme offers a broad, general education to an elementary academic standard. Students who have completed a BSc degree meet the criteria for entry to an MSc degree programme. An MSc programme offers the opportunity to go deeper into a particular field, subfield or combination of subfields than is possible in a BSc programme. An MSc programme also focuses more on the future working environment, for instance research institutes, government institutions or the business world. The various degree programmes also prepare students for careers in society at large, where the knowledge and skills gained during their studies may be put to use. Generally speaking, this is not so much a case of preparation for specific career paths; rather, it is about acquiring an academic attitude and a box of academic tools. These should dovetail with the expectations society has of graduates of the degree programmes assessed in the context of the Economics 2009 assessment. This means that the degree programmes highlight both academic and social aspects and do not merely concentrate on current developments within the field of study. The BSc degree programme is the cornerstone of the development of a QANU /Economics, Groningen University 23

24 general academic way of thinking. During this period students learn not only to cast the net further than their own subfield; they also learn to view subject-specific issues in a wider social context. Considering the importance of the BSc degree programme for the development of academic skills, facilities to prepare students with a BSc degree in Higher Professional Education to transfer to a university MSc degree must concentrate on developing an academic way of thinking. This covers issues such as bolstering students understanding of the relationship between the various fields of knowledge, familiarizing them with research methods and applying those methods in practice, and learning to take the time to consider the results of their own or other s research. Skills a. Subject-specific skills The skills acquired by students on an Economics degree programme depend on the subfield and specialization of the programme in question. A degree programme referred to as Economics must give students a coherent understanding of economic concepts that goes further than an Introduction to... course. These concepts encompass general economics (for example macroeconomics, microeconomics, public sector economics and international economics), business economics (for example reporting, finance, marketing, organization, information science and strategy) and the methodological subjects (mainly statistics and mathematics). Methodological courses are by definition core parts of the Econometrics and Decision-making field. A BSc degree programme provides students with the basic tools needed to study one or more disciplines in depth. The subject-specific skills of students on MSc degree programmes build on the skills they acquired in the BSc degree programme. In the spirit of the Treaty of Bologna, and given the increasing international character of degree programmes, quality standards must be as 'international as possible. Use of proper terminology Students on a BSc degree programme learn how to use their knowledge when confronted with a relatively straightforward economics problem in the realm of business or public policy. They must also be able to put what they ve learned into perspective. For instance, this can be achieved by comparing one theory with another, or by confronting economics concepts with approaches from other relevant fields. Students with a BSc degree in Economics will have acquired the following skills: Reproduction and interpretation graduates can reproduce conceptual and methodological principles of economics, and can discuss them with colleagues. Analysis and explanation graduates can analyse and explain phenomena and problems using the conceptual and methodological principles of economics. 24 QANU / Economics, Groningen University

25 Graduates of an MSc degree programme in Economics meet the following profile: Graduates are able to work independently, and can formulate relevant research questions themselves and draft a plan of action in justification. This includes sourcing and using relevant subject-specific literature, and plugging any gaps there may be in the knowledge required to answer the research question. Graduates are able to read and understand recent articles from journals and relevant sections of renowned academic publications and put their own research question in the context of existing literature. Graduates should also be able to analyse variations on existing models to some extent. The ability to make a contribution to the development of the field by means of research Graduates of a BSc degree programme can collect, collate and interpret relevant insights gleaned from literature in the field. Research in the MSc degree programme focuses much more on testing and developing theories. Graduates of an MSc degree programme in Economics should have the following skills in this respect: Formulation of aim and problem definition graduates can formulate a problem definition relating to economics based on academic concepts and theories. Choice of research design graduates can choose a research design that suits the problem definition. Selection of methods for collecting and processing data graduates can choose one or more suitable methods for collecting and processing data. Drawing conclusions graduates can make pronouncements about the initial problem definition on the basis of the results. The ability to develop policy from knowledge and understanding gleaned from the field At the level of a BSc degree, the opportunities for developing policy are limited to the formulation of a plan of action for one specific problem. At the level of an MSc degree programme, however, more attention should be paid to the wider context, whether that be in relation to business or public policy. Graduates of an MSc degree programme in Economics should have the following skills in this respect: Drafting policy advice documents graduates can draw up a proposal for solving economics problems, based on economics concepts and theories. Strategic activities graduates are able to assess whether their policy recommendations are feasible and practical. b. General skills General skills comprise knowledge, skills and attitudes which, although they are developed within the context of a degree programme, are not a specific product of the programme in question. These general academic skills form the basis for later academic thinking patterns and attitudes. The fact that many degree programmes even those in the field of economics are not specifically tailored to the requirements of the job market means that many students soon find themselves working in jobs that make no demands on their know-how in the field. The following three subject-specific skills in particular contribute to the desired general skills: the hypothetical-deductive nature of economics, the different decision-making methodologies and the importance attached to empirical research. QANU /Economics, Groningen University 25

26 The committee expects the learning outcomes of all the BSc degree programmes it assesses to communicate the fact, either implicitly or explicitly, that graduates have acquired academic, research and communicative skills to a basic standard. In addition, it expects the learning outcomes to be related to the admission requirements of at least one MSc degree programme and, where applicable, the professional sphere. The committee expects the learning outcomes of all the MSc degree programmes it assesses to communicate the fact that graduates have developed academic, research and communicative skills to an advanced level, and that these learning outcomes have a bearing on the professional sphere. Academic skills Graduates of BSc degree programmes have the skills needed to devise and sustain arguments and to solve problems within the field of study. Graduates of MSc degree programmes are able to apply the same skills to new or unfamiliar circumstances within a wider, or multidisciplinary, context within the field of study. Graduates of BSc degree programmes have a general understanding of the nature and function of academic research. Graduates of MSc degree programmes have an in-depth knowledge of their subject. Graduates of BSc degree programmes are able to collect and interpret relevant information from a range of sources and subfields. Graduates of MSc degree programmes are able to assimilate knowledge and deal with complex subject matter. Graduates of BSc degree programmes are able to form an opinion that is at least partly based on a comparative assessment of relevant social, scientific or ethical aspects. Graduates of MSc degree programmes are able to form an opinion based on incomplete or limited information, taking into account the aforementioned aspects when applying their own knowledge and judgement. Graduates of BSc degree programmes are able to work independently under supervision and as part of a team. Graduates of MSc degree programmes are able to work both independently and as part of a multidisciplinary team. Research Skills Graduates of BSc degree programmes are, under supervision, able to set up and carry out a modest literature search or other research on a limited scale that has a reasonable and realistic programme. Graduates of MSc degree programmes are able independently to set up and carry out an academic research project that meets the requirements of the field of study. Graduates of MSc degree programmes have a thorough understanding of the relevant research methods and techniques in the field of study. Graduates of BSc degree programmes have a passive understanding of all these methods, and an active understanding of some of them. Communication Skills Graduates of BSc degree programmes are able to communicate information, ideas and solutions to both specialist and non-specialist audiences. Graduates of MSc degree programmes are able to draw conclusions and use their knowledge, understanding, motivation and considered reasoning to substantiate these conclusions and convey them to similar audiences. Graduates of BSc degree programmes are able to summarize the results of research on a limited scale orally or in writing, in a way that is clear and precise. Graduates of MSc degree programmes are able to do the same for research where the scope and complexity matches the level of the degree programme. 26 QANU / Economics, Groningen University

27 Relationship with the professional sphere The learning outcomes are tailored to the expectations of future employers, regardless of diversity or otherwise. Graduates have the necessary skills to perform work in which an academic education to BSc level or MSc level is required or preferred. Graduates of BSc degree programmes are aware of the possible relevance and use of academic insights in their field of study in relation to social issues and needs. Graduates of MSc degree programmes are able to make a considered judgement on the possible relevance or use of academic insights within their field of study in relation to social issues and needs. Graduates will have been able to consider the options for possible future work at the appropriate level. Learning environment A salient feature of academic degree programmes is that they encourage students to do things that enrich their academic experience. Stimulating independence and allowing students to work in teams without undue external influence are important in this regard QANU /Economics, Groningen University 27

28 28 QANU / Economics, Groningen University

29 PART II: PROGRAMME REPORT S QANU /Economics, Groningen University 29

30 30 QANU / Economics, Groningen University

31 5. Rapport over de bacheloropleiding Accountancy en Controlling en de masteropleiding Accountancy and Controlling Administratieve gegevens Bacheloropleiding Accountancy en Controlling: Naam opleiding: Accountancy en Controlling CROHO-nummer: Niveau: bachelor Oriëntatie: wo Studielast: 180 EC Graad: Bachelor of Science Variant(en): voltijd Locatie(s): Groningen Einddatum accreditatie: 13 februari 2011 Masteropleiding Accountancy and Controlling: Naam opleiding: Accountancy and Controlling CROHO-nummer: Niveau: master Oriëntatie: wo Studielast: 60 EC Graad: Master of Science Variant(en): voltijd Locatie(s): Groningen Einddatum accreditatie: 13 februari 2011 Het bezoek van de visitatiecommissie Economie aan de Faculteit Economie en Bedrijfskunde van de Rijksuniversiteit Groningen vond plaats op juni Structuur en organisatie van de faculteit Bestuurlijke structuur De Faculteit Economie en Bedrijfskunde (FEB) van de Rijksuniversiteit Groningen (RUG) is in 2007 ontstaan uit een fusie van de Faculteit der Economische Wetenschappen en de Faculteit der Bedrijfskunde. De leiding van de faculteit berust bij het faculteitsbestuur. Dit bestuur bestaat uit vier personen: de decaan, twee portefeuillehouders onderwijs (een voor Business en een voor Economics) en de portefeuillehouder middelen. Daarnaast is er een Faculteitsraad, die advies- dan wel instemmingsrecht heeft aangaande onderwijs, onderzoek, bedrijfsvoering en personeelsbeleid. Voorts kent elke opleiding een opleidingscommissie (soms gecombineerd voor bachelor- en masteropleiding), die bestuur en faculteitsraad adviseert over de opzet en de uitvoering van het onderwijs. QANU /Economics, Groningen University 31

32 De leiding over de uitvoering van onderwijs en onderzoek berust bij opleidings- en onderzoeksdirecteuren. Deze directeuren zijn direct verantwoordelijk voor de dagelijkse aansturing en kwaliteitsbewaking van de hoofdprocessen. De opleidingsdirecteuren worden in principe geworven uit het hooglerarenkorps of de uhd-staf. De opleidingsdirecteuren werken onder de directe leiding van de portefeuillehouder onderwijs en leggen verantwoording af aan het faculteitsbestuur. Uitvoering en inhoudelijke invulling van het onderwijs- en onderzoeksprogramma geschiedt door de dertien vakgroepen, waarin de wetenschappelijke staf is ondergebracht. Op basis van het bestaande onderwijsverdeelmodel wijst de opleidingsdirecteur in overleg met het faculteitsbestuur onderwijstaken toe aan de vakgroepen. Het faculteitsbestuur wijst formatie toe aan de vakgroepen, waarbij de door de opleidingsdirecteuren vastgestelde onderwijsvraag en de gemeten onderzoeksprestaties de belangrijkste toewijzingsparameters zijn. De vakgroepsvoorzitter verdeelt de toegewezen onderwijstaken over de vakgroepsleden en houdt daarbij rekening met de aanbevelingen en richtlijnen van de opleidingsdirecteuren. De opleidingsdirecteur heeft het recht een door de vakgroepsvoorzitter aangewezen medewerker voor een onderwijstaak te weigeren op basis van eerder disfunctioneren. Het wetenschappelijk onderzoek van de faculteit is georganiseerd binnen de door KNAW erkende onderzoeksschool SOM (Systemen, Organisaties en Management). Deze onderzoeksschool kent vijf erkende instituten en programma s: HRM&OB (instituut voor Human Resource Management & Organisational Behaviour), IEB&M (instituut voor International Economics, Business & Management), IEEF (instituut voor Economics, Econometrics and Finance), Marketing en OPERA (instituut voor Operations Management & Operations Research). Twee instituten zijn in ontwikkeling: Management Accounting en B&IS (instituut voor Business & Information Systems). Daarnaast kent de faculteit tien centra waarbinnen het derdegeldstroomonderzoek is ondergebracht. De werkzaamheden van het bestuur, de opleidingsdirecteuren en de uitvoerende eenheden (vakgroepen) worden gefaciliteerd door diverse ondersteunende diensten. De meeste van deze diensten (Personeel & Organisatie, Financiële Zaken, Gebouwenbeheer, de Bibliotheek, het Stafbureau van het faculteitsbestuur en ARBO-zaken en Huisvesting) ressorteren onder de portefeuillehouder middelen van het bestuur. Daarnaast kent de FEB een Bureau Onderwijszaken, waarbinnen onder andere de afdelingen Studieadvies, Onderwijsbeleid, International Support en Career Office zijn ondergebracht. Het Bureau Onderwijszaken staat onder leiding van de portefeuillehouder onderwijs (Business). Opleidingen Bij de beoordeling van de opleidingen en de heraccreditatieaanvraag wordt uitgegaan van het aanbod van opleidingen met ingang van het studiejaar Dit wijkt op enkele punten af van het eerdere aanbod. Van enkele opleidingen is de naam gewijzigd. Daarnaast zijn in het kader van het streven naar reductie van het aantal bacheloropleidingen de bacheloropleidingen Economics en International Economics and Business samengevoegd tot één bacheloropleiding Economics and Business Economics. De nieuwe opleiding kent twee profielen, die inhoudelijk gelijk zijn aan de oude separate opleidingen. Voor alle wijzigingen geldt dat in de zelfstudie de naam van de nieuwe opleiding gebruikt wordt, ook als het om bewijs uit de voorloper(s) gaat. De FEB verzorgt acht bacheloropleidingen en elf masteropleidingen. Zie tabel 5.5A voor een overzicht. De faculteit biedt aan goede en gemotiveerde studenten twee honourstrajecten aan, die de studententen extra uitdagingen bieden. Hiervoor vindt selectie plaats op basis van motivatie en studieresultaten. In totaal nemen aan deze honourstrajecten ruim honderd studenten deel. 32 QANU /Economics, Groningen University

33 Het honoursprogramma van de faculteit zal opgenomen worden in het universiteitsbrede University of Groningen Honours College, dat in september 2009 van start gaat. Bachelor (Taal: N = Nederlands, E = Engels ) Master (doorstroom) BSc Accountancy and Controlling (N) MSc Accountancy and Controlling (N) met twee trajecten BSc Bedrijfskunde (N) MSc Business Administration (E) met tien trajecten BSc Bedrijfseconomie (N) BSc Business Administration, - profiel International Business and Management (E) MSc International Business and Management (E) BSc Econometrics and Operations Research (E) MSc Econometrics, Operations Research and Actuarial Studies(E) met drie trajecten BSc Economics and Business Economics: - profiel Economics (E) - profiel International Economics and Business (E) MSc Economics (E) MSc International Economics and Business (E) BSc Fiscale Economie (N) MSc Fiscale Economie (N) BSc Technologiemanagement (N) MSc Technology Management (E) Master (niet doorstroom) MSc Lerarenopleiding Economie en Bedrijfswetenschappen (2 jaar, N) MSc Human Resource Management (E) MSc Economics and Business (Research Master, 2 jaar) (E) Tabel 5.5A overzicht van opleidingen aan de Faculteit Economie en Bedrijfskunde Gecursiveerd zijn de opleidingen die in 2009 zijn gevisiteerd. Dit betreft de opleidingen van de voormalige Faculteit Economie. De opleidingen van de voormalige Faculteit Bedrijfskunde kennen een afwijkende accreditatie- en visitatiecyclus Het beoordelingskader Doelstellingen opleiding F1: Domeinspecifieke eisen De eindkwalificaties van de opleiding sluiten aan bij de eisen die door (buitenlandse) vakgenoten en de beroepspraktijk gesteld worden aan een opleiding in het betreffende domein (vakgebied/discipline en/of beroepspraktijk). Beschrijving Bacheloropleiding De volgende gegevens zijn ontleend aan de zelfstudie, tenzij anders vermeld: De bacheloropleiding Accountancy en Controlling is een wetenschappelijke opleiding die na de gelijknamige masteropleiding toegang geeft tot twee civielrechtelijk (en wat de accountancyrichting betreft ook wettelijk) gereguleerde beroepsopleidingen, namelijk de postinitiële opleiding Controlling en de postinitiële opleiding Accountancy. Het doel van de bacheloropleiding Accountancy en Controlling is om studenten op te leiden die zich uiteindelijk willen kwalificeren voor één van beide beroepsprofielen. Daarom is ervan uitgegaan dat de meeste bachelorstudenten zullen doorstromen naar de masteropleiding Accountancy en Controlling en vervolgens naar een van de genoemde postinitiële opleidingen teneinde zich te kwalificeren voor het gewenste beroepsprofiel. De opleiding Accountancy en Controlling in Groningen steunt op drie pijlers: 1) brede kennismaking met relevante gebieden uit het kennisdomein van de bedrijfswetenschappen QANU / Economics, Groningen University 33

34 (bestaande uit bedrijfskunde, bedrijfseconomie en algemene economie); 2) aandacht voor wetenschappelijke methoden en technieken en voor academische en praktische vaardigheden; en 3) diepgaande kennismaking met het kennisdomein van de accountancy en controlling. Op deze wijze leidt de RUG studenten op die specifieke accountancy- en controllingvraagstukken kunnen plaatsen in de organisatiecontext. Ook zijn afgestudeerden in staat om financiële informatie te begrijpen in relatie tot het brede ondernemingsbeleid en te vertalen naar vraagstukken op verschillende functionele gebieden. Om de genoemde doelen te bereiken heeft de opleiding het onderwijs vormgegeven aan de hand van generieke eindkwalificaties die nader zijn uitgewerkt in meer specifieke eindkwalificaties. Bijlage D1 van dit rapport bevat een compleet overzicht van de eindkwalificaties van de bacheloropleiding zoals opgenomen in de zelfstudie. De kern hiervan kan als volgt worden samengevat: A. Inhoudelijke eindkwalificaties. De afgestudeerden van de bacheloropleiding beschikken over gedegen wetenschappelijke kennis van en inzicht in de domeinen van de bedrijfswetenschappen (bedrijfseconomie, bedrijfskunde en algemene economie) en over diepgaande wetenschappelijke kennis van en inzicht in accountancy en controlling, en zijn in staat deze op een professionele manier toe te passen. Binnen het bedrijfswetenschappelijk subdomein betreft dit de gebieden financiering, algemene economie, organisatie en management en bestuurlijke informatiekunde. Binnen het subdomein van de Accountancy en Controlling betreft dit de gebieden Belastingrecht en Recht (inzake de onderneming), Financial Accounting, Management Accounting, Financiële administratie & boekhouden en Internal Control en Auditing. Voorts hebben de afgestudeerden basiskennis van de ondersteunende vakken wiskunde, statistiek en ICT. B. Academische eindkwalificaties. Deze betreffen academische vaardigheden en attituden, zoals het verzamelen, analyseren, interpreteren en synthetiseren van informatie, een onderzoekende attitude, kennis van wetenschappelijke methoden en technieken en het vermogen deze te gebruiken en het vermogen om vanuit een ethische invalshoek te reflecteren op wetenschappelijke inzichten en het (financieel) functioneren van organisaties en de maatschappij. C. Sociaal-communicatieve eindkwalificaties. Deze betreffen vaardigheden die nodig zijn om zelfstandig en in teamverband te kunnen functioneren in de toekomstige beroepspraktijk. D. Eindkwalificaties op het terrein van studievaardigheden en beroepenoriëntatie. Deze betreffen de vaardigheden die nodig zijn om het eigen leerproces te sturen, de bacheloropleiding binnen een redelijke termijn af te ronden, gefundeerde keuzen te maken voor verdieping, verbreding en vervolgactiviteiten na de bacheloropleiding en een vervolgopleiding te doen, waarin een hoger niveau van autonomie wordt gevraagd. Vergelijking met andere frameworks voor eindkwalificaties De eindkwalificaties van de BSc Accountancy en Controlling sluiten aan bij de eisen die gesteld worden vanuit de Commissie Eindtermen Accountantsopleiding (CEA) van Deze eisen hebben niet alleen betrekking op de beroepsvoorbereiding, maar ook op de wetenschappelijke dimensie van de opleiding. Zij stellen onder andere dat de wetenschappelijke dimensie tot uitdrukking komt in de vereiste kennis van het vakgebied (omvang, niveau en diepgang), in het behandelen van (actuele) theoretische concepten, modellen en internationale- (wetenschappelijke) literatuur, en in het (kunnen) verrichten van wetenschappelijk onderzoek. 34 QANU /Economics, Groningen University

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