General Statute Universiteit Nyenrode B.V. as approved by the University Board

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1 General Statute Universiteit Nyenrode B.V. as approved by the University Board General Statute Universiteit Nyenrode B.V. version 4 Approved of by the University Council 16-June 2014

2 CHAPTER 1: GENERAL PROVISIONS Definitions Educational program A degree awarding program, an executive education program or associated products offered by Universiteit Nyenrode B.V. LES Leadership, Entrepreneurship, Stewardship. The basic values of Universiteit Nyenrode B.V. OER Onderwijs en Examenreglement, for the English language programs these are called Rules & Regulations (R&R). Participant Any person registered as participant of any of the educational programs offered by Universiteit Nyenrode B.V. R&R See above under OER Student see: Participant. WHW Wet op Hoger onderwijs en Wetenschappelijk onderzoek Article 1 Legal title 1.1 This General Statute, hereafter: the statute, is established by the University Board of Universiteit Nyenrode B.V The provisions of the statute are legally binding provided that they are in conformity with Dutch law, or regulations covered by Dutch law. 1.3 The statute is valid for the whole of the Nyenrode organization, i. e. for Universiteit Nyenrode B.V., Nyenrode Services B.V., Nyenrode BBA B.V. and Nyenrode New Business School B.V., but not for Stichting Nyenrode. 1.4 All procedures and policy documents that are mentioned in this General Statute are available for all stakeholders from the secretarial department of the University Board. They are also available on the Nyenrode Intranet. 1.5 As Universiteit Nyenrode B.V. is a so called Erkende niet bekostigde Instelling following the WHW, the applicable parts of the WHW are being adhered to by Nyenrode. CHAPTER 2: Article 2 ORGANIZATION AND PERSONS RESPONSIBLE University Board 2.1 Universiteit Nyenrode B.V. has a University Board (College van Bestuur) 2.2 The University Board consists of the Rector Magnificus/Chairman of the Board, the Dean and the Financial Director. 2.3 The University Board is overall responsible for all educational, exam and research matters as mentioned in the WHW, all other responsibilities as mentioned in the articles of Association of Universiteit Nyenrode B.V., its By-Laws and the Approval List. 2.4 The University Board is overall responsible for establishing and observing this General Statute as well as for determining all the underlying Rules & Regulations and Codes of Conduct. -2-

3 2.5 The members of the University Board are the legal representatives of Universiteit Nyenrode B.V. Article 3 Division of tasks within the University Board 3.1 The Rector Magnificus manages the Faculty. He/she is portfolio holder for (see organizational chart) quality and performance of education and research, development of personnel, management and allocation of resources assigned to the Faculty, and where possible for the acquisition of resources, staff departments (other than the ones mentioned in 3.2 and 3.3). 3.2 The Dean is portfolio holder for quality and performance of the Degree Programs and for the Executive Education provided by Universiteit Nyenrode B.V. (see organizational chart) and for the performance of the Campus Dean. 3.3 The Financial Director is portfolio holder for financial aspects of Universiteit Nyenrode B.V. and its subsidiaries and manages the departments of: Finance and Control, ICT Services, Hospitality & Services, and Real Estates & Landscaping (see organizational chart) Article 4 Associate Deans, Head of Faculty and Director of Research 4.1 The Associate Dean Degree Programs is responsible for the management of the Degree Programs. The Associate Dean Degree Programs is accountable to the Dean. 4.2 The Associate Dean Executive Education and Organizational Development is responsible for the management of the EEOD programs. The Associate Dean Executive Education and Organizational Development is accountable to the Dean. 4.3 The Head of Faculty is responsible for all issues concerning Nyenrode Faculty. The Head of Faculty is accountable to the Rector Magnificus. 4.4 The Director of Research is responsible for all research issues. The Director of Research is accountable to the Rector Magnificus. Article 5 Program Directors and Program Management, Center Directors and Faculty 5.1 The University Board appoints Program Directors responsible for the development and realization of educational programs. A Program Director is responsible for the quality and financial results of an Educational Program, on the basis of a budget approved by the University Board. The Program Director is accountable to the Associate Dean Degree Programs and the Dean. 5.2 The PhD and EDP programs each also have a Program Director who is accountable to the Director of Research and the Rector Magnificus. 5.3 Program Management is responsible for the day to day organization of the relevant program. Program Management is accountable to the Program Director. 5.4 Within the Faculty there are centers, that consist of faculty members involved in the discipline covered by the center. These centers provide resources required for education and research. 5.5 Each center has a Center Director. Each Center Director is responsible for the quality and financial results of the center in question, on the basis of a budget approved by the University Board. The Center Director is accountable to the Head of Faculty and the Rector Magnificus. -3-

4 5.6 The faculty is responsible for conducting the primary process of education and research at Nyenrode. Faculty members are accountable to the Center Director. 5.7 The Faculty Charter is applicable to the faculty. 5.8 Faculty is required to report secondary activities beforehand to the Center Director to obtain permission to start these activities (see rules and regulations for secondary activities). Anyone enrolled on Nyenrode s staff is obliged to consider his or her Nyenrode activities as leading, thus having to report to Nyenrode on his other activities (see the rules in Faculty Charter). Article 6 The Academic Board 6.1 The University Board appoints an Academic Board. 6.2 The Academic Board advises the University Board in all matter concerning academic issues, such as: Academic quality policies for both the educational and the research process, The appointment of professors, The appointment of honorary doctors, Issues concerning faculty management, The awarding of PhDs and EDPs, The introduction of new programs within the educational portfolio of Nyenrode. 6.3 The Academic Board is chaired by the Rector Magnificus. Article 7 Program Committee 7.1 For each Degree Program the University Board installs a Program Committee (Opleidingscommissie). 7.2 The Program Committee monitors the educational quality in the program concerned and advises the Program Director and the Associate Dean about actions to take. 7.3 The composition of the Program Committees is according to the WHW and the way they operate is described in the Rules & Regulations Program Committee. Article 8 The Exam Committee 8.1 The University Board appoints Exam Committees for the degree programs at Nyenrode. 8.2 Each Exam Committee is responsible for all issues related to academic testing (WHW art. 7.12), e.g. setting of exams, the organization and coordination of the exams, the nomination of examiners and setting of assignments for a designated number of degree programs. 8.3 An Assessment Committee supports the work of the Exam Committees and has the specific task to monitor the quality of assessments. 8.4 The composition of the Exam Committees and of the Assessment Committee and the way they operate are described in the Handbook Exam Committees. 8.5 The assessment policy of Universiteit Nyenrode B.V. is laid down in the Nyenrode Assessment Guidelines. 8.6 In cases concerning assessment, for which this statute (and the handbook) makes no provision, the Exam Committee, in consultation with the Dean, has the final decision. A hardship clause allows specific situations to be taken into consideration. -4-

5 Article 9 Program Quality Evaluation Committee 9.1 The University Board appoints a Program Quality Evaluation Committee. 9.2 The Program Quality Evaluation Committee exists of five members, one of whom acts as chair. If necessary, external expertise can be brought in. The members and the chair are appointed by the Dean. The members should come from different NBU Centers and bring in academic and educational expertise as well as practical/business experience. 9.3 The Program Quality Evaluation Committee monitors the accreditation processes of the individual degree programs. This should be done from Academic and Educational perspectives. The Committee advises the Dean concerning the quality of draftself Assessment Reports for accreditation processes using the list of criteria that has been defined. Article10 Complaints Committee 10.1 The University Board appoints a Complaints Committee for all participants of the educational programs at Nyenrode The Complaints Committee handles all complaints that are outside the jurisdiction of the Exam Committee The composition of the Complaint Board and the way it operates is described in the Rules & Regulations Complaints Committee. Article 11 Appeal Committee 11.1 The University Board appoints an Appeal Committee The Appeal Committee will handle an appeal by a student or a group of students concerning a decision taken by or in name of the University Board, with the exception of a decision of a general nature. Appeals concerning decisions of one of the Exam Committees or Complaints Committee are emphatically handled by the Appeal Committee The composition of the Appeal Committee and the way it operates is described in the Rules & Regulations Appeal Committee. Article 12 Campus Dean 12.1 The University Board appoints a Campus Dean The Campus Dean guards and fosters the general climate on campus as well as the general climate of the Nyenrode Community as a whole The Campus Dean is accountable to the Dean. Article 13 The Heeren Vijf (the Board of the Nieuwe Compagnie van Verre N.C.V. ) 13.1 The Heeren Vijf handles N.C.V. related cases according to the articles of association and regulations of the N.C.V An N.C.V. related case is a case resulting from an activity organized by the Board of the N.C.V., an official Committee of the N.C.V., a jaarclub (in spe), a dispuut or a genootschap. Article 14 Campus Committee Board -5-

6 14.1 The Campus Committee Board is a part of the Nieuwe Compagnie Van Verre (NCV) and is appointed by the board of the NCV, the Heeren V. The Campus Committee Board (CCB) watches over the campus and devotes itself to improving campus life and the facilities and works in close cooperation with the Campus Dean The CCB handles all incidents on campus; if necessary these are brought to the attention of the Heeren Vijf and the Campus Dean The composition of the CCB and the way it operates is described in the Rules & Regulations CCB. Article 15 Campus Council (Campusraad) 15.1 The Campus Council is the independent legal body or court of the student Association N.C.V. and is appointed as such at the annual GPV of N.C.V The reactive role of the Campus Council is to exercise authority to undertake action when it has received a complaint form by a campus inhabitant, the CCB or any committee of the N.C.V.. As such, the Campus Council maintains law and order on the Nyenrode Estate and protects the privacy and integrity of all campus inhabitants and visitors The composition of the Campus Council and the way it operates is described in the Rules & Regulations Campus Council An appeal can be brought against the pronouncement of the Campus Council (not if the case has been referred to the Board of the University). The appeal rules as set out in article 33 apply, except that the Chairman of the Appeal Committee in this case is the Secretary of the University Board or in his/her absence the Campus Dean. A student living on Campus will be included in the appeal committee. During an appeal the judgment will be suspended. After this appeal no further appeal is possible. Article 16 Works Council 16.1 Universiteit Nyenrode B.V. has in accordance with Dutch Law (Wet op de Ondernemingsraden (WOR)) a Works Council The rights and responsibilities of the Works Council are laid down in the WOR The composition of the Works Council and the way it operates is described in the Rules & Regulations Works Council The Works Council and the University Board arrange how their mutual cooperation takes form. Article 17 Committee for Scientific Integrity 17.1 Universiteit Nyenrode B.V. adheres to the Dutch Code of Conduct for Scientific Integrity as defined by Vereniging Nederlandse Universiteiten (VSNU) The University Board appoints a Committee for Scientific Integrity The University Board appoints a Confidential Councilor for Scientific Integrity 17.4 Both the Committee and the Confidential Councilor work according to the protocol Scientific Integrity as defined in the Dutch Code of Conduct for Scientific Integrity. Article 18 Confidential Counselors 18.1 Universiteit Nyenrode B.V. appoints confidential counselors both for students and for personnel. There are at least two for personnel (one female, one male) and three for -6-

7 students (including at least one female and one male). The names and contact data for those persons are published on the Nyenrode intranet and on the student portals The Confidential Counselors work according to Guidelines Confidential Counselors When the situation requires the University Board appoints a small independent committee to investigate the situation and come up with recommendations The Confidential Counselors report annually about the trends and developments to the University Board and to the Works Council. CHAPTER 3: INFORMATION Article 19 General Information for personnel 1 and students 19.1 The University Board provides personnel and (prospective) students with at least the following information: the general statute; an overview of the degree programs offered at Nyenrode; the educational background requirements and other enrollment and admission requirements, including the fees to be paid and the conditions which must be met with regard to campus accommodation; the way in which one can apply for and enroll in a program, the criteria for a possible selection process for a program, the way in which the introductory period is organized, the costs involved in following a certain program, the duration of the program and the exam requirements; the opportunities which are available to the graduate upon successful completion of the program, including the way in which Nyenrode can contribute to these opportunities by supporting the student in the graduate market; information on specific facilities which Nyenrode offers, including housing and sports facilities; any further information which can contribute to a good understanding of what Nyenrode has to offer In addition to the above, the University Board is required to inform personnel about their legal position. Article 20 Privacy 20.1 Universiteit Nyenrode B.V. has adopted a Privacy Code concerning the protection of the privacy of its students and its personnel. The information concerning students and personnel will be registered in accordance with the provisions of the prevailing Dutch laws (Wet Bescherming Persoonsgegevens, Registry Law ('Archiefwet') Universiteit Nyenrode B.V. has appointed an officer responsible for the protection of the privacy of its students and personnel Those wanting to enroll as students in a program of Universiteit Nyenrode B.V. have to accept the Nyenrode Terms of Application and sign for it. 1 The term personnel as used in this Statute, refers both to persons responsible for education and research, as well as to those who perform support services. -7-

8 CHAPTER 4: Article 201 ENROLLMENT Student Enrollment in a Nyenrode Program 21.1 A prospective student can register for an educational program provided he/she has met the requirements laid down for that particular program The University Board may make registration dependent on a program s capacity The University Board determines the time at which the collection of tuition fees will begin Students may register for a Nyenrode Program providing that they: produce proof that demonstrates that they meet the educational background requirements for the particular Program as demanded; produce proof that demonstrates that they meet the practical experience requirements for the particular Program as demanded; have been admitted to the Program on the basis of successful completion of the admissions process to be conducted under responsibility of the Program Director Registration for a degree program only takes place if the student, upon submitting the appropriate documentary proof, has met the financial obligations relating to admission to, and participation in the program concerned Enrollment gives the right: to receive instruction in the program chosen and to participate in the accompanying exams, subject to the stipulations in Chapter 4, Article 21, Paragraph 8; to have access to, and to be able to make use of, the buildings belonging to Nyenrode and the general facilities to be found therein, unless otherwise stipulated; to make use of facilities specifically designed for students, unless otherwise stipulated The University Board may refuse enrollment, provided it is done in writing and the reasons are stated Should a student, during the study period, not meet his/her financial requirements, either fully or partially, the University Board, upon advice of the Program Director, may decide to exclude the student concerned from lectures/teaching and/or exams until such time as the student has fulfilled his/her obligations Concerning enrollment of students, that do not have the Dutch nationality, Universiteit Nyenrode B.V. adheres to the Dutch Code of Conduct for International Students. Article 22 Termination of enrollment 22.1 Students can withdraw their enrollment in the case of illness or special circumstances. The University Board, upon advice from the Program Director involved, determines whether, and to what extent, the student has a right to partial reimbursement of the tuition fees. A hardship clause allows specific situations to be taken into consideration The enrollment legally ends after the established duration of the program has expired The University Board may terminate the enrollment in cases where students do not meet their obligations In all cases of termination of enrollment, the student receives word to that effect In cases where termination of enrollment takes place after the commencement of study, results and grades gained up to that point will, as far as is possible, be issued. -8-

9 22.6 In cases of termination of enrollment, all rights pertaining to the student will be annulled. [see Chapter 4, Article 21, Paragraph 6]. CHAPTER 5: Article 23 EDUCATION Responsibility for the Program 23.1 The Program Director is fully responsible for the program concerned The Program Director designs the program according to the rules laid down in the Quality Handbook Degree Programs The Program Director asks the Center Directors to provide faculty to develop the modules within the program and to teach in those according to the course delivery guidelines. Should there be a disagreement between Program Director and Center Director, the Dean will decide in consultation with the Head of Faculty The Program Director instigates the installation of a Program Committee (Onderwijscommissie) in accordance with the WHW. The members of the Program Committee are formally appointed by the University Board (see article 7) The Program Director instigates the installation of an Advisory Board to ensure that the contents of the program stays connected with the demands of the developments in the business world The Program Director monitors the quality of the program and reports annually to the University Board about the program. The Program Director has the authority to take all appropriate measures deemed necessary to ensure this (within the boundaries of the budget granted by the University Board) The Program Director is responsible for delivering the documentation needed for accreditation of the program by external parties (NVAO, EQUIS, AMBA, NSE, FT and so on) The Program Director evaluates the quality of the program according to the quality cycle in the Quality Handbook Degree Programs of Universiteit Nyenrode B.V. Article 24 Program Rules & Regulations 24.1 The Program Director makes a proposal for the Rules & Regulations (also known as the Onderwijs en Examen Reglement, OER) for the program in accordance with the WHW The Rules & Regulations are submitted to the Program Committee and to the Exam Committee for advice The Rules & Regulations are reviewed annually according to the quality cycle in the Quality Handbook Degree Programs of Universiteit Nyenrode B.V The Rules & Regulations are established by the University Board. Article 25 Course outlines 25.1 The Program Director ensures that the course outlines for the program concerned maintain the following information: a. content and learning objective of the courses (including the LES learning objectives); b. teaching-methods; c. content of exams, tests, and assignments; d. method of assessment and an assessment matrix; -9-

10 e. calculations used in assessments; f. assessment schedule; g. required reading. CHAPTER 6: Article 26 DIPLOMA and CERTIFICATES Diploma and certificates 26.1 In cases where a course has been carried out, the Exam Committee concerned, or those acting on its behalf, can issue a certificate stating the result of the course taken Students who have successfully passed all parts of the assessments required and have acquitted themselves of all other obligations, including all financial obligations, will be granted a diploma by the Exam Committee on behalf of the University Board Each diploma is signed by the Rector Magnificus, the Dean and the Chair of the Exam Committee Participants of the Executive Education programs will receive a certificate according to the rules of the program attended. CHAPTER 7: Article 27 Research RESEARCH 27.1 Universiteit Nyenrode B.V. adheres to the Dutch Code of Conduct for Scientific Integrity and has appointed a scientific integrity committee and a confidential councilor (article 17) The Director of Research coordinates the research done at Universiteit Nyenrode B.V The Center Director is responsible for organizing the research within the Center in according to the policy defined by Nyenrode Universiteit B.V. The Center Director reports on this to the Director of Research Universiteit Nyenrode B.V. organizes repositories for the research publications and for the research data The intellectual property of the research data and the publications that ensue from it is in accordance with Dutch law (Auteurswet). Article 28 PhD students 28.1 The University Board determines the PhD Rules & Regulations. These are applicable to doctorate research carried out by doctorate students at Nyenrode The Doctorate Board consists of the Rector Magnificus, the Dean and the Director of Research The Doctorate Board grants doctorates in accordance with the WHW. The procedures for the defense of the PhD thesis are described in the PhD Rules & Regulations. CHAPTER 8: Article 29 SOCIAL BEHAVIOR Code of Conduct 29.1 Students and personnel are expected to act in accordance with the legal provisions at all times. It is obligatory to adhere to the guidelines laid down by the University Board in the Code of Conduct This Code of Conduct addresses issues as: -10-

11 Discrimination, intimidation and harassment; Bribery; Weapons; Drugs and alcohol. The Code of Conduct also addresses correct behavior concerning (among others): in traffic and parking on the grounds of Nyenrode; security, safety and the feeling of safety on campus; the surrounding environment; the use of all property, equipment and facilities; the use of electronic mail, (public domain) software and shareware and the internet; housing; the destruction of property; The way Nyenrode is presented in the Media and the Social Media In the case of behavior which is unbefitting or irresponsible, the University Board may take its own measures, but without countermanding those of the public prosecutor or judge. If necessary the University Board installs a small independent committee to investigate the issue In the case of a referral from the CCB or the Campus Council, the University Board will allow the Campus Council to provide a written advice before taking a measure. The Chairman of the Campus Council, or his representative, will be invited to the meeting where the case and its appropriate measure(s) is/are being discussed An appeal against the measures taken by the Board of the University and referred to in the third paragraph is possible if made to the Appeal Committee within 15 working days. CHAPTER 9: STUDENT HOUSING Article 30 Campus Residence 30.1 Students are not required to live on campus, unless explicitly prescribed in the Program Rules & Regulations (OER). For those students that do live on campus, the University Board determines the general provisions under which accommodation at Nyenrode can be rented. The occupation of accommodation on campus is based on a rental contract. CHAPTER 10: COMPLAINT PROCEDURES Article 31 Lodging a compliant with the Exam Committee 31.1 In order to complain against a decision concerning academic testing (assessments), it is possible to register a written complaint with the Exam Committee within 15 working days following the availability of the assessment result. The Exam Committee will act on the complaint within 15 working days In order to complain against a decision made by the Exam Committee, it is possible to register a written complaint with the Exam Committee within 15 working days following the announcement of the Committee s decision The complaint must include: a. name, address (this includes postal code, city, country) of the appellant; -11-

12 b. name of the body or the official responsible for the decision against which the complaint is lodged; c. a clear description of the decision or, as the case may be, of the treatment against which the complaint is directed. A copy of the decision in question should, if possible, also be submitted. If the complaint concerns a refusal to comply with a decision, a clear description must be given of the decision that should have been taken in the eyes of the appellant; d. the grounds on which the complaint is based All documents pertaining to the complaint should be addressed to the coordinator of the relevant Exam Committee The Exam Committee will act on the complaint within 15 working days To appeal against a decision made by the Exam Committee, a written appeal can be filed with the Appeal Committee The participant can (at his/her own risk) continue with the educational program while the complaint is under consideration. Article 32 Lodging a complaint with the Complaint Board 32.1 In order to complain against a decision concerning other issues than academic testing (assessments), it is possible to register a written complaint with the Complaint Board within 15 working days following the decision. The Complaint Board will act on the complaint within 15 working days The complaint must include: a. name, address (this includes postal code, city, country) of the appellant; b. name of the body or the official responsible for the decision against which the complaint is lodged; c. a clear description of the decision or, as the case may be, of the treatment against which the complaint is directed. A copy of the decision in question should, if possible, also be submitted. If the complaint concerns a refusal to comply with a decision, a clear description must be given of the decision that should have been taken in the eyes of the appellant; d. the grounds on which the complaint is based All documents pertaining to the complaint should be addressed to the coordinator of the Complaint Board The Complaint Board will act on the complaint within 15 working days To appeal against a decision made by the Complaint Board, a written appeal can be filed with the Appeal Committee The participant can (at his/her own risk) continue with the educational program while the complaint is under consideration. Article 33 Lodging an appeal with the Appeal Committee 33.1 To appeal against a decision made by the Exam Committee, by the Complaint Board or by Nyenrode and its representatives, for which this statute provides, a written appeal can be filed with the Appeal Committee within 15 working days following the announcement of the decision against which the appeal is being made. The procedure to be followed is described in the Nyenrode Appeal Procedure The appeal will, in all cases, be lodged in the form of a written statement outlining the reasons, within 15 working days following the announcement of the decision against which the appeal is being made. If this time-period is exceeded as a consequence of -12-

13 circumstances beyond the control of the person involved, the Appeal Committee will disregard those grounds for a non-admissible declaration The appeal must include: a. name, address (this includes postal code, city, country) of the appellant; b. name of the body or the official responsible for the decision against which the appeal is lodged; c. a clear description of the decision or, as the case may be, of the treatment against which the appeal is directed. A copy of the decision in question should, if possible, also be submitted. If the appeal concerns a refusal to comply with a decision, a clear description must be given of the decision that should have been taken in the eyes of the appellant; d. the grounds on which the appeal is based All documents pertaining to the appeal should be addressed to the secretary of the Appeal Committee, and have Nyenrode's address as the place of residence (AppealCommittee@Nyenrode.nl) The fee set for the lodging of an appeal is 100. If the Appeal Committee decides in favor of the appellant, this fee will be refunded The chairperson of the Appeal Committee will inform the appellant of possible deficiencies in the appellant's case and will invite him/her to rectify or resolve these within a period of time determined by the chair. Where the appellant fails to do so, the appeal can be declared non-admissible on these grounds The Appeal Committee will act on the appeal within 12 weeks according to Dutch Law (Wet Algemeen Bestuursrecht). The chairman of the Appeal Committee can make a provisional ruling should problems arises because of this time frame The participant can (at his/her own risk) continue with the educational program while the complaint is under consideration. CHAPTER 11: FINAL CONDITIONS Article 34 Mandating by the University Board 34.1 The University Board can mandate the authority assigned to it in this statute. Article 35 The scope of this statute 35.1 This statute is valid for the whole of the Nyenrode organization (see article 1.3). This statute replaces all previous statutes. Article 36 Date when statute takes effect 36.1 This statute will be reviewed yearly and will be established each year anew This statute will take effect the day after it has been laid down by the University Board Interim changes during the year are only possible when they are advantageous to the group (participants, employees) concerned. Article 37 Unforeseen cases 37.1 In all cases not covered by the provisions of this statute, the University Board has the final decision. -13-

14 Article 38 Final and temporary provisions 38.1 The regulations in this Statute can diverge from those stipulated in the other rules and regulations of Universiteit Nyenrode B.V.. In such cases the University Board will decide how the regulations should be interpreted and applied reasonably and in good faith. Thus laid down by the University Board. -14-

15 Appendices 1. articles of Association of Universiteit Nyenrode B.V., its By-Laws and the Approval List (present) 2. organizational chart (present) 3. Faculty charter (present) 4. Rules & Regulations Program Committee (to be written) 5. NBU Handbook Exam Committees (present) 6. Nyenrode assessment guidelines 7. Rules & Regulations Complaint Board (to be written) 8. Rules & Regulations Works Council (present; in Dutch only) 9. Dutch Code of Conduct for Scientific Integrity (present) 10. Guidelines Confidential Counselors (to be written) 11. Privacy Code (present in Dutch) 12. Nyenrode Terms of Application (present) 13. Dutch Code of Conduct for International Students (present) 14. Quality Handbook Degree Programs (present, but always a work in progress) 15. PhD and EDP Rules & Regulations (present) 16. Code of Conduct participants (present) 17. Code of conduct staff (to be written) 18. Nyenrode Appeal Procedure (present) 19. Rules and Regulations Secondary Activities (in progress) -15-

16 Appendix 1: a. Akte van Statutenwijziging d.d. 1 april 2010 (Dutch) b. Bestuursreglement (Dutch)

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29 VERSIE: 1 SEPTEMBER 2013 UNIVERSITEIT NYENRODE B.V. REGLEMENT VAN HET COLLEGE VAN BESTUUR AMCO:

30 INHOUD Hoofdstuk Blz. Hoofdstuk I: Samenstelling CvB, Functies en Taakverdeling Samenstelling Functies en Taakverdeling Secretaris van de Vennootschap... 3 Hoofdstuk II: Taken en bevoegdheden Taken betreffende Vennootschap en onderneming Algemene taken en bevoegdheden Relatie met Stichting Nyenrode... 5 Hoofdstuk III: Vergaderingen van het CvB; besluitvorming Frequentie, oproeping, agenda en plaats van vergadering Aanwezigheid in en toegang tot vergaderingen Voorzitter van de vergadering; verslag Besluitvorming binnen het CvB... 6 Hoofdstuk IV: Overige bepalingen Tegenstrijdige belangen van Bestuurders Vertrouwelijkheid Diversen... 8 Bijlage Blz. 1. Gehanteerde begrippen Taakverdeling CvB-besluiten onderworpen aan goedkeuring Stichting Nyenrode..12 Dit reglement is vastgesteld door het College van Bestuur op 28 augustus 2013 en goedgekeurd door Stichting Nyenrode op 28 augustus 2013, en effectief met ingang van 1 september AMCO:

31 INLEIDING 0.1 Dit Reglement is een aanvulling op de bepalingen van toepasselijke wet- en regelgeving en de statuten van de Vennootschap. 0.2 De betekenis van een aantal, al dan niet met een hoofdletter geschreven, begrippen die in dit Reglement worden gehanteerd, is weergegeven in Bijlage 1 (Gehanteerde begrippen). 1. Samenstelling HOOFDSTUK I SAMENSTELLING CVB, FUNCTIES EN TAAKVERDELING 1.1 Het aantal Bestuurders wordt vastgesteld door Stichting Nyenrode. 1.2 Het CvB zal zich er, binnen de grenzen van zijn bevoegdheden, voor inzetten dat het CvB te allen tijde zodanig is samengesteld dat: (a) (b) (c) de leden ten opzichte van elkaar, en welk deelbelang dan ook onafhankelijk en kritisch kunnen opereren; ieder Bestuurder geschikt is om de hoofdlijnen van het totale beleid te beoordelen; en ieder Bestuurder beschikt over de specifieke deskundigheid die noodzakelijk is voor de vervulling van zijn taak. 1.3 De Bestuurders worden benoemd door Stichting Nyenrode. 2. Functies en Taakverdeling 2.1 Stichting Nyenrode wijst één van de Bestuurders aan als Voorzitter van het CvB. De voorzitter vervult tevens de functie van rector magnificus. 2.2 Het CvB kan een van de Bestuurders aanwijzen als Financieel Directeur en een andere Bestuurder als Decaan, onder voorafgaande goedkeuring van Stichting Nyenrode. 2.3 De taakverdeling binnen het CvB is omschreven in Bijlage 2 (Taakverdeling). 2.4 De ondertekening namens de Vennootschap van contracten en andere stukken waarbij de Vennootschap verplichtingen aangaat, geschiedt in beginsel door twee Bestuurders tezamen, waaronder de Bestuurder tot wiens takenpakket het aangaan van de verplichting behoort. 3. Secretaris van de Vennootschap 3.1 Het CvB wordt ondersteund door de secretaris van de Vennootschap, die wordt aangewezen door het CvB in overleg met Stichting Nyenrode. De secretaris van de Vennootschap is tevens secretaris van het bestuur van Stichting Nyenrode. 3.2 Alle Bestuurders hebben toegang tot advies van en dienstverlening door de secretaris van de Vennootschap AMCO:

32 3.3 De secretaris van de Vennootschap ziet erop toe dat juiste procedures worden gevolgd en dat wordt gehandeld in overeenstemming met de wettelijke en statutaire verplichtingen van het CvB. De secretaris van de Vennootschap ondersteunt de Voorzitter van het CvB bij de organisatie van zaken betreffende het CvB (informatie, agendering, verslaglegging van vergaderingen, evaluatie, etc.). De secretaris van de Vennootschap is als zodanig tevens secretaris van het CvB. 3.4 De secretaris van de Vennootschap kan zijn taken uit hoofde van dit Reglement, of onderdelen daarvan, delegeren aan een door hem in overleg met de Voorzitter van het CvB benoemde plaatsvervanger. 3.5 De taken van de secretaris van de Vennootschap zijn nader omschreven in Bijlage 2 (Taakverdeling). HOOFDSTUK II TAKEN EN BEVOEGDHEDEN 4. Taken betreffende Vennootschap en onderneming 4.1 Het CvB is belast met het besturen van Vennootschap en de met haar verbonden onderneming, daaronder begrepen het vaststellen van de strategie en de hoofdpunten van het beleid van de Vennootschap. In verband met de door de Vennootschap in stand gehouden universiteit treedt het CvB op als instellingsbestuur in de zin van de Wet op het hoger onderwijs. Het CvB draagt zorg voor de naleving van de verplichtingen die voor de Vennootschap uit die wet voortvloeien. Als instellingsbestuur is het CvB onder meer verantwoordelijk voor het algemeen reglement (General Statute) en de onderwijs- en examenreglementen. Het CvB kan zich laten bijstaan door adviescommissies, waaronder de Academic Board. 4.2 Uiterlijk twee maanden voor het begin van elk boekjaar legt de Financieel Directeur de jaarlijkse begroting ter goedkeuring voor aan het CvB. 4.3 Op (ten minste) maandelijkse basis geeft iedere Bestuurder aan het CvB een update omtrent de belangrijke ontwikkelingen op de gebieden van zijn takenpakket ter bespreking in de vergadering van het CvB. Waar gepast wordt de update of een samenvatting daarvan, of worden stukken die daar betrekking op hebben, voorafgaand aan de vergadering rondgestuurd. Standaard stuurt de Financieel Directeur elke maand management accounts en elke vier maanden een meer gedetailleerd financieel verslag rond. 4.4 Het CvB bespreekt ten minste eenmaal per jaar de strategie en (op basis van een management letter) de voornaamste risico's verbonden aan de onderneming en de werking van de interne risicobeheersings- en controlesystemen, alsmede eventuele significante wijzigingen hierin. 5. Algemene taken en bevoegdheden 5.1 De verantwoordelijkheid voor de uitvoering van zijn taken berust bij het CvB als collectief. 5.2 Bij de vervulling van hun taak richten de Bestuurders zich naar het belang van de Vennootschap en de met haar verbonden onderneming. Zij wegen daartoe de in aanmerking AMCO:

33 komende belangen van bij de Vennootschap betrokkenen af. Bestuurders vervullen hun taak zonder mandaat en onafhankelijk van de bij de Vennootschap betrokken deelbelangen. Zij steunen niet een bepaald belang zonder daarbij oog te hebben voor de andere betrokken belangen. 5.3 Het CvB is verantwoordelijk voor de kwaliteit van zijn eigen functioneren. 5.4 Het CvB en zijn individuele leden hebben een eigen verantwoordelijkheid om van elkaar en van de externe accountant alle informatie te verlangen die het CvB behoeft om zijn taak goed te kunnen uitoefenen. 5.5 Ieder lid van het CvB heeft toegang tot de boeken, gegevens en kantoren van de Vennootschap voor zover dit nodig is voor of dienstig kan zijn aan een goede vervulling van zijn taak. 5.6 In aangelegenheden van materieel belang mogen namens de Vennootschap slechts (rechts)handelingen worden verricht op basis van een toereikend besluit van het CvB of een uitdrukkelijke delegatie van bevoegdheid. Tevens dient vooraf een zorgvuldige beoordeling plaats te vinden, ook van juridische implicaties. 6. Relatie met Stichting Nyenrode 6.1 Het CvB bevordert een goede werkverhouding met Stichting Nyenrode teneinde de stichting in staat te stellen om vanuit haar functie als aandeelhouder geregeld toezicht te houden op het beleid van het CvB en het CvB met raad terzijde te staan, en om Stichting Nyenrode in staat te stellen haar bevoegdheden uit te oefenen. 6.2 In het kader van deze werkverhouding wordt regelmatig overleg gevoerd: door de Voorzitter van het CvB met de voorzitter van het bestuur van Stichting Nyenrode; door de Financieel Directeur (en wanneer gewenst: de Voorzitter van het CvB) met (de voorzitter van) de auditcommissie van Stichting Nyenrode; en door leden van het CvB met leden en commissies van het bestuur van Stichting Nyenrode, overeenkomstig de portefeuilleverdeling over en weer. 6.3 Stichting Nyenrode is bevoegd besluiten en handelingen van het CvB aan haar goedkeuring te onderwerpen (zie artikel 15.2 van de statuten van de Vennootschap). Deze besluiten en handelingen worden schriftelijk aan het CvB meegedeeld. Het CvB draagt er zorg voor dat (rechts)handelingen waarvoor deze goedkeuring is vereist, niet worden verricht dan nadat deze goedkeuring is verkregen. Een Nederlandse vertaling van de goedkeuringslijst is opgenomen in Bijlage 3 (CvB-besluiten onderworpen aan goedkeuring Stichting Nyenrode). Wordt deze goedkeuringslijst door Stichting Nyenrode gewijzigd, dan wordt Bijlage 3 vervangen door een Nederlandse vertaling van de gewijzigde goedkeuringslijst. Bij twijfel over de uitleg van de goedkeuringslijst voert de voorzitter van het CvB overleg met de voorzitter van het bestuur van Stichting Nyenrode en is het oordeel van laatstgenoemde beslissend AMCO:

34 6.4 Het CvB is voorts gehouden om door Stichting Nyenrode gegeven aanwijzingen op te volgen (zie artikel 15.5 van de statuten van de Vennootschap), tenzij het belang van de Vennootschap en de daarmee verbonden onderneming zich daartegen verzet. 6.5 Het CvB legt het jaarverslag en de jaarrekening voor aan Stichting Nyenrode, de eerste ter bespreking, de laatste ter bespreking en vaststelling. 6.6 Het CvB verschaft aan Stichting Nyenrode alle verlangde informatie. 6.7 Het hiervoor in dit artikel 6 bepaalde laat de overigens aan Stichting Nyenrode toekomende bevoegdheden (voortvloeiend uit de wet, de statuten van de Vennootschap en dit Reglement) onverlet. HOOFDSTUK III VERGADERINGEN VAN HET CVB; BESLUITVORMING 7. Frequentie, oproeping, agenda en plaats van vergadering 7.1 Het CvB vergadert ten minste tweemaal per maand en vaker indien een Bestuurder dat nodig acht voor een goed functioneren van het CvB. 7.2 Vergaderingen van het CvB worden in beginsel bijeengeroepen door de secretaris van de Vennootschap, in overleg met de Voorzitter van het CvB. Behoudens in spoedeisende gevallen, zulks ter beoordeling van de Voorzitter van het CvB, wordt de agenda voor de vergadering ten minste twee kalenderdagen voor de vergadering toegezonden aan de Bestuurders. 7.3 Ieder Bestuurder heeft het recht te verlangen dat een onderwerp op de agenda van een vergadering van het CvB wordt geplaatst. 7.4 Vergaderingen van het CvB worden over het algemeen gehouden ten kantore van de Vennootschap, maar kunnen ook elders worden gehouden. Vergaderingen van het CvB kunnen tevens worden gehouden door middel van conference call, video conference of andere communicatiemiddelen, mits de deelnemers daarbij tegelijkertijd met elkaar kunnen communiceren. 8. Aanwezigheid in en toegang tot vergaderingen 8.1 Een Bestuurder kan zich in vergaderingen door een ander Bestuurder bij schriftelijke volmacht doen vertegenwoordigen. Van het bestaan van een dergelijke volmacht moet aan de voorzitter van de vergadering genoegzaam zijn gebleken. 8.2 Indien een Bestuurder regelmatig afwezig is van vergaderingen van het CvB wordt hij daartoe ter verantwoording geroepen door de Voorzitter van het CvB. 8.3 Omtrent het toelaten tot vergaderingen van andere personen dan Bestuurders en de secretaris van de Vennootschap beslissen de ter vergadering aanwezige en vertegenwoordigde Bestuurders, bij meerderheid van stemmen AMCO:

35 9. Voorzitter van de vergadering; verslag 9.1 De vergaderingen van het CvB worden geleid door de Voorzitter van het CvB of, bij zijn afwezigheid, een van de andere Bestuurders. 9.2 Van het verhandelde in een vergadering van het CvB wordt een verslag opgemaakt door de secretaris van de Vennootschap of een andere daartoe door de voorzitter van de vergadering aangewezen persoon. Het verslag verschaft inzicht in de besluitvorming ter vergadering. Het verslag wordt vastgesteld door het CvB in dezelfde of de eerstvolgende vergadering. 10. Besluitvorming binnen het CvB 10.1 De Bestuurders bevorderen zoveel mogelijk dat besluiten bij unanimiteit worden genomen Ieder Bestuurder heeft één stem Indien unanimiteit niet haalbaar blijkt en de wet, de statuten van de Vennootschap of dit Reglement geen grotere meerderheid voorschrijven, worden besluiten van het CvB genomen bij meerderheid van de uitgebrachte stemmen. Indien de stemmen staken is de stem van de Voorzitter van het CvB doorslaggevend. Het CvB kan slechts besluiten nemen indien een meerderheid van de Bestuurders ter vergadering aanwezig of vertegenwoordigd is Besluiten van het CvB worden in beginsel genomen in een vergadering van het CvB Besluiten van het CvB kunnen ook schriftelijk worden genomen, mits het desbetreffende voorstel aan alle in functie zijnde Bestuurders is voorgelegd en geen van hen zich tegen deze wijze van besluitvorming verzet. Schriftelijke besluitvorming geschiedt door middel van schriftelijke verklaringen van alle Bestuurders. Een verklaring van een Bestuurder dat zich ter zake van een schriftelijk te nemen besluit wil onthouden van stemming, dient in te houden dat hij zich niet tegen deze wijze van besluitvorming verzet Het CvB mag afwijken van de bepalingen van de artikelen 10.3 (laatste zin), 10.4 en 10.5 indien de Voorzitter van het CvB dit noodzakelijk acht gezien het dringende karakter of andere omstandigheden van de zaak, mits alle Bestuurders in staat worden gesteld deel te nemen aan de besluitvorming. De Voorzitter van het CvB en de secretaris van de Vennootschap stellen een verslag op van aldus genomen besluiten, dat bij de stukken voor de volgende vergadering van het CvB wordt gevoegd Bij de vaststelling in hoeverre Bestuurders aanwezig of vertegenwoordigd zijn, instemmen met een wijze van besluitvorming, of stemmen, wordt geen rekening gehouden met vacante bestuurszetels en Bestuurders die belet hebben Van een door het CvB genomen besluit kan extern worden blijk gegeven door een verklaring van de Voorzitter van het CvB of de secretaris van de Vennootschap. HOOFDSTUK IV OVERIGE BEPALINGEN AMCO:

36 11. Tegenstrijdige belangen van Bestuurders 11.1 Een Bestuurder met een tegenstrijdig belang als bedoeld in artikel 11.2 of met een belang dat de schijn van een dergelijk tegenstrijdig belang kan hebben (beide een (potentieel) tegenstrijdig belang) stelt de andere Bestuurders en Stichting Nyenrode hiervan in kennis Een Bestuurder die een direct of indirect persoonlijk belang heeft dat tegenstrijdig is met het belang van de Vennootschap en de met haar verbonden onderneming (een geconflicteerd Bestuurder) neemt niet deel aan de beraadslaging en besluitvorming binnen het CvB Van een tegenstrijdig belang als bedoeld in artikel 11.2 is sprake, indien de Bestuurder in de gegeven situatie niet in staat moet worden geacht het belang van de Vennootschap en de met haar verbonden onderneming met de vereiste integriteit en objectiviteit te behartigen. Wordt een transactie voorgesteld waarbij naast de Vennootschap ook een groepsmaatschappij van de Vennootschap een belang heeft, dan betekent het enkele feit dat een Bestuurder enige functie bekleedt bij de betrokken of een andere groepsmaatschappij, en daarvoor al dan niet een vergoeding ontvangt, nog niet dat sprake is van een tegenstrijdig belang als bedoeld in artikel Stichting Nyenrode is bevoegd: (a) (b) om te beslissen of een potentieel tegenstrijdig belang behandeld dient te worden als een tegenstrijdig belang in de zin van artikel 11.2; en om in geval van een (potentieel) tegenstrijdig belang alle verdere maatregelen te treffen die het nodig acht, bijvoorbeeld dat informatie over een aangelegenheid waarop een tegenstrijdige belang betrekking heeft, aan de geconflicteerde Bestuurder wordt onthouden Een Bestuurder die in verband met een (potentieel) tegenstrijdig belang niet de taken en bevoegdheden uitoefent die hem anders als Bestuurder zouden toekomen, wordt in zoverre aangemerkt als een Bestuurder die belet heeft in de zin van artikel 17 van de statuten van de Vennootschap, indien en voor zover dit artikel 11 niet een oplossing biedt Alle besluiten van het CvB omtrent een aangelegenheid waarbij één of meer geconflicteerde Bestuurders zijn betrokken, zijn onderworpen aan de voorafgaande goedkeuring van Stichting Nyenrode. 12. Vertrouwelijkheid Een Bestuurder mag tijdens zijn lidmaatschap van het CvB en daarna op geen enkele wijze aan wie dan ook enige mededeling doen van informatie van vertrouwelijke aard betreffende de onderneming van de Vennootschap en/of vennootschappen waarin zij deelneemt, die een Bestuurder ter kennis is gekomen in het kader van de uitoefening van zijn werkzaamheden voor de Vennootschap en waarvan hij weet of behoort te weten dat deze vertrouwelijk is, tenzij hij zulks bij wet verplicht is. Een Bestuurder mag de hierboven omschreven informatie op geen enkele wijze voor eigen nut aanwenden. 13. Diversen 13.1 Aanvaarding door Bestuurders. Ieder die tot Bestuurder wordt benoemd wordt verzocht bij de aanvaarding van de functie schriftelijk aan de Vennootschap te verklaren dat hij de inhoud AMCO:

37 van dit Reglement aanvaardt en daarmee instemt, en dat hij zich jegens de Vennootschap verbindt de bepalingen van dit Reglement te zullen naleven Incidentele niet-naleving. Het CvB kan incidenteel besluiten dit Reglement niet na te leven, met inachtneming van toepasselijke wet- en regelgeving Wijziging. Dit Reglement kan van tijd tot tijd door het CvB worden gewijzigd, maar alleen onder voorafgaande goedkeuring van Stichting Nyenrode Interpretatie. In geval van onduidelijkheid of verschil van mening over de betekenis van enige bepaling uit dit Reglement is het oordeel van de Voorzitter van het CvB daaromtrent beslissend (behoudens artikel 6.3, laatste volzin) Toepasselijk recht en jurisdictie. Dit Reglement wordt beheerst door Nederlands recht. De Nederlandse rechter is exclusief bevoegd om geschillen als gevolg van of in verband met dit Reglement (inclusief geschillen omtrent het bestaan, de geldigheid of de beëindiging van dit Reglement) te beslechten Complementariteit met Nederlands recht en de statuten. Dit Reglement is een aanvulling op het bepaalde in de Nederlandse wet en de statuten van de Vennootschap. Waar dit Reglement niet in overeenstemming is met de Nederlandse wet of de statuten van de Vennootschap, prevaleren die laatste. Waar dit Reglement in overeenstemming is met de statuten van de Vennootschap maar niet in overeenstemming met de Nederlandse wet, prevaleren die laatste. *** AMCO:

38 BIJLAGE 1 GEHANTEERDE BEGRIPPEN 1. In het Reglement hebben de navolgende begrippen de daarachter vermelde betekenissen: Bestuurder betekent een lid van het CvB. CvB betekent het college van bestuur van de Vennootschap. Decaan betekent de Bestuurder die overeenkomstig artikel 2.2 van het Reglement als Decaan is aangewezen. Financieel Directeur betekent de Bestuurder die overeenkomstig artikel 2.2 van het Reglement als Financieel Directeur is aangewezen. Reglement betekent het reglement van het CvB inclusief de daarbij behorende bijlagen. Stichting Nyenrode betekent Stichting Nyenrode, een stichting naar Nederlands recht, die de enig aandeelhouder is van de Vennootschap. Vennootschap betekent Universiteit Nyenrode B.V. alsmede, waar passend, de dochtermaatschappijen en eventuele andere groepsmaatschappijen van de Vennootschap waarvan de financiële gegevens zijn opgenomen in de geconsolideerde jaarrekening van de Vennootschap. Voorzitter van het CvB betekent de Bestuurder die overeenkomstig artikel 2.1 van het Reglement als zodanig is aangewezen. 2. De term schriftelijk betekent bij brief, telefax, of enig ander elektronisch communicatiemiddel, mits het bericht leesbaar en reproduceerbaar is, en de term schriftelijke wordt dienovereenkomstig geïnterpreteerd. 3. Behoudens voor zover uit de context anders voortvloeit, geldt in het Reglement: (a) (b) (c) begrippen en uitdrukkingen waar aangegeven in enkelvoud hebben tevens betrekking op het meervoud en omgekeerd; woorden en begrippen waar aangegeven in de mannelijke vorm hebben tevens betrekking op de vrouwelijke vorm; en een verwijzing naar een wetsbepaling geldt als verwijzing naar zodanige wetsbepaling met inachtneming van alle wijzigingen, uitbreidingen en vervangende regelgeving daarvan die van tijd tot tijd zullen gelden. 4. Kopjes van artikelen en andere kopjes in het Reglement zijn slechts opgenomen ten behoeve van de overzichtelijkheid en vormen geen onderdeel van het Reglement voor interpretatiedoeleinden AMCO:

39 BIJLAGE 2 TAAKVERDELING Voorzitter van het CvB Financieel Directeur Secretaris De taken van de Voorzitter van het CvB omvatten: - Interne en externe communicatie (Corporate, Marketing en Communicatie); - Faculty & Research (inclusief deelname in Research Council); - HRM (samen met de Directeur HRM); - Ondernemingsraad; - Internationale samenwerking; - LEArN (RvT functie); - Alumni, SNF, Alumni board; - Professorial Forum; - Vertrouwenspersonen; - Commissie wetenschappelijke integriteit; - Heeren V; - International Academic Council; - Academic Council; - India en China Boards (samen met Decaan); en - Lobby in Den Haag De taken van de Financieel Directeur omvatten: - Finance; - ICT; - Real Estate; - Hospitality & Service & beveiliging; - Inkoop; en - Business Accelerator. Decaan De taken van de Decaan omvatten: - Programma s Degree & EEOD; - NNBS; - Marketing voor de programma s; - Accountmanagement & CRM; - Campus dean - Internationale programma s; - International Executive Education Board; - India en China Boards (samen met Voorzitter van het CvB); - Study Group; en - Examencommissie, CuCo en accreditaties. De taken van de secretaris omvatten: - Juridische zaken, procedures, geschillen en contracten; - Eén ingangs- en uitgangsprincipe advocatuur en notariaat; - Assurantieportefeuille; - Secretarisfunctie CvB, Bestuur Stichting Nyenrode en RvT (zolang nog bestaand), RvT Nivra Nyenrode, SJHV; - Dochtervennootschappen, RvC NNBS; - Rechtspersonen (KvK, statuten); - CAO onderhandelingen (samen met Directeur HRM); - Corporate governance; en - Erfgoed zoals archief AMCO:

40 BIJLAGE 3 CVB-BESLUITEN ONDERWORPEN AAN GOEDKEURING STICHTING NYENRODE (Nederlandse vertaling van Annex 6, By-Laws of the Foundation Board van Stichting Nyenrode (versie 1 september 2013)) Overeenkomstig artikel 15.2 van de statuten van Universiteit Nyenrode B.V. zijn besluiten van het CvB over de volgende onderwerpen onderworpen aan de voorafgaande goedkeuring van Stichting Nyenrode: (a) (b) (c) (d) (e) het verkrijgen, vervreemden, bezwaren, verhuren, of het wijzigen van huurcontracten inzake, onroerend goed; het oprichten van, deelnemen in of het nemen van een financieel belang in andere ondernemingen of het beëindigen of verkopen van zodanige activiteiten en het opzetten van ondernemingen; het verkrijgen van financiering of het daartoe sluiten van overeenkomsten; het geven van garanties boven een bedrag van EUR in totaal; het geven van leningen boven een bedrag van EUR in totaal; (f) het doen van investeringen boven een bedrag van EUR ; (g) het benoemen en ontslaan van key personnel (zoals te omschrijven door de remuneratiecommissie van Stichting Nyenrode) of het vaststellen of wijzigen van hun arbeidsvoorwaarden; de remuneratiecommissie zal fungeren als klankbord; een (opvolger van een) lid van het senior management wordt tot het key personnel gerekend; (h) (i) (j) (k) het verlenen van algemene of beperkte procuratie (daaronder niet begrepen specifieke ad hoc volmachten); het voeren van gerechtelijke procedures, zowel als eisende als verdedigende partij, met uitzondering van het nemen van voorzorgsmaatregelen en procedures omtrent ontslag van werknemers die niet tot het key personnel behoren; het vaststellen van lange-termijn strategische plannen (inclusief begroting); het vaststellen van de jaarlijkse begroting voorafgaand aan het begin van het academisch jaar, tenzij uitdrukkelijk uitstel is verleend; (l) het vaststellen of wijzigen van (de criteria voor) de organisatiestructuur en controlemechanismen; dit omvat in het bijzonder: (i) (ii) de operationele en financiële doelstellingen van Universiteit Nyenrode B.V.; de strategie die moet leiden tot het realiseren van de doelstellingen van Universiteit Nyenrode B.V.; en AMCO:

41 (iii) de randvoorwaarden die door Universiteit Nyenrode B.V. bij de strategie worden gehanteerd, bijvoorbeeld ten aanzien van de financiële ratio s; (m) elke aangelegenheid waarin een of meer leden van het CvB een tegenstrijdig belang hebben AMCO:

42 Appendix 2: Organizational Chart

43 Dean L. Paape The University Board of Nyenrode Rector Magnificus M. Džoljić Financial Director R. Vetkamp Nyenrode organizational chart 01/09/2014 Degree (Dean) Associate Dean Degree Programs D. van Gorp EEOD (Dean) Associate Dean Executive programs J. Vincken Faculty (Rector) Head of Faculty J. Bots R. Flören Research (Rector) Director of Research R. Speklé Support departments Rector Financial Director Dean Secretarial Staff University Board General Secretary & Legal Counsellor R. Emons Campus Dean H. van Hall BSc Accountancy O. Bik MSc Accountancy O. Bik Post Master Accountancy RA O. Bik Career & Personal Development W. van Donge MSc Management FT A. Nijhof MSc Management PT G. Zwartendijk BSc BA W. Burggraaf Executive Open Programs L. Cohen & M. Lubbers Executive Customized Programs N. Hildebrand & M. van Iperen Center for Financial Reporting & Tax H. Langendijk Auditing & Assurance B. Majoor Corporate Governance & Law M. Pheijffer Center for Information and Management Accounting Control Systems L. Sneller Center for Finance D. Vink Entrepreneurship & Stewardship H. Kievit PhD Program I. De Loo Human Resources M. Slaman Corporate Marketing & Communications M. Hoes Academic Services Center O. Mastenbroek Finance & Control - Facility & Information Services (Financial Director) MSc Controlling J. Bots Executive MSc Controlling J. Bots MSc Fiscal Law B. Jonker EMBA C. Nel Modular MBA H. Kievit IMBA C. Nel Tax Programs R. Kamerling Outreach Open Programs D. Slob Leadership & Management Development R. Blomme Marketing & Supply Chain Management K. Koelemeijer Strategy Center J. v/d Velden & B. de Wit ICT Services H.W. Kroodsma Hospitality & Services J. Mors Real Estate & Landscaping P.J. Benes Finance M. Kars Control H. Safari

44 Appendix 3: Faculty Management Charter

45 FACULTY MANAGEMENT CHARTER Nyenrode Business Universiteit Version v2 April 2014 Established by the University Board on April 28,

46 2

47 3

48 Table of Contents 1 Introduction Faculty Faculty members New faculty members External lecturers Core groups Professorial policy Appointment of professors Types of contracts for professors Sponsored chairs Appraisal Personal development Retirement Dismissal Organization of faculty Structure of faculty Centers Research management Workload management 14 5 Center budgets Internal activities External activities.16 6 Human resources policies Appraisal and performance management Faculty development Policies for vacancies and retirement...18 Appendix A Role of the Rector with respect to Faculty..20 Appendix B Job description Head of Faculty...21 Appendix C Job description DiRector of Research Appendix D Job description Center Director 22 Appendix E Overview of Nyenrode centers and their directors 24 Appendix F Example of workload spread sheet for a center.25 Appendix G Model contract for an agreement for a sponsored chair.29 Appendix H Model contract for contract research 32 Appendix I Appraisal form Nyenrode faculty Appendix J Appointment procedure for a Professor of Nyenrode Business Universiteit.. 49 Appendix K - Criteria for recommendation to the BAC 52 Appendix L -Regeling nevenfuncties..54 4

49 1 Introduction This report documents the vision of the Nyenrode Business Univerteit (NBU) on faculty management, both in terms of content and organization. The very existence of a university is based on its two main tasks: to generate and transfer knowledge. At a business university such as Nyenrode, which has been founded for and by business, these tasks must be fulfilled within a collegial and financially sound environment. To this end, the faculty carries out teaching and research, supervises PhD candidates, provides publications and publicity, contributes to discussions on current social issues, acquires research projects, (chair) sponsoring and executive education programs. Furthermore, the faculty provides instruction and supervises the thesis projects of students and executives participating in the various Nyenrode programs. The generation of knowledge comes from either academic or applied research. The transfer of knowledge can be attained through many means, such as: Teaching Executive education Publications Publicity Seminars, etc. At Nyenrode Business Universiteit the generation and transfer of knowledge strengthen each other. It is the responsibility of Nyenrode faculty to ensure a long-term commitment to both teaching and research. It is one of the strengths of Nyenrode s faculty to bridge the gap between the academic and business world. This means making their research findings applicable for their teaching, and using input from teaching in their research efforts. Thus, as an example, research findings will be included in the classroom, whilst interaction with students and executives can serve as input or inspiration for future research. Such findings and inspiration are then used in business contacts, chair sponsorships and executive education. This does not imply that each faculty member should be an expert in both teaching and research. However, all faculty members should remember that the university as a whole, and their centers as an entity, need to embrace both tasks. In order to bridge the gap between the academic and business world, the center is involved in several activities. The generation of knowledge comes from research, the transfer of knowledge is, amongst others, achieved by teaching. Both activities strengthen each other (see the figure below). The ideal center works for both the internal and the external market; focuses on both knowledge generation and knowledge transfer; balances costs; and has a logical hierarchical set up with a number of full professors, associate professors, assistant professors and PhD-students

50 2 Faculty All employees in academic functions, who have a PhD or who are currently working towards a PhD, belong to the Nyenrode faculty. However, we respect employment contracts negotiated before with current academic employees not having, nor working towards, a PhD. Nevertheless, such employees run the risk that, in the foreseeable future, their teaching will be limited to BSc programs and that their research time will be reduced. As regards to new faculty members, their appointment is dependent on either already having a PhD or working towards one. 2.1 Faculty members Within the Nyenrode faculty we distinguish between the following job positions: Full professor [Hoogleraar] Associate professor [UHD] Assistant professor [UD or Postdoc] PhD student Lecturer Nyenrode does not use the possibility to appoint a bijzonder hoogleraar (endowed professor; as defined in Section 9.55 of the WHW, the Higher Education and Research Act of the Netherlands). In the past, Nyenrode has used a number of other job functions and, as already mentioned, as an employer Nyenrode honors and respects former contracts. However, only the job functions mentioned above are used for new contracts for current and future faculty members. It is of importance for the academic work and the overall stature of Nyenrode as a university that strong external relations are maintained with fellow academicians and business practitioners in a structured way. Therefore the following external academic titles can be used, once appointment as such is approved by the Rector. Visiting fellow; all those external academics with whom the Nyenrode faculty works on joint research and/or teaching. The duration of such an appointment can range from 6 to 24 months. Visiting professor; an external professor who wishes to conduct joint research and/or teaching with the Nyenrode faculty. This is either on invitation by Nyenrode (as part of a joint research program) or by an individual application due to personal and professional interests and contacts. An appointment usually is for a period of one year. Distinguished visiting professor; external professors with established international track records and full recognition in the academic world. They will have accepted Nyenrode s invitation to become academic ambassadors both to and for the University, either as an honorary member of the faculty and/or as catalysts for joint research and teaching initiatives. An appointment usually is for a period of one year. Honorary doctor; a Nyenrode title for exemplary performance in business, science and/or society based on personal merit and a professional fit with Nyenrode s overall mission and vision. In principle this is an appointment for life. Apart from these external academic titles, Nyenrode will use the title Executive Lecturer, which is especially intended for lecturers who bring in their business input for our degree and our executive education programs. Executive lecturers have no academic agenda nor the ambition to obtain a PhD. They will not be part of the Nyenrode faculty, yet they are important and well-respected members of the Nyenrode community. (The Rules and Regulations concerning the appointment of Executive Lecturers can be found in the Nyenrode Quality Handbook).

51 2.2 New faculty members Clear requirements for each vacancy are defined by the Head of Faculty in coordination with Center Director. This results in the drafting of a professional profile, that in any case is based on the following principles:: Faculty members should either have a PhD or be in the process of doing a PhD. Newly appointed faculty members need to have excellent teaching skills. Each faculty member should contribute to at least three of the following four areas: teaching, research, contributions to the institute, and contributions to the community at large. Candidates should preferably have a strong connection with the corporate world. 2.3 External lecturers In addition to the Nyenrode core faculty, external lecturers are used in the different programs. In particular, within the Accountancy & Controlling programs, a number of courses in bachelor programs or master courses are taught by freelance lecturers. The selection of external lecturers always has to be approved by the Center Director, because the center is responsible for the quality of teaching. As supply and demand come together in a center, it is pivotal that the allocation of internal faculty and external lecturers is supervised by the center. Clear and ex ante communication about the remuneration of the external lecturer is necessary; internal transfer pricing is a poor guideline for external compensation. When an external teacher is employed, the center will only be credited for the hours used for coordination and for the exams (and just for coordination in case of executive education). In the event that an external teacher also takes care of the examination, the center will only be credited for coordination. The actual costs, paid to the external teachers, will be directly charged to the relevant degree or the EEOD program. 2.4 Core Groups Some Centers use Core Groups (Kerngroepen). These have three different responsibilities: Course development Development of assessments and exams Supervision of external teaching faculty Core Group Chairs report to the Center Director.

52 3 Professorial policy 3.1 Appointment of professors Nyenrode maintains a very strict procedure for appointing full professors. (A full overview of the procedure for appointing full professors can be found in Appendices J and K.) Before a candidate can become a full professor at Nyenrode, he or she is first screened by an advisory committee (Benoemingsadviescommissie (BAC)) set up specifically for the relevant chair. (see in Appendix J.) This advisory committee is made up of two members from Nyenrode, has at least two members from two other universities and a chairperson. The committee interviews candidates and provides independent advice to the Academic Board and the University Board. The Rector Magnificus has the final authority whether or not to appoint the candidate; he can decide to consult the other Dutch universities as part of the decision making process.. Each professor appointed will be part of a Nyenrode center. This procedure is also applicable to persons who already are professors at other universities. Nyenrode has specified some important criteria for considering the eligibility of current associate professors to be appointed full professor. The set of criteria represent a threshold standard that candidates must meet or exceed. These criteria also apply to outside candidates. Additional remarks: Meeting the requirements does not automatically imply an appointment as full professor. The criteria are essential pre-conditions, but meeting them is not sufficient in and of itself. The list of criteria is not necessarily exhaustive, and additional requirements may be formulated (implicitly or explicitly), depending on the specific position and/or circumstances. All appointments are at the discretion of the Rector in consultation with the Academic Board, having first heard the advice of the advisory committee (BAC).. An appointment can only be considered if the position: is financially viable, and fits the Nyenrode strategy [and the Nyenrode structural plan, when completed]. A potential candidate will only be considered for appointment if he or she meets or exceeds the Nyenrode standards in both the areas of research and teaching. In addition, he or she needs to have a demonstrable professorial behavior in line with the positioning of Nyenrode. The criteria for these three areas are explained below. 1 Research In the area of research, candidates should meet the following cumulative requirements: The candidate holds a PhD degree. The candidate s academic publications (excluding his or her PhD thesis) are worth at least 10 publication points in the Nyenrode Research Output Rating System. At least two of these additional publications have received a rating of three or more points in the Nyenrode Research Output Rating System. 2 Teaching In the field of teaching, candidates should meet the following cumulative requirements: The candidate has a history of teaching excellence, and his or her course evaluations show consistent scores that are above the average for the program of which the courses form a part. The candidate has significant experience in course development, either in degree programs or in executive education, and has demonstrated ability for taking the lead in development efforts. The candidate is able to address different audiences and has taught successfully in various different programs (MSc, MBA, etc.). 3 Professorial behavior; in line with positioning NBU Candidates should fit the Nyenrode profile (by business, for business) and should represent the Nyenrode trinity Leadership, Entrepreneurship and Stewardship (LES). Their professional behavior must be consistent with their professorial roles and duties.

53 The fit with Nyenrode and the LES trinity can be attributed to many different dimensions of the candidate s performance, behavior and/or personality, and it is nearly impossible to fully specify the specific criteria in advance. Indications of this fit include, but are not limited to, the following: The candidate has taken on significant responsibilities to serve the Nyenrode community, such as a Program Directorship or a Center Directorship. The candidate has taken the initiative and/or responsibility for projects that have substantial relevance to the Nyenrode community or to the broader academic community to which he or she belongs. Leadership in the academic, professional, or public debate sphere. The candidate has a track record in research or teaching that extends beyond the functional borders of his or her specific subject area. Proven commercial qualities. A track record in research funding acquisition. The candidate shows true scholarship within and outside of his or her subject area. The candidate is a role model for students and has proven capabilities for guiding (PhD) students towards successful academic and business careers. An appointment to full professor is initially for a limited period of one year. A review will be conducted prior to the end of this period to determine whether a next, successive appointment is appropriate, or if the appointment will be terminated. If necessary, conditions can be attached to the initial appointment, which will be evaluated during the period of appointment at intervals that are specified in the appointment letter. For professors on the Nyenrode payroll the appointment is reconsidered every four years. For the labor contract Dutch Law is followed. A newly appointed professor is expected to give his inaugural address between 9 and 18 months after the appointment. 3.2 Types of contracts for professors Depending on the situation, NBU concludes one of the following contracts when a professor is appointed: On the payroll o Salary is paid by Nyenrode; in some instances this can be invoiced to a third party Not on the payroll, but contracted = zero appointment o This professor works on the basis of compensation of 20,000 euros (according to the internal fees), yet is not paid. The fee of 20,000 euros is income for the Center with which the professor is affiliated. o Hours worked on top of this can be invoiced to Nyenrode, according to a pre-determined fee. o The Center Director and the professor are both responsible for monitoring when the 20,000 euro mark has been exceeded. o They report this to the Head of Faculty who then approves extra hours worked for declaration. o The appointment is for the period of one year; an extension (also for a period of one year) will be reconsidered well before the end of that year. Not on the payroll, but on the chair s sponsor s payroll Retired professors (Emeritus) o These professors are not paid, yet are allowed to be a supervisor to PhD students for five years after retirement. This period cannot be extended. No matter what kind of contract a professor has, he or she should always be involved in teaching in the Nyenrode programs and should always have a research schedule. 3.3 Sponsored chairs NBU accepts sponsorship for chairs. Details of the sponsorship are laid down in a contract between NBU

54 and the sponsoring party (see Appendix H). A request for the installment of a sponsored chair can be submitted to the Academic Board. The Rector will make the final decision about the installment, having heard the advice of the Academic Board. The procedure for the appointment of a professor to the sponsored chair is the same as that for the appointment of a regular professor Nyenrode will only accept a sponsored chair if: There is a minimum annual payment of 50,000 euros (equaling an appointment of 0.2 FTE); There is a minimum period of five years; The subject fits within the NBU strategy The subject fits within and enhances the research done at NBU; NBU has the option of open recruitment for filling the vacancy. Professors on a sponsored chair are expected to give an annual report about their activities. 3.4 Appraisal Each year, professors participate in an appraisal interview which is conducted by the director of the Center to which the professor belongs. Employees with an appointment of 0.4 FTE or more will be interviewed by two people. During the appraisal, strengths and weaknesses are identified and targets for the next year are agreed upon. In addition to the annual appraisal, the Head of Faculty and the Rector review the appointment as professor every four years. The decision on continuing the appointment as professor is to be made by the Rector. 3.5 Personal development NBU pursues an active policy to enhance the career of its employees. To this end, it is possible to participate in a personal development project, which starts during the person s PhD study period. After obtaining the PhD degree, the former PhD student can be appointed as assistant professor, provided that NBU sees the potential for a long-term faculty career. After a period of usually no less than five years (yet possibly longer), a promotion from assistant professor to associate professor may follow. The criteria that must be satisfied for this are: the appointment fits in with the NBU strategy [and the NBU faculty structural plan when available]; Furthermore, the faculty member: has acquired at least five research points; has at least one three-point publication; has a record as a successful teacher with several evaluations that consistently meet or exceed the average for the program; has sufficient experience with course development; has demonstrated leadership in his or her subject field; is actively involved in the Nyenrode community. has acquired the BKO certificate As previously stated regarding the appointment to full professor), meeting the requirements does not automatically imply an appointment as associate professor. The criteria are essential pre-conditions, and meeting them is not sufficient in and of itself. All appointments are at the discretion of the Rector in consultation with the Academic Board, having heard the advice of the Head of Faculty and the Director of Research. The next step, appointment to full professor, can be taken after a period typically lasting five years, and if the candidate does fulfill the criteria for full professorship earlier described. If all these criteria are met, an appointment will be made as Hoogleraar A (Professor A). The final step in the career path is to be promoted to Hoogleraar B (Professor B). The following criteria are applied to this promotion:

55 The candidate fulfills all criteria relevant for a full professor appointment, The candidate has been Hoogleraar A for a period that usually exceeds five years; The candidate makes a very substantial contribution to his or her scientific field; The candidate should make a very substantial contribution to the educational process at NBU; Internal candidates also have to make a substantial contribution to the Nyenrode community. External candidates who have been a professor at another university can be appointed Hoogleraar B provided they meet the aforementioned criteria, with the exception of the last criterion. Once again, meeting the requirements does not automatically guarantee appointment as Hoogleraar B. This can only take place if the candidate has the endorsement of the Academic Board and even then, the final decision lies with the Rector. Within the scope of the NBU career policy, young, promising PhD students and assistant and associate professors are encouraged to fulfill the requirements laid down for a full professorship. This process is monitored by the Center Director, the Head of Faculty and the Director of Research. 3.6 Retirement NBU applies the following rules to the retirement of a professor: The appointment of a professor ends at the legal retirement age (as stipulated by law and by the current Nyenrode CAO). Nyenrode and the retiring professor have to start looking for a successor (if it is determined that a successor is appropriate) in such a timeframe that ensures that the proceedings are finalized before the retirement of the chair holder. Extensions of the appointment beyond the legal age of retirement are rarely given. Some of the reasons for giving them might be: o The appointment of a successor is not yet finalized. o One or more projects have not been completed. Furthermore, it is important to note that: f an extension is granted, this will apply to a period lasting until the end of the academic year if the candidate reaches the legal retirement age during the period from September to December, or until the end of the following academic year (birthday in January to August). If it is deemed absolutely necessary, a second extension may be granted for another academic year. A third extension is not possible. When a professor retires, Nyenrode provides confirmation of this in writing. The professor has become an Emiritus. A retired professor is allowed to fulfill the role of supervisor for PhD students for five years after retirement. This period cannot be extended. A retired professor may keep his Nyenrode address for five years after retirement. 3.7 Dismissal NBU adheres to the provisions of the WHW, Section 9.19, with regard to dismissal.

56 4 Organization of faculty The Rector bears overall responsibility for the faculty (appendix A). Daily responsibility is delegated to the Head of Faculty and the Director of Research, whilst the entire faculty is organized in centers, each headed by a Center Director. (Full function descriptions of the Head of Faculty, the DiRector of Research and the Center Director can be found in Appendixes B, C, and D respectively). 4.1 Structure of faculty - Centers The university is organized along two complementary axes: (1) a faculty which is allocated in subject-defined academic fields of expertise (hereafter referred to as centers ), and (2) a division into educational (academic) programs, both degree programs and executive education programs. Underlying the center structure is a (longer-term) structure plan as part of the Nyenrode strategy. In this plan choices are made as to which academic areas of expertise are to be embedded in the university and the investments required for them. This plan is of paramount strategic importance, since it largely establishes the academic resources of the university. The structure plan provides a basic structure per center, i.e. the teaching and research capacity which can be financed sustainably in regular operations. Centers are required to: (1) meet the educational needs of the programs, and (2) contribute by means of research to the knowledge development within the discipline in question. The Center Director has the overall responsibility for costs and efficient faculty deployment. This means that (s)he is responsible for the optimal deployment of the faculty in line with his/her budgetary constraints. The Center Directors are accountable (both ex ante and ex post) to the Head of Faculty and the Rector. Within the centers, faculty members are involved in teaching (typically in courses in programs, which are part of the center s focal discipline) and research. Typically, the research topics should be associated with the mission and markets of Nyenrode. Within the center, there should always be consistency and balance between teaching and research activities. However, this does not imply that each faculty member has to be equally strong in both areas. On the other hand, it cannot be so that a faculty member is not involved in one of these areas. At a center level, the faculty has to be focused on both areas. The same is true for the bridging of the gap between the business and academic world. At a center level, the faculty must be able to bridge the gap, which does not imply that an individual faculty member has to be an expert in both worlds. On the other hand, it does not fit the Nyenrode strategy if a faculty member has no understanding of or no interest in one of these worlds. Currently, Nyenrode has nine different centers (Appendix E). The basic structure of the centers is related to the structural demand for education, taking into account that this demand in part is met through the employment of external lecturers. To that end, the Center Directors are in charge of building and developing a network of external freelance teachers. However, the ratio between faculty and external lecturers must be such that Nyenrode s educational signature is safeguarded and the academic responsibility is sufficiently embedded in the structure of the university. At the same time, this ratio must be such that the financial sustainability of the basic formation of the Center is robust, since revenue streams are volatile. The basic structure of the centers also includes provision for research time. The usual practice is that qualifying members of the faculty must be able to spend an average of 35% of their time on academic research. However, a maximum of 5% can be spent on general activities that benefit the university. The Center Director in consultation with the Head of Faculty decide on who qualifies for research time (this is part of the appraisal cycle). Those faculty members who choose not to pursue a research agenda, or fail to

57 attain a PhD (see PhD Rules and Regulations), may be subject to a substantial lowering of their dedicated research time. The basic structure of the centers is supplemented by the funds associated with long-term external research funding obtained through chair sponsorships, research grants or structural research for third parties. These resources are, of course, to be used within the framework agreed on with the external parties. The organizational structure in terms of program management (including executive education) follows the lines of the different product-market combinations being served. Program management is accountable for the results of the programs in terms of both revenue and costs. In this respect, program management is bound by the budgetary framework agreed on with the Dean and Associate Dean. Program management is accountable (both ex ante and ex post) to the Dean. Program management takes delivery from the centers of the courses given by the (internal and external) teachers; the centers are responsible for the academic quality of both course content and the (internal and external) teachers. The Center Director follows the needs and preferences of program management as far as center policy allows. A center may, if required, delegate the hiring-in of external teachers to the program director, but the center remains responsible for the academic performance of the external teachers. Furthermore, Center Directors and their faculty can bring forward new ideas for courses and program designs, although these then have to be approved by the Program Director. 4.2 Research management Nyenrode is strongly committed to academic research. As an academic institution, research is crucial to our license to operate, and we continue to invest quite heavily in a healthy and productive research environment. Nyenrode also subscribes wholeheartedly to the idea of academic freedom. Consequently, Nyenrode allows its faculty members freedom of inquiry and publication, and does not interfere in individual research agendas provided that they meet the usual academic standards. Nyenrode research is mission-driven, i.e. for business by business with the intention to transform individuals, organizations and lastly society in conformance with the Nyenrode trinity of Leadership, Entrepreneurship and Stewardship. Although Nyenrode also relies on external sponsoring, a major source of research funding is the Nyenrode budget itself. As indicated in the previous paragraph as a generic rule, each individual faculty member gets to spend 35% of his or her appointment on research and research-related activities (excluding commissioned research; hours spent on such projects should be charged to the client organization). Highly talented and/or productive researchers (including postdocs) can be granted additional research time by the Rector. In such cases, the center budget (including billability expectations) will be adjusted accordingly. Centers are granted some leeway to reallocate research time between center members to accommodate center level research priorities and individual research agendas. However, over a longer period of time (3-4 years), centers should preserve a balance in which individual members can claim approximately similar relative amounts of research time. Centers can also choose to dedicate part of the available research time to activities to nurture the public debate (e.g. columns, blogs, et cetera). However, even though Nyenrode values such contributions, the emphasis at the center level should be on academic research. Research productivity is monitored and evaluated at both the center level and the level of the individual. Centers are required to prepare a yearly research plan, specifying research projects, faculty involvement, expected duration, and projected (intermediate) outcomes. This research plan is subject to review and approval by the Head of Faculty and the Director of Research. Centers are required to report on a yearly basis on the realization of this plan. Individual research productivity is monitored as part of the annual appraisal. Research productivity is measured yearly over a three-year window. In case of systematic underperformance, individual research time may be reduced. A decision to this effect needs approval by the Rector and will be incorporated in subsequent center budgets. Nyenrode has an emphasis on fundamental research that is relevant to its stakeholders. Because we prefer researchers to focus on the needs of the business community rather than on easy hits, Nyenrode refrains

58 from formulating generic research output targets. It is nevertheless quite clear that Nyenrode expects high quality research output, and that both centers and individual faculty members should be able to demonstrate that their use of research resources is effective. To guide center-level and individual publication strategies, and to support monitoring, Nyenrode has adopted the ABS Academic Journal Quality Guide as its main frame of reference with a few additions to accommodate Dutch peer-reviewed journal publications, books, and PhD-supervision. Working papers and conference presentations are not counted as research output, but they will be included in the evaluations as evidence of an active and productive research agenda. Research reports that do not enter the public domain (e.g. reports with a circulation restricted to specific organizations) will not count as research output for monitoring and evaluation purposes. 4.3 Workload management As a generic rule, each individual faculty member needs to spend 65% of his or her appointment on internal and external activities (see above) that generate income for the center. For a full time faculty member, this implies that s(he) has 1080 hours yearly for generating income. If a faculty member works part-time, this number of hours will be pro-rated (e.g. 540 hours yearly for generating income for a 0.5 contract). Each faculty member is expected to keep track of his/her workload, as well as the Center Director for the entire center faculty. (Please see Appendix F for a spreadsheet example of a workload overview of a center.) It is expected that the Center Director manages the workload of each faculty member in the center. The workload should not be higher than the aforementioned 65%, unless: - short-time reallocation of research time between center members is decided upon within the center, or - systematic underperformance in academic research warrants a higher workload after approval by the Rector (see previous paragraph). The other 35% of his/her appointment is to be spent mainly on research activities. However, a maximum of 5% could also be spent on general activities that benefit the university, such as committee work, intake interviews, general meetings, etc. If the total workload of the center as a whole is around 65%, but some faculty members within this center have a structural workload that is higher than 65%, the Center Director should evaluate the center structure. Subsequently, the director should prepare a plan in order to prevent this structural mismatch in workload among center members in the future. This plan needs approval of the Head of Faculty. If the total workload of the center is structurally higher than 65%, then an increase in faculty members is in order. Also, the opposite is true when the workload is structurally lower than 65%.

59 5 Center budgets Each center is responsible for its yearly budget together with its costs and revenues. The center costs mainly stem from internal personnel costs. However, other important costs are those for offices and ICT, those for acquiring external revenues, the hiring of external personnel, and costs for faculty development and conferences. The revenues for a center are both internal and external, although the distribution among these revenues varies greatly among centers. Both the internal and external activities and their streams of revenue are discussed in the following paragraphs. 5.1 Internal activities Within a center the faculty members are involved with both the generation and the transfer of knowledge. Among these activities are: Teaching in degree programs. A Program Directorof a degree program requests the Center Director to develop and/or teach a course. It is the responsibility of the Center Director to select the teacher. This includes the possible selection of external staff. The Program Directorcan disagree about the teacher chosen (e.g. because of the quality reports about the teacher, or because the background/interests of the teacher do not match the requirements of the program and so on). If the Program Director and the Center Director cannot come to an agreement, the Dean will make a final decision. The center will be credited for the efforts of teaching with a certain number of hours, according to the rules of internal transfer pricing. The rule is that for each hour of teaching, the center is credited with three additional hours for coordination, preparation and assessment (1:3-ratio) If students in a course are split in more groups the ratio is 1:1.5(which implies only extra hours for teaching and coordination). When an external teacher is used, the center will only be credited for the applicable hours for coordination and exams. The actual costs paid to the external teachers will be directly charged to the degree program. Teaching executive and open programs. Here, the same principles apply as for the teaching in degree programs. However, since an exam is normally not part of an executive or open program, the center will not be credited for the one hour for exams per hour taught. So only 2 additional hours will be credited (1:2-ratio). Thesis supervision. Each center will have one thesis coordinator. All requests for thesis supervision will go directly to this coordinator. (S)he will refer the students to the most equipped supervisor that is available within or possibly outside the center. The center will be credited for a given number of hours notwithstanding the actual hours spend on supervision. For example, the number of hours is 25 for thesis supervision in the FTMSc, plus an extra 6 hours for the second reader. PhD supervision. Each full professor has the right to supervise PhD s. In fact, it is expected that full professors supervise PhD s. These candidates can be both internal as well as external. As a rule, centers are not credited for PhD supervision, since it is not only part of the academic responsibility of a professor, but should also aid their research agenda. However, some professors charge external candidates a nominal amount for their supervision or share NWO-funds with other universities for the supervision of PhD candidates from other universities. Those funds will be credited to a center. Management responsibilities. Quite a few faculty members have a certain degree of management responsibilities at Nyenrode (e.g. a program director). Those hours will not be credited to a center through the transfer pricing system, but a set percentage of their formation will be charged to the relevant program (e.g. a full time faculty member with a 60 percent appointment as a Program Director will be on the payroll of the center for only 0.4 FTE). 1 The following activities can be considered to fall under coordination: recruiting, coaching, monitoring and evaluating internal and external teachers, plus the design and maintenance of courses/programs.

60 5.2 External activities Faculty members also perform external activities involving both the generation and transfer of knowledge. All revenues stemming from these activities are part of the center budget. Among these activities are: Sponsored chairs. Nyenrode bridges the academic and business communities. Sponsored chairs and contract research are good ways to finance this bridging role. It enables the establishment of longterm research programs and facilitates the hiring of research personnel/internal PhD s/research assistants. Furthermore, it provides the opportunity to get access to business data. The professor keeping the chair is responsible for the interaction with the sponsor. (S)he will write an annual report on the activities of the chair that will be discussed with the sponsor. Please see Appendix G for a Model contract agreement for a sponsored chair. Contract or commissioned research. Another way to bridge the gap between the academic and business communities is contract research. Here an external organization provides a center or faculty members with a certain assignment. Although contract research is primarily focused on the benefits for the external organization, it can certainly aid the faculty towards academic research and the funding thereof. Furthermore, it can provide the faculty access to business data. Acquisition time should be considered as part of the commissioned research and be included in the contract. Unsuccessful acquisition time will not be included in the overview of billable hours of a faculty member. Please see Appendix G for a Model contract for contract research (in Dutch). External lectures/teaching. Occasionally, Nyenrode faculty provides external lectures and/or teaching for external organizations. These activities fit nicely in the knowledge cycle. The external organizations are billed separately for these activities. Center specific programs. In order to foster the entrepreneurial spirit in the faculty, it is possible for centers and their faculty members to start center-specific programs. Mainly, these are open programs that are in an experimental stage. Based on a research program within a center, they develop an open program that has not been tested in the external market. These activities can only occur after consultation and approval of the Dean. After a proven success (mostly after three or four repeats) the total program is handed over to EEOD. In the development stage all costs and revenues are directly charged to the center. After the handing over to EEOD, only internal revenues will be credited to the center.

61 6 Human resources policies In this section, an overview is given of the human resources policies for the Nyenrode faculty. First, the policies and procedures for the appraisal of current faculty are presented. Then the initiatives for faculty development are discussed, and finally, the faculty career opportunities and the policies for recruitment and retirement are described. 6.1 Appraisal and performance management The yearly appraisal interview is the key element of the yearly cycle of planning, guiding, developing, coaching, evaluating and rewarding of the contribution by faculty members to research, teaching, acquisition and contributions to Nyenrode. The performance cycle follows the academic year. Appraisal interviews are held in May/June, before the summer recess, at the end of the academic year. For the appraisals, the standard Nyenrode faculty appraisal form is used (see Appendix I for the current form). The appraisal interview is also the moment to review the (yearly) goals and objectives for the next year. Setting goals and objectives should be done prior to the start of the academic year or at the start of a new appointment. Each faculty member makes sure that an overview of his or her contribution to the four areas is submitted to the Center Director and, if applicable, to the second person involved, at least two weeks prior to the appraisal interview. In more detail, this overview should contain the following: Research: an overview of all publications in the last three years (taken from FRIS) and an overview of research in progress, contributions to conferences (and visits of), contributions to public debate (including columns and interviews). Plus for full professors, an overview of the current PhD students under supervision. Teaching: an overview of contributions to all degree and executive programs (including the number of day parts) and the evaluations (if available). Acquisition and commercial activities: an overview of all efforts to develop and or sell new or existing programs, courses, seminars to companies and or individual participants and/or research related programs and activities (chair sponsoring, contract research and other). Contribution to the Nyenrode academic community: See Appendix I for an overview of possible contributions the Nyenrode academic community. Appraisal interview The appraisal interview is held by the direct superior (usually the Center Director or the Head of Faculty for the Center Directors) and ideally a second person (e.g. Dean, Head of Faculty, Head of Research, Professor, Head of HR) in order to improve the quality and objectiveness of the conversation. A second person is mandatory with appointments of 0,4 FTE or more. Ideally the appraisal interview is part of an ongoing discussion about performance and the outcome should therefore be no surprise to anyone. Other moments for discussions about performance are the start of the academic year, the end of the calendar year or an evaluation moment for key programs. It is the mutual responsibility of a faculty member and his or her direct superior to take the initiative to start and to have meaningful monitoring discussions during the year. This is of even more relevance if the performance is behind expectations and/or circumstances arise that are likely to cause stagnation in performance (e.g. frictions in relations with superior or colleagues, health or private issues, changes in programs). Outcomes of the appraisal interview Financial. All appraisals are discussed in an University Board meeting in August. The outcome of the yearly appraisal interview has a direct impact on the periodic salary increase and, in case of an extraordinary performance, incidental incentives can be awarded. These can take different forms, such as allocation of extra research time, the possibility to visit another scientific institution or a conference and of course financial ones, ranging from an extra 500 euro s to an extra month s salary. No periodic salary increase will be given if the performance is rated under par. Promotion (job title and or salary scale). The start of the new academic year is the most logical moment

62 for changes in job title and/or salary scale. Another moment is the successful defense of a PhD dissertation. Nyenrode follows an adapted version of the Dutch Universities salary structure that is contained in the Collective Labor Agreement of VSNU (Association of Cooperating Dutch Universities). If a faculty member has other functions, on top of his/her employment at Nyenrode these should be approved of beforehand by the Center Director (see appendix L). The interaction between the different jobs can be a subject of the appraisal interview. 6.2 Faculty development Faculty development is a process that is guided to a high degree by the direct supervisor. In the early stages of a faculty members career, guidance is provided by the promoter of the PhD student. A starting point in faculty development is the mentoring and coaching of faculty members in their main tasks, and also stimulating them to take up all activities as described in the Knowledge Cycle as referred to earlier in chapter 1. In the yearly appraisal interview agreements can be made on following additional courses and or activities such as: With regard to teaching: courses (external) and or coaching (external) as mentor/advisor (internal). Furthermore it is advisable to follow internal sessions organized on an incidental base by faculty members (as recently held on blended learning or case-based teaching). With regard to research: courses organized by the PhD school/program and external courses on e.g. quantitative methods, action learning. Organizing internal support, feedback on developing research progress. Participating in academic brown bag presentations and research network sessions. Nyenrode has adopted the VSNU developed BKO-system for the qualification of teaching. All faculty members are expected to have obtained their BKO certificate at the end of the academic year Retention and promotion are always linked to the personal development and performance of each faculty member as documented in the appraisal interview. When it is clear that a faculty member has more potential than for the job (s)he is doing, a proposal for promotion is prepared by the Center Director and presented to the Head of Faculty concerned. If (s)he agrees, the proposal is sent to the Rector and/or University Board for a final decision. In cases where a faculty member is doing his/her job very well, but promotion is not an option, the University Board can decide to grant a gratification. If a faculty member is falling short of the expectations, and improvement is no longer possible, contracts are terminated. 6.3 Policies for vacancies and retirement Vacancies for all faculty positions require permission in advance from the Rector, Head of Faculty, Head of HR and the CFO. An official form is used to register the vacancy permissions. Positions should fit the strategic and center plan and financial resources should be available (e.g. via research funding, teaching or research projects). Recruitment All positions are posted on the Nyenrode jobs@nyenrode.nl page. For every vacancy, all Nyenrode employees are informed via a short message on Nyenrode s intranet to ensure that any internal candidates have the opportunity to apply. Vacancies for professors are published via Academic Transfer and for international candidates at career.edu (via Academic Transfer). When it is expected that extra media attention is needed, social media (via networks of Nyenrode faculty) and additional websites and printed media are used to announce vacancies. Selection For full professorship, a procedure known as a BAC (appointment advisory committee) is formed to advise the Rector about appointments (see appendix J. For other positions (PhD student, postdoc,

63 assistant professor, associate professor), the key elements of the selection procedure are interviews with at least: Head of Faculty, Center Director, two center members, HR representative and a member of another center (to assess fit with Nyenrode) Nyenrode distinguishes between the following contracts: Temporary: four years for PhD positions, between one and two year for Post-Doc positions. PhD contracts are usually offered in an initial contract of one year, followed by a second contract of three years (or in a one year, one year, two year sequence). Permanent: following Dutch Law, indefinite contracts are offered after a series of three contracts of one year. If the law changes, Nyenrode of course implement the new rules.will follow the law. For all professors, the first contract will always be a contract for one year, which can be converted into an indefinite contract if the performance is beyond any doubt. In other cases, the contract will be renewed for one year. Appointments without financial obligations: for (full) professors whose main appointment is for another company, or who are on a consultancy or free lance basis, an appointment without financial obligation is offered. This implies that the professor is appointed, without a financial obligation for Nyenrode. If the workload is higher than 20,000 euro, based on the internal transfer price, fees can be charged by this professor. The standard/default fee for professors working for Nyenrode is 520 euro per day part. Introduction of faculty members and visiting faculty is taken care of by the center. The Center Director needs to ensure that the new faculty member has all facilities and services required such as a room key, access to the Nyenrode network, an account etc.. To accommodate this process, Nyenrode has developed the form request services start of employment (verzoek services indiensttreding), which can be found in Appendix O.) The Center Director also introduces the new faculty member to direct colleagues within the center and other important contacts (e.g. Rector, Dean Degree Programs and Research, library personnel and program staff of degree and executive education). The HR department provides an introduction handbook which explains the most important facts and procedures needed to ensure a good start at Nyenrode Retirement Faculty members retire at the legal retirement age (as stipulated by Dutch law and by the current Nyenrode CAO). Exceptions are only made if: the succession is problematic or special projects have to be completed (see also paragraph 4.x).

64 Appendix A Role of the Rector with respect to Faculty The Rector will lead the university s faculty and its output and is responsible for: Contributing to the university s mission, vision and strategic goals and translating these into strategic plans for research Implementation of the strategic plans for research Organizational excellence by leading faculty & support staff to fulfill their roles as needed to realize mission, vision and strategic goals Internationalization of faculty The progress and quality of performance management (including yearly appraisals) of faculty and support staff The accountability of faculty Structural engagement of the business world, representing Nyenrode Business University, ensuring solid contacts and input from business to feed the strategy for the program and research portfolio

65 Appendix B Job description Head of Faculty The Head of Faculty reports to the Rector Magnificus. The most important lines of communication are with Head of Research, Associate Dean of Degree Programs, Associate Dean Executive Education and Organization Development, Dean, CFO and Head of HR. Member of the MT of Degree Programs and Research. Direct reports are Center Directors. The Head of Faculty is a member of the Academic Board. With regard to the faculty, the Head of Faculty will be responsible for: Developing and implementing a strategy for the faculty that fits in with the overall strategy of Nyenrode Updating and monitoring faculty management procedures Monitoring the faculty in quantity, quality and accountability Monitoring the financial results of centers and the faculty as a whole Being responsible for a good working atmosphere Appointing new members, both internal and external (e.g. visiting faculty) Ensuring a generic framework for developing center plans Developing the policy concerning free-lance faculty and monitoring its implementation Developing the policy and monitor it with regard to ancillary work Developing policies with regard to the internationalization of faculty and monitoring the internalization Stimulating and monitoring the development of individual faculty members Appraising all professors in cooperation with the Rector and Center Directors Shaping frameworks for the appointment of faculty and the salaries involved, including incentives if needed Representing the Rector as required Any other areas of responsibility as considered appropriate by the Dean Degree Programs and Research

66 Appendix C Job description Director of Research The Director of Research reports to the Rector. The most important lines of communication are with the Head of Faculty, Center Directors, and the Academic Service Center. The Director of Research is member of the Academic Board. Direct reports are the program director of the individual PhD-track and the program director of the Executive Doctorate Program. The principal role of the Director of Research is to contribute to a vibrant and stimulating research environment within Nyenrode, and to design, implement and maintain appropriate structural mechanisms, policies, and instruments to support a healthy research output. In more detail, specific responsibilities include: Initiation and coordination of research strategy initiatives and research management policies to support Nyenrode s overall strategy Integration of research in faculty management (joint with the Head of Faculty) Initiation and coordination of research-related faculty development programs Contributing to, and supervision of, center level research planning and resource allocation Contributing to the strategy and management of faculty and degree programs Monitoring of research productivity Academic oversight of Nyenrode s doctorate programs (EDP and the individual PhD program) Development of Nyenrode s technical research infrastructure (database access, statistical software, et cetera)

67 Appendix D Job description Center Director The Center Director reports to the Head of Faculty.. The most important lines of communication are with other Center Directors, Director of Research, Associate Dean of Degree Programs, Associate Dean Executive Education and Organization Development, Program Directors, the Controller(s) and the HR Department. Direct reports are all faculty members working for the Center and the Center s secretary and/or Center Coordinator (depending on the size and nature of the center). The Center Director is responsible for: Developing and implementing a long-term Center Plan within the structure plan that fits in with the overall strategy of Nyenrode and covers research, education, public debate Building a basic structure and freelance network to meet, in a high-quality way, the educational needs of the programs, and to contribute by means of research to the knowledge development within the disciplines covered by the Center Monitoring the Center s faculty in terms of quantity and quality and accountability Stimulating and monitoring the development of individual faculty members Research planning and monitoring of the generation and transfer of knowledge in the Center s field of study Ensuring a long-term commitment of each faculty member to both teaching and research Monitoring the balance between teaching and research activities within the Center A good working atmosphere Preparing the Center s budget, and monitoring the financial results of the Center Effective and efficient deployment of faculty in line with the budgetary constraints Implementing and monitoring faculty management procedures with regard to the Center Appraising all Center members Linking the business and academic world within the field(-s) of study Acquiring resources for external research funding and sponsoring of chairs within the applicable rules concerning external financiers

68 Appendix E Overview of Nyenrode centers and their directors Center Director Auditing & Assurance Barbara Majoor Information and Management Accounting Control Systems Lineke Sneller Corporate Governance and Law Mercel Pheijfer (a.i) Entrepreneurship & Stewardship Henk Kievit Finance Dennis Vink Financial Reporting & Tax Henk Langendijk Leadership & Management Development Rob Blomme Marketing & Supply Chain Management Kitty Koelemeijer Strategy Jeroen van der Velden/Bob de Wit

69 Appendix F - Example of workload spread sheet for a center

70 A B C D E F G H I J K L M N O P Q R S T 1 Internal and external income of center 2 3 Internal income 4 Total Total HOURS TOTAL EXTERNAL STATUS 5 Course Department Program hours Revenu faculty 1 faculty 2 faculty 3 faculty 4 faculty 5 faculty 6 faculty 7 Center (ext) 6 Ent - Entrepreneurship Degree FTMSc CERTAIN 0 7 Entrepreneurship part I, II, III Degree PTMSc CERTAIN 0 8 Entrepreneurship Degree IMBA CERTAIN 0 9 Focused course Degree IMBA CERTAIN 0 10 Entrepreneurship Degree EMBA CERTAIN 0 11 Introduction to Entrepreneurship Degree EMBA CERTAIN 0 12 Cooperatief Ondernemerschap & Klantw. Degree NyVU Mod CERTAIN 0 13 KD-schap en nakijken eindopdr. Degree NyVU Mod CERTAIN 0 14 Public Entrepreneurship Degree PSMBA CERTAIN 0 15 Nyenrode Commissarisen Cyclus (2x) Strategy NCC CERTAIN 0 16 Russian Professonals Internat. Cntr Open CERTAIN 0 17 EPST CLIC EMDC CERTAIN 0 18 Indian High Professionals LAPD EU CERTAIN 0 19 ARP Degree PTMSc EXPECTED 0 20 THESES EMBA Degree EMBA EXPECTED 0 21 THESES Procurement MBA Degree ProcMBA EXPECTED 0 22 THESES FTMSc Degree FTMSc EXPECTED 0 23 THESES PTMSc Degree PTMSc EXPECTED 0 24 Suriname Ondernemen Internat. Cntr Open EXPECTED 0 25 AMP EMDC EMDC EXPECTED 0 26 Polen project Degree MSc GM/FM EXPECTED 0 27 FOM CLIC EMDC EXPECTED 0 28 TOTAL External income 32 Direct Total minus Total HOURS TOTAL EXTERNAL STATUS 33 Project For Total Costs Overhead costs hours Projectleider faculty 1 faculty 2 faculty 3 faculty 4 faculty 5 faculty 6 faculty 7 Center (ext) 34 Postma Leerstoel Postma Faculty CERTAIN 35 Cultuur Management Organisatie Heijn Faculty CERTAIN 36 Familiebedrijven en Bedrijfsoverdracht BTBerk Faculty CERTAIN 37 Familiebedrijven en Bedrijfsoverdracht ABNAMRO Faculty CERTAIN 38 Achmea Achmea Faculty CERTAIN 39 Health VEROZ Faculty CERTAIN 40 Masterclass Foodretail SMF Faculty CERTAIN 41 Beleiding PhD De Vaan De Vaan Faculty CERTAIN 42 Masterclass Familiebedrijven BTBerk Faculty EXPECTED 43 Social Venturing Diverse Faculty EXPECTED 44 Masterclass Health Health Faculty EXPECTED 45 Masterclass Health OLV Faculty EXPECTED 46 Health projecten Phil/Rabo Faculty CERTAIN 47 RondeTafel Toezichthouders in Zorg Health Faculty EXPECTED 48 Health Bundel N.W.O Faculty EXPECTED TOTAL external income Total faculty 1 faculty 2 faculty 3 faculty 4 faculty 5 faculty 6 faculty 7 TOTAAL 57 available billable (certain) billable (with acquisition) workload (certain) 49% 57% 153% 11% 31% 95% 112% 79% 62 workload (with acquisition) 67% 142% 158% 28% 78% 95% 112% 130%

71 Appendix G Model contract for an agreement for a sponsored chair Sponsorship Agreement The undersigned: 1. The private company with limited liability UNIVERSITY NYENRODE BV, Breukelen address Straatweg 25, hereinafter referred to as "Nyenrode", duly represented by... (fill in name) and (SPONSOR), established in...( fill in location of firm) at the address..... (fill in address), hereinafter called "Sponsor", duly represented by...( fill in name), Considering: Nyenrode focuses on conducting research, teaching and more generally functions as a research and knowledge center for the benefit of companies active in professional services, or companies which mainly consist of professional knowledge workers and from which they derive their value. Sponsor wishes through its engagement to contribute to the development of knowledge and conducting research on developments that can contribute to the further scaling up of the (fill in sector) within the Dutch economy. The parties wish to enter into a sponsorship agreement aimed at the sponsoring of... (fill in project) at Nyenrode. 33

72 Agree as follows: Article 1 Destination of sponsorship fees 1. The sponsor is willing to act as sponsor for... (fill in project) and therefore provides the sponsorship fee of (fill in fee amount) to Nyenrode. 2. Nyenrode commits to spend the received sponsorship on... (fill in project), taking into account the agreement attached as an annex to this project outline. 3. Nyenrode will report annually to the sponsor on the progress, activities and current projects of the... (fill in project). Article 2 Independence The parties recognize and acknowledge the importance of ensuring the independence and functioning of Nyenrode and... ( fill in project). Article 3 No consideration The sponsor cannot claim any service in return from Nyenrode under the present agreement. Article 4 Duration and Termination 1. The agreement is valid for the duration of...(fill in number) years, with effect from (fill in date), and therefore ends by law on... (fill in date). 2. Parties will review the cooperation annually and, no later than one year before the expiry of the agreement, the parties will take action to comment on a possible renewal of the agreement. 3. Termination of the agreement is only possible if during the annual evaluation based on the issue report presented by Nyenrode the sponsor shows that there is insufficient quality regarding... (fill in project) and Nyenrode despite written notice subject to a period of 30 days defaults on its obligations under the agreement. Premature cancellation must be made by registered letter with a notice period of twelve months at the end of a calendar month. 34

73 Article 5 Payments 1. Payment by the Sponsor under this agreement of the sponsorship fee to Nyenrode is... (fill in amount) per year in advance. All prices are excluding VAT. Nyenrode will annually invoice the sponsorship fee at the start of the year. 2. Payment must be made within 30 days after the invoice date, failing which the sponsor will owe statutory interest and the overall judicial and extrajudicial (attorney) fees, which amount to a minimum of Given the nature of the agreement, there will be no VAT charged over the invoice amount unless the tax authorities decide differently. Article 6 Disputes Disputes under this agreement shall be settled by the Court of Utrecht, unless Nyenrode chooses a different jurisdiction. Signed in duplicate at Breukelen on...( fill in date) Prof. Dr. Miša Džoljić Universiteit Nyenrode B.V. Sponsor 35

74 Appendix H Model contract for contract research The undersigned: 1. Nyenrode Business Universiteit, having its registered office in Breukelen, the Netherlands, hereinafter referred to as Nyenrode and legally represented in this matter by Prof. Dr. Maurits van Rooijen, and 2..., legally represented in this matter by the.., hereinafter referred to as the research party, have contracted as follows: Article 1 Project Description a. Nyenrode undertakes to carry out activities, hereinafter referred to as the project, for the benefit of the research party. b. In specific terms, this means. Article 2 Quality Nyenrode will conduct the joint venture to the best of its knowledge and ability, applying criteria and standards that are no lower than those normally applicable to projects that Nyenrode carries out for its own benefit. Article 3 Implementation 36

75 a. Prof. Dr.... will lead the project on behalf of Nyenrode. The representative named in the preamble will act on behalf of the research party, being legally authorized to act on behalf of the research party and to make decisions relating to the project. b. If desired, the research party can, in consultation with the project leader, call in its own expertise regarding the implementation. c. If desired, Nyenrode will, in consultation with the research party, involve third parties in the implementation in the form of teaching staff / supervisors. d. The engagement of third parties, as referred to in the foregoing paragraphs, must under no circumstances negatively affect the quality of the project. e. If either the research party or Nyenrode considers that there is sufficient reason, based on the activities performed up to point, then the research party and Nyenrode are both entitled to initiate an interim meeting to discuss progress. Article 4 Duration a. The project will end on. by the latest. Article 5 Confidentiality a. With regard to third parties, Nyenrode guarantees to maintain full confidentiality of all commercial information, relating for example to business resources, business operations or other data emanating from the research party, of which it gains knowledge by whatever means. In particular, Nyenrode accepts the duty to withhold from third parties confidential information relating to customers of the research party. 37

76 b. Nyenrode is not permitted to reproduce the commercial information relating to the contract or to allow third parties to see it except insofar as is necessary in connection with the implementation of the contract and, if necessary, with the written permission of the research party. c. All data, documents and other commercial information that the research party puts at Nyenrode s disposal in connection with the contract remain the property of the research party at all times and are to be returned immediately upon demand from the research party. d. If applicable, Nyenrode will also contractually oblige any personnel and third parties that it involves in the implementation of the contract to adhere to the obligations set out in this article. e. The obligations of Nyenrode and the research party, referred to in this article, do not relate to know-how, insofar as this: already formed part of public knowledge or literature at the time when it was furnished or obtained; was already possessed by Nyenrode at the time it was furnished or obtained; will, no matter what Nyenrode or the research party does or neglects to do, form part of public knowledge or literature after it is furnished or obtained; or is legally obtained, after being furnished or obtained by Nyenrode and the research party, from a third party that has not received this know-how directly or indirectly for the research party or Nyenrode and is entitled to make it public. Article 6 Intellectual property rights a. The research party will own all intellectual property rights relating to all project results that Nyenrode develops specifically for the research party. The research party can use these project results as it sees fit, providing Nyenrode is named as the source in print on the materials. 38

77 b. Nyenrode will continue to hold the intellectual property rights to all project descriptions that it develops for general purposes. c. In the event of a party wanting to use intellectual property that belongs to the other party, the parties will consult with each other regarding the nature and scope of this use and the conditions under which it will take place. Article 7 Announcement The research party and Nyenrode accept full responsibility for the fulfillment of these contractual obligations by the personnel and auxiliary personnel they employ in the implementation of this contract. Research party and Nyenrode undertake to expressly point out the obligations in this contract to the relevant personnel and auxiliary personnel. Article 8: Liability Nyenrode and the research party are liable to each other for direct damage or loss, insofar as this has been caused by negligence, gross culpability or deliberate action on the part of Nyenrode or any of the research party s employees. The liability of the parties is limited to the total fee, excluding BTW (Dutch VAT), that Nyenrode receives for the project from the principal. Article 9 Fees and payments a. The total fee due to Nyenrode from the research party for the performance of the multi-year project is... excluding BTW. This is based on a time specification of. hours at... hour (excluding BTW). b. Payment is due 30 days after the invoice is sent. 39

78 c. Payment is to be made to account number with the ING Bank in Breukelen, the Netherlands, in the name of Nyenrode Research, citing the reference code shown on the relevant invoice. The invoice will be sent retrospectively. Invoice address: Nyenrode Business Universiteit Financiële Zaken Postbus AC Breukelen Article 10 Special stipulations a. Prof. Dr.... is to inform the research party (in writing if the research party so desires) regarding the progress and content of the activities. The research party and Prof. Dr.. will also make further agreements regarding their involvement, the structure of the study and the way in which the research results are used. b. If there is any question of conflicting interests, Nyenrode will not perform research commissioned by others unless given prior written permission by the research party. Article 11 Changes Neither this contract nor any of its stipulations can be verbally changed or terminated, and no change or termination will be binding unless done in writing and signed by both parties. Article 12 Commencement This contract will come into effect on. 40

79 Article 13 Titles The titles used in the articles of this contract are included only for convenience and are not to affect the scope or operation of this contract. Article 14 Under Dutch Law The articles stated in this contract are subject to the Law of the Netherlands. Drawn up and signed in duplicate, On behalf of <organization> On behalf of Nyenrode Business Universiteit place date place date <signature> <signature> <name> <Position> Prof. Dr. Miša Džoljić Rector Magnificus 41

80 Appendix I Appraisal form Nyenrode faculty Date of interview: / / Date of previous interview: / / Name of faculty member: Date of birth: / / Position: Scale: / / Name of manager: Since: / / Department name: Number of unallocated leave days: Specific arrangements relating to leave days: (All information can be found in the RAET system, to which all managers have access) 1. Does the person hold a managerial function in addition to faculty membership? No (go to question 2). Yes (complete management box). Management box What is the evaluee s opinion of the past year (self evaluation) and what is the evaluator s opinion of it? Which important results have the evaluee and his/her team achieved? (This should also be discussed from the angle of entrepreneurship.)? In which specific way(s) has the manager demonstrated management of the team (ability to inspire loyalty and cooperation)? Has the evaluee demonstrated commercial aptitude? If so, how has this been manifested in practical terms? What is the evaluator s assessment of the general management skills: budget control, planning, proactiveness, self-reliance etc.? 42

81 2. Objectives and agreements set in previous evaluation/last year Which objectives and agreements were made last year, and to which extent have they been realized? 3. Internationalization To which extent has the faculty member contributed to and realized the strategic objective of internationalization for 2011/2012? Describe this as specifically as possible. What is the assessment of these contributions? Not realized Partly realized Realized Exceeded Top performance 4. Core tasks (see also the pre-filled overview of contributions with regard to each element): a. Education: In which way(s) does the faculty member contribute to the NBU s various programs? Does it meet the quality standards? What is the assessment of these contributions? Not realized Partly realized Realized Exceeded Top performance What could contribute to improvement of the upcoming year s performance? b. Research: What academic contributions does the faculty member make in his/her field via research and development? (Publications, publicity, contract research, doctoral candidates (for professors) What is the assessment of these contributions? Not realized Partly realized Realized Exceeded Top performance What could contribute to improvement of the upcoming year s performance? 43

82 c. Acquisition and commercial activities: acquisition of new clients, sponsorships, research fees, acquisition/development of programs for executive education, recruitment of students for programs etc. (Quantify, insofar as possible, in figures and financial contribution) What is the assessment of these contributions? Not realized Partly realized Realized Exceeded Top performance What could contribute to improvement of the upcoming year s performance? d. Contributions to the Nyenrode Academic Community (see Nyenrode faculty charter for examples) What is the assessment of these contributions? Not realized Partly realized Realized Exceeded Top performance What could contribute to improvement of the upcoming year s performance? Overall evaluation of core tasks (including billability) Not realized Partly realized Realized Exceeded Top performance 5. Other objectives 1. Cooperation between colleagues in the department 2. Cooperation between colleagues in Nyenrode 3. Contribution to development of executive education 4. Contribution to innovation Describe the results achieved per objective as specifically as possible. What is the assessment of these contributions? 44

83 Not realized Partly realized Realized Exceeded Top performance Additional agreements and evaluations: 6. Formulate the objectives and agreements for the future (adhering to the SMART formula as much as possible). Final evaluation of overall performance: Not realized Partly realized Realized Exceeded Top performance Based on this appraisal, is the staff member eligible for a periodic bonus? (insofar as this is possible within the scale) YES / NO Reasons: Secondary Activities Where the evaluee s function is graded higher than Scale 10.0, and the appointment is more than 0.5 fte, please complete the secondary activity block. Are all secondary activities registered (see the pre-filled overview of contributions) including revenues and time spent and are they agreed upon? Tick box for mutual agreement Signed by: Manager: Date: / / Staff member: Date: / / Staff member agreement YES / NO Explanation if applicable: 45

84 Next scheduled appointment: HR department: Date: I I Date: I I Discussed with University Board: Date: I I 46

85 Dear faculty member, In accordance with the faculty management charter we ask you if you could please fill out this form and send it to your Center Director and head of faculty at least two weeks in advance of your appraisal? If you have insufficient space, please feel free to add more rows to the tables. Publications in international journals ( ) Please list your publications below and their rating according to the Nyenrode Output Rating System Publication Rating Publications in Dutch journals ( ) 47

86 Books and book chapters ( ) Presentations at academic conferences ( ) Other publications including contributions to public debate ( ) 48

87 Overview of PhD students under supervision ( ) Overview of teaching and other contributions to degree and executive programs ( ) Could you please also list the number of day parts spend on teaching and the evaluation scores for each course/program? Course name Number of day parts teaching Evaluation score 49

88 Overview of thesis supervision and 2 nd reader activities ( ) Students Program (e.g. FTMSc) Supervisor or 2 nd reader Overview of acquisition efforts (e.g. chair sponsoring, contract research, executive programs and degree programs) ( ) 50

89 Overview of other contribution to the Nyenrode community (please check if applicable) Attending academic events such as: Inaugural address PhD Defense Graduation ceremony Please check below Contributing to program related activities such as: Information session and open days Selection interview Recruitment activities Membership of exam committee Other contributions such as: Mentoring (international) students Center related tasks as managing the budget, thesis coordination Member of academic council Member of curriculum committee Board member of personnel association Edornijen Member of works council (Ondernemingsraad) Organizing academic brown bag meetings Other contribution (please list): Overview of secondary activities (nevenactiviteiten) (for faculty members whose function is higher than scale 10 and whose appointment is more than 0,5 FTE) Secondary activity 51

90 Examples of Contributions to the Nyenrode Community Attending academic events such as: Opening of the Academic year Meeting Professors Center meetings Inaugural address A PhD Defense Graduation Academic brown bag presentations Research network meetings Faculty meeting and all staff meetings Contributing to program-related activities such as: Information sessions Selection interviews Membership of exam committee Other contributions such as: Mentoring new faculty members Mentoring (international) students Center-related tasks such as managing the budget, thesis coordination Member of academic council Member of curriculum committee Board member of personnel association Edornijen Member of works council (Ondernemingsraad) 52

91 Appendix J Appointment procedure for a Professor of Nyenrode Business Universiteit 1. A vacancy arises for a professor at Nyenrode Business Universiteit. 2. A profile sketch will be drawn up, including a task description. 3. In order to find a suitable candidate, selection may take place via an open procedure, but it may also be done on the basis of recommendation. 4. An appointment advisory committee (benoemingsadviescommissie, BAC) will be set up (see note on the procedure for the BAC). 5. The BAC will be given the task of issuing an advisory report, with reasons, concerning the recommendation for the appointment of this candidate to the position of professor. All the reports on which this nomination is based are confidential. 6. The appointment advisory committee will assess the candidate on the basis of the following guidelines: a. Having a doctorate; b. Academic contributions to the development of the field, as demonstrated by the number and content of publications, invitations to give lectures and other research output; c. Knowledge of the relevant subject, acquired in academic education and/or professional practice; d. Proven didactic qualities, clarity of thinking and the ability to express oneself; e. Ability to work with others; f. Support for the objectives of Nyenrode Business Universiteit and the willingness and suitability to participate in this university; g. Leadership ability; h. Proven administrative and organizational qualities; i. The final evaluation is to result in an overall judgment regarding the candidate s ability to act as an inspiring, authoritative and leading member of staff. 7. The appointment advisory committee will draw up a reasoned recommendation. The profile sketch and the curriculum vitae, including list of publications, are to be included as appendices to the recommendation. 8. If desired, the appointment advisory committee is to provide a verbal explanation of its report. 9. If the Rector agrees with the recommendation, this will be followed by a nomination decree, an appointment decree and a press release. Because the appointment advisory committee includes two external professors, the prevailing policy of Nyenrode Business Universiteit waives the need to announce the proposed appointment to the sister faculties with a request to lodge any relevant objections. 53

92 1 Vacancy Formation Other, University Board / Rector Expansion e.g. proposal for Financing Dean 2 Profile sketch, job requirements Rector / Dean / P&O 3 Setting up of appointment advisory committee 3 Nyenrode professors, 2 external professors Attempt to get related subject area Dean proposes BAC members Rector appoints BAC Secretary records this 4a Recruitment Rector / P&O 4b Selection of candidate(s) Rector / Secretary 5 Decision based on BAC s recommendation Rector 6 Proposed appointment Rector / University Board 7 Nomination decree University Board 8 Appointment Rector / P&O 9 Press Release Secretary / Corporate Communication 10 Inaugural lecture (preferably within 1 year) Under guidance from chair of BAC Explanatory notes: 54

93 All the aforementioned people will receive the relevant correspondence during the 10 steps. The University Board has its main role in steps 1, 6 and 7. This fulfills the responsibility of the University Board. If the appointment involves someone who is already a professor somewhere else, the procedure applies from step 6, with the proviso that P&O (Human Resources) is also brought into the proposed appointment (in connection with employment terms) at that stage. Secretary is the Head of the Academic Services Center. Approved by the Executive Board on 6 December 2010 HB, procedure BAC December

94 Appendix K Criteria for recommendation to the BAC This policy document specifies some important criteria Nyenrode applies when considering the eligibility of current associate professors to be appointed full professor. The set of criteria represent a threshold standard that candidates must meet or surpass. These criteria also apply to outside candidates for a (sponsored or internally funded) full professor position. Please note: Meeting the requirements does not automatically imply an appointment as full professor. The criteria are essential preconditions, but meeting them is not sufficient in and by itself. The list of criteria is not necessarily exhaustive, and additional requirements may be formulated (implicitly or explicitly), depending on the specific position and/or circumstances. All appointments are at the discretion of the Rector in consultation with the Academic Board, having heard the advice of the BAC. An appointment can only be considered if the position: is financially viable, and fits the Nyenrode structure plan. A potential candidate will only be considered for appointment if he or she meets or surpasses the Nyenrode standards in both the areas of research and teaching. On top of that, he or she needs to have a demonstrable track record in the Nyenrode values Leadership, Entrepreneurship, and Stewardship. The criteria in these three areas are explained below. 1: Research In the area of research, candidates should meet the following cumulative requirements: The candidate holds a PhD-degree. The candidate s academic publications (excluding his or her PhD-thesis) are worth at least 10 publications points in the Nyenrode Research Output Rating System. Of these additional publications, at least two are rated 3 points or higher in the Nyenrode Output Rating System. 2: Teaching In the field of teaching, candidates should meet the following cumulative requirements: The candidate has a history of teaching excellence, and his or her course evaluations show consistent scores above the average score for the program of which the courses are part. The candidate has significant experience in course development, either in degree programs or in executive education, and has demonstrated ability to take the lead in development efforts. The candidate is able to serve different audiences and has taught successfully in various different programs (MSc, MBA, etc.). 3: Professorial behaviour; in line with positioning NBU Candidates should fit the Nyenrode profile (by business for business) and should represent the Nyenrode trinity Leadership, Entrepreneurship and Stewardship (LES). Their professional behaviour is consistent with their professorial roles and duties. The fit with Nyenrode and the LES trinity can be rooted in many different dimensions of one s functioning, behaviour and/or personality, and it is hardly possible fully to specify the specific criteria in advance. Indications of this fit include, but are not limited to, the following: 56

95 The candidate has accepted significant responsibilities to serve the Nyenrode community, e.g. a Program Directorship or a Center Directorship. The candidate has taken the initiative and/or responsibility for projects that have substantial relevance to the Nyenrode community or to the broader academic community to which he or she belongs. Leadership in the academic, professional, or public debate. The candidate has a track record in research or teaching that crosses the functional borders of his or her specific subject area. Proven commercial qualities. A track record in research fund acquisition. The candidate shows true scholarship within and outside his or her subject area. The candidate is a role model for students and has proven capabilities to guide (PhD) students towards successful academic and business careers. 57

96 Appendix 4: Rules & Regulations Program Committee (not available yet)

97 Appendix 5: Handbook for Exam Committees

98 Handbook for Exam Committees Nyenrode Business Universiteit Date: May 2, 2014 Central Exam Committee & Academic Services Center Adopted by the University Board on May 19, 2014 following consultation with the Central Exam Committee.

99 Table of Contents 1 Introduction 3 2 Exam Committees: independence and expertise Position of Exam Committees within the organization Independence Independence in respect of the governing body of the institution Independence and composition Expertise Conclusion 7 3 Exam Committees at Nyenrode Business Universiteit Installation of the Exam Committee Composition of the Exam Committee Profiles of individual members External members Exclusion from membership Appointment of members Termination of membership Development of expertise Tasks of the Chair Chair Vice Chair Support for Exam Committees Independence of the official secretary Student Advisors Meetings 15 4 Activities of Exam Committees Tasks and powers of Exam Committees Decisions Complaints handling 21 Appendices Appendix I Appendix II Appendix III Organogram References Statutory Frameworks 2

100 1 Introduction Exam Committees perform an important task at Nyenrode Business Universiteit: they are responsible for assuring the quality of exams and final examinations. Their purpose is to determine, in an independent and expert way, that each student has satisfied the requirements for the award of a degree set by the program concerned. This means that Exam Committees fulfill a vital role in monitoring the quality of the process leading to the awarding qualifications. After all, students, researchers, stakeholders and supervisory bodies must have faith in the fact that Nyenrode Business Universiteit awards its qualifications with all due care. Thanks to the amendment of the Wet op het hoger onderwijs en wetenschappelijk onderzoek (Dutch Higher Education and Scientific Research Act, abbreviated as WHW in Dutch) through the Wet versterking besturing (Dutch Governance Strengthening Act, abbreviated as Wvb in Dutch), as of 1 September 2010 Exam Committees acquired more substantive tasks and their independent position has been strengthened. In order to function optimally, it is essential that the governing body of the institution (represented by the Dean) guarantees that the Exam Committees can operate independently and with due expertise, and it is important that (the members) of the Exam Committees are well aware of the frameworks within which they must perform their statutory tasks. The aim of this handbook is to inform the educational management and Exam Committees about the statutory frameworks within which the Exam Committees should operate and the way in which they can properly perform their tasks in this context. To this end, Chapter 2 goes into more detail regarding the terms independence and expertise. Chapter 3 describes how these terms are put into practice at Nyenrode Business Universiteit (institution-wide) and the composition of the committees. In conclusion, Chapter 4 sets out the activities of the Exam Committees. This chapter sets out the statutory responsibilities and tasks with an explanation of each task. 3

101 2 Exam Committees: independence and expertise With the adoption of the Wet versterking besturing, independence and expertise became the major features that Exam Committees must demonstrate (WHW, Section 7.12.a. and the Explanatory Memorandum). This independence and expertise apply to the position of Exam Committees within the organization, the composition and appointment of members as well as the tasks and powers of Exam Committees. This chapter looks at the position of Exam Committees within the organization from the perspective of the WHW, and further examines the terms independence and expertise. The concrete elaboration of these two terms at Nyenrode Business Universiteit is set out in the next chapter. 2.1 Position of Exam Committees within the organization The main focus of the Act is on the program (Section 7.3.). A program is a cohesive set of units of study focused on well-described attainment levels. The goal and content of the program are set out in the Rules & Regulations (Onderwijs- en Examenregeling, OER) which are approved by the Dean. In addition to the Dean, three statutory entities are directly involved in assuring the quality of a program: The Program Director The Program Committee The Exam Committee. WHW, Section Exam Committee 1. Every program or group of programs of the institution has an Exam Committee. 2. The Exam Committee is the body that determines, in an objective and expert manner, if a student meets the conditions set down in the Rules & Regulations (OER) regarding the knowledge, insight and skills required for the award of a qualification. The governing body of the institution appoints or installs each of these persons or committees. In the case of universities, the governing body of the institution is represented by the Dean (WHW, Section 9.15, paragraph e). The Program Director, Program Committee and Exam Committee can be appointed for more than one program, as long as the activities always concern individual programs. An OER is also set for each program. 4

102 The tasks of the Program Director, Program Committee and Exam Committee are divided as follows: The Program Director is responsible for the structure and implementation of the program as described in the OER, and ensures that the teaching and the program meet the quality standards. The Program Committee advises the Program Director and the Dean (and Associate Dean) on the OER and the way in which it is implemented (WHW, Section 9.18, paragraphs a and b). The Exam Committee advises the Program Director and the Dean on the OER regarding exam regulations and, for each individual student, assesses the results of the education provided within the framework of the program s OER. The Exam Committee is, after all, the body that determines, in an objective and expert manner, if a student meets the conditions set down in the OER regarding the knowledge, insight and skills required for the award of a qualification (WHW, Section 7.12.). Due to its supervisory role, it is important that the Exam Committee can perform its tasks and exercise its authority independently and with due expertise. The terms independence and expertise are examined in more detail below. 2.2 Independence Independence in respect of the governing body of the institution The independent position of the Exam Committee in respect of the governing body of the institution (in the case of Nyenrode Business Universiteit represented by the Dean) was confirmed and strengthened through the most recent amendment to the WHW in 2012 (Wet versterking besturing). The Explanatory Memorandum states the following regarding the independence of the Exam Committee in respect of the governing body of the institution: The independent functioning of the Exam Committee in respect of the University Board means that although the University Board installs the Exam Committee, the institution must ensure that the Exam Committee can carry out its work independently within the institution. This also means, for example, that the University Board cannot impose any obligations on the Exam Committee regarding the assessment of students. The Board does, however, have final responsibility for the quality of the education provided and the awarding of qualifications (WHW, Section 7.10a, paragraph 1); an Exam Committee must act within the boundaries of the OER. This also guarantees that the way in which exams are conducted is in line with the program framework. In other words: the Dean approves the Rules & Regulations (OER) and thus has final responsibility for the quality of the education provided. The Exam Committee assesses if students have met the requirements set down in the OER and, after this assessment, the institution awards a Bachelor s or Master s Degree. 5

103 2.2.2 Independence and composition In addition to independence in terms of its position in the organization in respect of those responsible for the quality of the education provided (Dean, Program Director), the Exam Committee s independence should also be demonstrated by its composition. External members The Wet versterking besturing has already made it possible for Exam Committees to include an external member. This will be a legal requirement from September The idea behind this is that external members can provide an important safeguard in terms of quality assurance and can contribute to the expertise of the Exam Committee as a whole. During the debate on the Wet versterking besturing whether or not members of the management would be able to sit on Exam Committees was also discussed. This is not set down in the Act, but the Explanatory Memorandum includes a recommendation that managers with financial or line responsibility should not be allowed to sit on Exam Committees. In respect of assuring the quality of Exam Committees and the quality assurance they provide, the State Secretary has announced that two major points of the WHW are to be amended: 1) In the future, an Exam Committee must always have at least one external member. 2) Managers with financial responsibility cannot sit on an Exam Committee. The concrete elaboration of these two points is discussed in more detail in the next chapter (in paragraph 3.2). 2.3 Expertise The Education Inspectorate s report entitled Boekhouder of wakend oog (Accountant or Watchful Eye) showed that Exam Committees assess their expertise as satisfactory or very satisfactory. However, there were differences in the type of expertise. Whereas Exam Committees indicated they had very satisfactory knowledge of the programs and the OER, this classification was seen significantly less frequently regarding knowledge of assessment and statutory frameworks. In addition, the same study showed Exam Committees mainly fulfill their task in terms of procedures and far less in terms of substantive aspects. With the introduction of the Wet versterking besturing, the emphasis in terms of the responsibility of Exam Committees has shifted to the substantive aspects of examinations. In the WHW, for example, assuring the quality of exams and final examinations is listed explicitly as a task (WHW, Section 7.12b, paragraph 1 under a). To this end, it is necessary that the members of Exam Committees have a high degree of subject-matter expertise, expertise in assessment and knowledge of the statutory frameworks. The Exam Committee as a whole must cover these different areas of expertise. When an Exam Committee is being compiled, the Dean can therefore choose to require each individual member to possess expertise in the different areas, or to have the Exam Committee made up of members with 6

104 different subject-matter expertise and an expert in assessments. Nyenrode has chosen for Exam Committees as a whole to possess the necessary expertise (cf. page 8). Every member of an Exam Committee should possess basic knowledge of the statutory framework. The institution is obliged to allow the Exam Committees and examiners sufficient opportunity for professional development Conclusion The emphasis on the independent functioning of Exam Committees sometimes leads to the interpretation that they have the power to impose their own quality criteria on a student or program, whereby the danger arises that the Program Management and the Exam Committee can result in disagreements. This is, however, not the case: Exam Committees assess the realized quality against the (quality) requirements and provisions of the OER approved by the Dean. If an Exam Committee observes that these requirements and provisions are not being met, it has several intervention instruments at its disposal. In this regard, consultation with the Program Director is important. 1 Policy response to the reports on alternative final projects, Ministry of Education, Culture and Science, 20 May

105 3 Exam Committees at Nyenrode Business Universiteit 3.1 Installation of the Exam Committee As stated in Chapter 2, the Dean installs an Exam Committee for a program or group of programs. The Program Directors concerned advise the Associate Dean of Degree Programs who makes recommendations to the Dean. The most important criterion when installing an Exam Committee is that together the members possess sufficient subject-matter expertise to safeguard the quality of the program(s) that fall under it. 3.2 Composition of the Exam Committee Nyenrode Business Universiteit has a central Exam Committee and three sub-committees: Accountancy & Controlling Exam Committee General Management Exam Committee Nyenrode New Business School Exam Committee*. * The Nyenrode New Business School (NNBS) Exam Committee reports to the Dean of the NNBS. The Chair of the Nyenrode New Business School Exam Committee attends the meetings of the central Exam Committee. A list of the Exam Committees and the programs that fall under the various sub-committees is appended to this document (Appendix I). It applies at Nyenrode Business Universiteit that each Exam Committee consists of a minimum of three members. Preferably, the Exam Committee should be supplemented by an external member. External members will become mandatory on the introduction of the new legislation (cf ). When compiling the Exam Committee (and therefore when appointing its members), it is important to take into account that the subject-matter expertise and assessment expertise of the Exam Committee as a whole should be assured. In addition, it is of importance to meet the statutory obligation that a minimum of one member of the Exam Committee is a lecturer within the program or programs for which the Exam Committee is installed. At Nyenrode Business Universiteit, it applies that the Chair is tied to the program that falls under the Exam Committee concerned (or tied to at least one program when a group of programs is involved). The reason for this is that in many instances the Chair is the first point of contact in the event of a decision, request or statement. In practice, this role can best be fulfilled when the Chair is close to the program, physically as well as in terms of content. 8

106 3.2.1 Profiles of individual members The Exam Committee as a whole must possess sufficient subject-matter expertise as well as assessment expertise. Subject-matter expertise can be assured by appointing members of the Faculty involved with the program or one of the group of programs. In addition, it is important that within the committee there is sufficient knowledge of the structure of the program(s). The preference is that the members of the Exam Committee have been teaching within the program or have been involved in developing the content of the program for a minimum of three years. Assessment expertise can be assured by adding an assessment expert to the committee. Moreover, one of the members must be independent and capable of making well-considered decisions if a conflict of interests arises. Taking the above arguments into account, the profile for internal members is as follows: An internal member of an Exam Committee: 1. Is a member of the Faculty of Nyenrode Business Universiteit*; 2. In the first year of membership, follows a training course on his/her area of expertise within the framework of his/her tasks on Exam Committee 2 (cf. paragraph 3.3); 3. Possesses the soft trait of independence and is capable of making a well-considered decision in the event of any conflict of interests. Independence means: being independent in behavior; daring to maintain and defend a personal standpoint that is in opposition to that of others (and to any one-sided interest) in the interest of the quality of the program; actions in this regard are objective and critical; recognizing and anticipating situations in which personal and quality interests are (potentially) in conflict. Preferably: 4. Has been involved in teaching within the program(s) or has been involved in developing a new program for a minimum of three years. *In the case of the NNBS, freelance lecturers. The Program Director(s), via the Associate Dean of Degree Programs or the Exam Committee itself, can nominate new members to the Dean. However, such nominations are not binding. At minimum, the Dean assures that the Exam Committee is listened to regarding the appointment of new members (WHW Section 7.12a, paragraph 3); the Exam Committee has an advisory role in this regard. Due to the weight of the Exam Committee, at least one of the members (preferably the Chair) should be a professor or associate professor of the program(s) concerned. This adds to the status of the Exam Committee. 2 Applicable to sitting members as of 1 January

107 3.2.2 External members In 2015, it will be mandatory to add an external member to the Exam Committee. Under the current legislation (2014), the presence of an external member is still optional. The goal of including an external member is formulated as: [ ] In addition, attracting external experts from outside the program can increase external legitimacy regarding the assessment and examinations. 3 The external expert thus adds an external perspective to the quality assurance of the assessments and examinations of the programs that fall under the Exam Committee. The same Explanatory Memorandum (2011) states that the external expert can be a fellow subject-matter expert at another institution or from a different discipline within the same institution. It may be someone who is an expert in the field of assessment, or someone from the professional field (in the Netherlands or abroad). External members may not be involved as lecturers in the management and development of the education provided in the programs that fall under the Exam Committee, and should come from a different background. Apart from these conditions, no other institution-wide criteria have been set. This allows the Dean the freedom to draw up a profile (possibly for each Exam Committee) that is in the best possible alignment with the character and needs of the program (or group of programs) that falls under the Exam Committee concerned. Recommendation: the appointment of external members to the Exam Committees from a different discipline within Nyenrode Business Universiteit to guarantee an objective view. This can be realized quickly. Note: the Educational Quality Advisor of the Academic Services Center will keep abreast of the developments (and legislation) regarding external members and report them to the Chairs of the Exam Committees. Intermezzo: profile of an assessment expert Has knowledge and insight into the (faculty) assessment policy framework. Has knowledge and insight into the standard quality criteria for assessments (validity, reliability, transparency and workability). Is able to apply the quality criteria to the usual research university (in Dutch: WO) assessment formats (open questions, multiple-choice questions, essays, papers, theses, etc.). Is able to assess the quality of formative assessment formats. Has insight into the quality and shortcomings of the usual assessment formats. Has insight into the standard methods for determining the caesura. 4 Is able to perform an elementary item analysis (reliability, p-value, Point-Biserial correlation, etc.). Is able to perform an elementary analysis of assessment results (e.g. linking it to earlier results and course evaluations). Is able to provide adequate feedback. 3 Explanatory Memorandum to the amendment to the WHW in connection with improving quality assurance, December In assessment theory, caesura refers to the score that forms the cut-off point between a pass and a fail. 10

108 Preferably: Teaching experience at research university level (WO). Is familiar with digital assessment Exclusion from membership The State Secretary has announced that new legislation will state that managers with financial responsibility will be excluded from being members of exam committees. In addition, there are several officials who will not be eligible for membership due to the incompatibility of membership with their other tasks. Nyenrode Business Universiteit has therefore decided that the following officials are excluded from sitting on Exam Committees: Members of the Supervisory Board Members of the University Board Dean and Associate Dean of Degree Programs Directors of Colleges or Graduate Schools Program Directors Directors of Operations/Operational Managers Chairs of the Program Committees (PCs) of the programs that fall under the Exam Committees Chair of the Works Council Student Advisors. The first 6 officials are excluded from membership due to their line management or financial management responsibilities regarding the education provided. The Chairs of the PCs are excluded from membership due to the incompatibility of the tasks of the PCs (advising the Program Management) with those of the Exam Committees (monitoring the programs as a whole) regarding monitoring quality. The Chair of the Works Council is also excluded, given that the Works Council assesses the HR aspects of the OER. Finally, Student Advisors are excluded from membership due to a possible conflict of interests between the interests of the student on the one hand, and the decisions of the Exam Committee on the other. In addition to the officials mentioned above, the Dean may exclude other officials from membership if this is desired Appointment of members The Dean appoints the members of the Exam Committee. The law (WHW) stipulates no term for such appointments. This means that, in principle, members are appointed for an indefinite period. To guarantee the continuity of knowledge and decision-making within the Exam Committee, it is desirable that a new member is appointed to each sub-committee every four years. The NNBS appoints members for periods of 1 year. As a rule, the Exam Committee or the Program Director nominates a candidate member to the Dean. The Dean then assesses whether the candidate member meets the criteria set for subject-matter and assessment expertise, and consults the members of the Exam Committee on the nomination via the Chair of the Exam Committee. The Exam Committee has an advisory role in this (WHW, Section 7.12a, paragraph 3). 5 5 Parliamentary Document 31821, number7. 11

109 An appointment letter is then sent to the candidate member concerned. If the appointment of a Chair is involved, this will be specifically stated in the appointment letter. Should the Dean have any reason not to wish to appoint the candidate in question as a member, he/she will contact the Associate Dean and Program Director(s) for further consultation Termination of membership The membership of a member of the Exam Committee terminates if: the member is going to take on a position that is incompatible with membership of the Exam Committee; the member s employment is terminated (for internal members); the member wishes to terminate the membership; the member is going to teach within one of the programs that falls under the Exam Committee (for external members*). *A separate letter and procedure will be drawn up in due course regarding this point (cf ). In addition to the reasons above, it may be the case that an Exam Committee member no longer performs satisfactorily. In such instances, the only way to terminate the membership is by a decision of the Dean, possibly in combination with immediate suspension. When this point was debated in the House of Representatives, the suspension of a member was, however, referred to by the Minister as a far-reaching measure and this can only take place if this measure is proportionate. 6 Such a decision should therefore be taken on an individual basis. As a rule, the Exam Committee, its Chair or the Program Director informs the Associate Dean of Degree Programs of any unsatisfactory performance on the part of (a member of) the Exam Committee, and the Associate Dean of Degree Programs apprises the Dean of the situation. 3.3 Development of expertise The institution is obliged to offer the members of the Exam Committee sufficient opportunity for the development of expertise. 7 At Nyenrode Business Universiteit, this obligation is fulfilled as follows: On appointment, each new Exam Committee members receives a copy of the Handbook for Exam Committees (currently under development) and the OER of the program(s); Every year, at least one training course is organized for the Exam Committee members to develop their expertise. 6 Parliamentary Document 31821, number 7. 7 Policy response to the reports on alternative final projects, Ministry of Education, Culture and Science, 20 May

110 3.4 Tasks of the Chair Each Exam Committee at Nyenrode Business Universiteit has a Chair Chair The Exam Committee elects its Chair. The Dean appoints as Chair the person nominated by the Exam Committee. The Chair is responsible for the independence and expertise of the Exam Committee in its functioning, and is accountable for this. Moreover, the Chair should be a competent process monitor; he/she should allow the experts to be heard. The Chair of the Exam Committee: a. is responsible for the independence and expertise of the Exam Committee in its functioning, and is accountable for this; b. is accountable for and defends the policy and decisions made in respect of internal and external parties such as the Appeal Committee; c. signs certificates and diploma supplements; d. advises the Dean, on behalf of the Exam Committee, regarding the appointment of members of the Exam Committee; e. prepares meetings together with the official secretary; f. chairs the meetings of the Exam Committee; g. contributes to the drawing up of the annual report and approves the annual report. Due to the task of external representation, it is preferable that the Chair is a professor or associate professor within one of the programs that falls under the Exam Committee concerned Vice Chair In the absence of the Chair, or if the Chair is not independent regarding a particular matter, the Vice Chair can replace the Chair. In such instances, the Vice Chair has the same duties and powers as the Chair, but may only sign diplomas under the statement b.a. (Dutch for in the absence of ). The Vice Chair is elected from the members of the Exam Committee. 3.5 Support for Exam Committees The Dean ensures that each Exam Committee is supported by an official secretary. These official secretaries are not members of the Exam Committees. Official secretary (Accountancy & Controlling and General Management): a. Organizes meetings (in consultation with the Chair) and sends out invitations and meeting documents to the Exam Committee members; b. Takes the minutes of Exam Committee meetings and ensures that the minutes and decisions are archived; c. Contributes to the annual report in collaboration with the Chair; d. Handles and monitors correspondence on behalf of the Exam Committee; 13

111 e. Regarding cases: responsible for compiling dossiers, handling correspondence, managing the Exam Committee s dossiers, holding preliminary consultation with the Program Management, gathering information, searching for precedents, discussing cases with the Chair, advising on decision-making and communicating decisions; f. Can, in the event of standard decisions, handle the requests of students on behalf of the Exam Committee, if mandated to do so; g. Contributes to the proposed positions and decisions of the Exam Committee with due observance of the relevant decision-making frameworks, procedures and statutory provisions (for example, the OER, assessment policy, WHW); h. Monitors the procedural progress of the decision-making; i. Plays a monitoring role regarding the implementation of the decisions of the Exam Committee by the Program Management, and, if necessary, supports/advises the Program Management regarding the application of underlying procedures; j. Monitors compliance with the R&R/OER* of the programs that fall under the Exam Committee; k. Makes an inventory of changes to the R&R/OER* of the programs that fall under the Exam Committee, and consults with the Chair on the practical application of such changes; l. Manages the Exam Committee s archives; m. If necessary, looks into, explains and advises on the R&R/OER (and any financial consequences thereof ) and Exam Committee policy to the Program Management; n. If necessary, looks into, explains and advises students on the exam regulations. In practice, this also takes place via the Program Management. *regarding the sections that have to do with exam regulations. Specifically for the General Management Exam Committee o. Creates, manages and maintains spreadsheets with the academic records of all degree programs (in the near future: SAN); p. Responsible for entering grades, the final check that the calculations of GPA/rankings/Cum Laude have been performed correctly and for the uniformity of grade lists/academic records of graduating students. Specifically for the Accountancy & Controlling Exam Committee q. Supervises the archiving of documents intended for student dossiers and/or the sending of relevant information to the Program Management for archiving in digital student dossiers. The official Secretary of the Nyenrode New Business School only performs a few of the activities detailed above. Note: the details of the job profile for the position of official secretary can vary from one Exam Committee to another. 14

112 3.5.1 Independence of the official secretary The position of official secretaries is an important area for attention within the framework of independence. In order to perform their tasks, official secretaries must be able to function independently of the educational management. The Student Advisor (within Accountancy & Controlling) in many cases that arise, has the role of advocating for the student. This role is in conflict with the duties of the official secretary to convey a decision of the Exam Committee to the student, or possibly to handle the decision on behalf of the Exam Committee. It is therefore not desirable that a Student Advisor fulfils the role of official secretary to an Exam Committee Student Advisors Students of the Accountancy & Controlling programs can turn to Student Coaches for counseling and advice. Within General Management, this role is fulfilled by the Program Management. At the Nyenrode New Business School, the Student Advisors are the contacts for students. The Exam Committee can invite a Student Advisor or a representative from the Program Management to act as a consultant to the Exam Committee. 3.6 Meetings The Exam Committee meets a minimum of twice a year. Decisions are made by a majority of the members. The Chair and the official secretary will consult more frequently about, for example, the requests of students. The meetings of the Exam Committee are, in principle, closed. The Exam Committee can invite guests to attend meetings, including a Student Advisor, Educational Quality Advisor or a Program Director. The subjects that are dealt with at plenary meetings include advising on the OER and on the assessment policy of a program, and finalizing the assessment forms for the final projects of bachelor s and master s programs. The official secretary takes the meeting minutes and is also responsible for setting down the decisions and advice of the Exam Committee and for communicating them to the parties involved. The Central Exam Committee meets four times a year. 15

113 4 Activities of Exam Committees 4.1 Tasks and powers of Exam Committees The Exam Committee must assure the quality of exams and diplomas. To this end, the legislature has given Exam Committees the following tasks and powers: 1. To determine, in an objective and expert manner, if a student meets the requirements set down in the Rules & Regulations (OER) in respect of the knowledge, insight and skills necessary for being awarded a qualification (WHW, Section 7.12, paragraph 2). 2. To assure the quality of exams and final examinations (WHW, Section 7.12b, paragraph 1 under a). 3. To set down guidelines and instructions within the framework of the OER in order to assess and approve the results of exams and final examinations (WHW, Section 7.12b, paragraph 1 under b). 4. To grant exemptions from taking one or more exams (WHW, Section 7.12b, paragraph 1 under d). 5. To take measures in the event of fraud (WHW, Section 7.12b, paragraph 2). 6. To assign examiners to conduct exams and determine the results thereof (WHW, Section 7.12c). 7. To award certificates and related diploma supplements, as proof that a final examination was passed (WHW, Section 7.11, paragraphs 2 and 4). 8. To grant permission for a student to follow a flexible study program, for which the final examination leads to the award of a qualification (WHW, Section 7.12b, paragraph 1 under c). 9. To issue a transcript stating the exams passed to persons who have passed more than one exam but to whom no certificate can be awarded (WHW Section 7.11, paragraph 5). 10. To draw up an annual report of its activities (WHW, Section 7.12.b, paragraph 5). Accreditation The way in which the Exam Committee performs its statutory tasks plays an increasingly more important role in accreditations, including that of the Accreditation Organization of the Netherlands and Flanders (NVAO). Mandates The tasks of the Exam Committee can be mandated to persons and committees. In this regard, it is important that it is clearly set down to whom the tasks are mandated and what responsibilities are covered by the mandate and under what conditions. 1. Determining, in an objective and expert manner, if a student meets the requirements set down in the Rules & Regulations (OER) in respect of the knowledge, insight and skills necessary for being awarded a qualification (WHW, Section 7.12, paragraph 2). 16

114 This means that the Exam Committee must assess if the student has achieved the attainment level of the program. If a student has passed all components of the exam in accordance with the provisions of the OER, the qualification can be awarded. The sum of the learning objectives of the individual components should, after all, lead at a minimum to the set attainment levels being achieved. The Exam Committee can determine that passing the individual program components will be closed with a final exam. In such cases, this requirement must be set down in the OER. Within this task, the Exam Committee is also the body that is authorized, in special cases, to deviate from the provisions of the OER (i.e. the application of the bachelor-before-master requirement). Several examples of this are: permitting a modified exam or final examination format, extending the period of validity of an exam result, replacing individual units of study with a different unit of study that has the same learning objective and deviating from possibly mandatory participation in a practical exercise. Moreover, the Exam Committee can determine, under conditions to be set by the Exam Committee itself, that not every exam needs to be passed in order to record a pass for the final examination. 8 Recommendation: to draw up house rules for each Exam Committee which contain the most common rules on how an Exam Committee acts (including mandates). To this end, the Academic Services Center will deliver a format that the Exam Committees themselves can fill in (in connection with the different procedures involved). 2. Assuring the quality of exams and final examinations (WHW, Section 7.12b, paragraph 1 under a). WHW, Section 7.12b, paragraph 1 under a states that the Exam Committee has the task of assuring the quality of exams and final examinations. This provision was included in the Act based on the findings of the Education Inspectorate that Exam Committees spend too little time on quality assurance and the quality policy involving exams and final examinations. Drawing up and implementing an assessment policy is an important tool in assuring the quality of exams and final examinations. The Central Exam Committee of Nyenrode Business Universiteit has installed an Assessment Committee that draws up the assessment policy and performs the tasks involved in assuring the quality of exams and final examinations. Assessment Committee The Assessment Committee consists of representatives from the three sub-committees and other faculty members, and is supported by a secretary and an advisory official from the Academic Services Center. The Assessment Committee submits its assessment policy to the Central Exam Committee to be decided on. The Assessment Committee reports on an annual basis to the Central Exam Committee and, if required, provides information in the interim. 8 WHW, Section 7.10, paragraph 2. 17

115 It is important to note that, officially, the Exam Committee remains responsible, even though the Assessment Committee does the actual work. The Exam Committee should therefore ascertain that the Assessment Committee performs its tasks in a manner that meets the requirements that the Exam Committee sets in this regard. During an accreditation procedure, the Exam Committee is accountable for the aspect assessment. The Exam Committee can assign a representative from one of the sub-committees and/or the Assessment Committee for this. 3. Setting down guidelines and instructions within the framework of the OER in order to assess and approve the results of exams and final examinations (WHW, Section 7.12b, paragraph 1 under b). The Exam Committee should advise the Dean annually on the Rules & Regulations (OER). In this way, the Exam Committee can add substance to the quality assurance of the program s assessment program. 4. Granting exemptions from taking one or more exams (WHW, Section 7.12b, paragraph 1 under d). The Exam Committee has the power to grant a student an exemption for one or more subjects. The way in which this task is carried out is set down in the OER of the program concerned. Whether or not an exemption can be granted is assessed against the OER. It is therefore necessary that the grounds for granting exemptions are set down in the OER of the relevant program. 9 Section 7.13, paragraph 2 under r of the WHW clearly states that these grounds could lie in exams or final examinations taken earlier in the higher education system, and in knowledge and skills acquired outside the higher education system. Broadly speaking, one condition for granting an exemption is that the replacement component has roughly the same learning objective as the component of the curriculum for which an exemption is granted. The reasons that constitute the basis for granting an exemption should be set out clearly and transparently and archived in the proper manner. In addition, it is possible for the Exam Committee to have included in the OER components that are frequently used to replace standard components of the curriculum. In such instances, a request for an exemption is automatically approved. The granting of exemptions can be mandated to a person or a committee, but the Exam Committee remains responsible. The Exam Committee should set down who is authorized to grant exemptions and under what conditions (e.g. a description of standard cases, the procedure and the delivery of reports on a yearly basis). 5. Taking measures in the event of fraud (WHW, Section 7.12b, paragraph 2). The Exam Committee is the body that must take measures in the event of fraud. 9 WHW, Section 7.13 paragraph 2, under r. 18

116 Recommendation: the drawing up of a uniform regulation (guidelines) in which the definitions of fraud and plagiarism and guidelines for sanctions to be imposed are elaborated. 6. Assigning examiners to conduct exams and determine the results thereof (WHW, Section 7.12c). An important instrument available to the Exam Committee for its task of assuring the quality of exams and final examinations, is the assigning of examiners. By law, this task lies with the Exam Committee. In the fall of 2013, the Assessment Committee submitted a proposal to the Central Exam Committee regarding the appointment of examiners. 7. Awarding certificates and related diploma supplements, as proof that an exam was passed (WHW, Section 7.11, paragraphs 2 and 4). The Exam Committee is the body that awards the certificate to the student once it has been determined that the student has met the requirements (cf. 1). The certificate and diploma supplement must be signed by the Chair of the Exam Committee. In special cases, one of the other members of the Exam Committee (with the exception of the external member) may sign the certificate and diploma supplement. The official secretary or members of staff who are not members of an Exam Committee are not permitted to sign the certificate and diploma supplement. 8. Granting permission for a student to follow a flexible study program, for which the exam leads to the award of a qualification (WHW, Section 7.12b, paragraph 1 under c). Nyenrode Business Universiteit currently has no flexible study programs (fall 2013). The expectation is that in the future such programs will be possible (expansion of the modular structure of programs). The prior approval of the Exam Committee will then be a condition for determining if a flexible program is of the required level and if the study load and attainment levels of the program are satisfactory. 9. Issuing a transcript stating the exams passed to persons who have passed more than one exam but to whom no certificate can be awarded (WHW Section 7.11, paragraph 5). The Exam Committee has the power to issue a transcript to students who have passed more than one exam, but to whom no certificate can be awarded. Such a transcript lists the exams that were passed. This can be important for students if, for example, they are transferring from one program to another and are entitled to an exemption from a component of the new program based on the results achieved earlier. 19

117 The issuing of such transcripts can be mandated to a person or a committee, but the Exam Committee remains responsible. The Exam Committee should set down who is authorized to sign such transcripts and under what conditions (e.g. the procedure and the delivery of a report to the Exam Committee on an annual basis). 10. Drawing up an annual report of its activities (WHW, Section 7.12.b, paragraph 5). The Exam Committee should submit an annual report on its activities to the Dean. The aim of this annual report is: 1) To ensure the accountability of the Exam Committee to the Dean; 2) To deliver input for the Program Director, Associate Dean of Degree Programs and the Dean on any improvements to the quality of the education; 3) To provide management information. This information is often requested in the accreditation procedure of a program. 4.2 Decisions The Exam Committee may make decisions on many different matters. How the Exam Committee makes its decisions will be set out in the house rules (cf. the Recommendation on p. 17). Examples of decisions set down in the WHW include: Decisions to grant exemptions. Approval of the examination schedules of students. Decisions to award a qualification. In other words, the decision that a student has achieved the attainment levels of the program. Decisions to award a distinction, such as Cum Laude. Decisions to allow a different form of examination for a student with a disability. Decisions involving the general assessment policy of a program, for example, approving an assessment form for final projects. Drawing up guidelines for examiners. Imposing sanctions for fraud and plagiarism. Assigning examiners. Decisions on requests for an extension of the period of validity of an exam. Decisions on permitting additional opportunities to take an exam. Determining alternative program composition (for example, when a curriculum revision is concerned). Approval of study units successfully completed abroad. Decisions to approve a flexible study program. 20

118 Not every decision needs to be made by the full Exam Committee. The Chair can make several of the decisions referred to above independently. 10 The decision-making process, however, must be transparent. It is therefore up to the Exam Committee to set down in the regulations who is authorized to make what types of decision. The guidelines below can be used to this end: The gravity of the decision. In the event that an appeal may be lodged against a decision, for example, against the imposition of sanctions for fraud or plagiarism, it is desirable that the decision is made by the full Exam Committee. Decisions involving the assessment or examination policy of a program (determining alternative final projects, guidelines for examiners), should always be made by the full Exam Committee. A request that has never arisen earlier, will at least be submitted to the Chair. The official secretary can deal with standard decisions (e.g. replacing a subject that has been passed earlier). Decisions of this type must be well documented, for example in a separate document entitled Decisions of the Exam Committee. In the event that a decision must be made by the full Exam Committee, the decision will be made by a majority vote. If the vote is tied, the Chair s vote will break the tie. If the decision is to be sent to the party or parties involved, the Chair must sign the decision. In the event of so-called standard decision, the decision can be signed by another person with the designation i.o. (on behalf of) or b.a. (in the absence of). 4.3 Complaints handling Students should, in the first instance, submit any complaints concerning exams or final examinations to the Exam Committee of the program involved, with the exception of objections or appeals. When handling complaints, the Exam Committee applies the principle of the right to a hearing and to present counter-arguments: both the student and lecturer will be heard. At least one member of the Exam Committee, in addition to the Chair, should be involved in handling complaints. If a student submits a request or complaint to the Exam Committee that concerns an examiner who is a member of the Exam Committee, the examiner concerned may not take part in handling the request or complaint In due course, this should be included in the house rules (currently under development). 11 WHW, Section 7.12b, paragraph 4. 21

119 APPENDIX I ORGANOGRAM 22

120 APPENDIX II REFERENCES The following sources were used in writing this Handbook for Exam Committees: Statutory Framework Wet op het hoger onderwijs en wetenschappelijk onderzoek (Higher Education and Scientific Research Act, WHW). Wet versterking besturing (Governance Strengthening Act, Wvb), Government Gazette 119, Memorie van Toelichting (Explanatory Memorandum). Kamerstuk (Parliamentary Document) 31821, number 7. Ministry of Education, Culture & Science (OCW) and the Ministry of Economic Affairs, Agriculture & Innovation (EL&I) Kwaliteit in verscheidenheid. Strategische Agenda Hoger Onderwijs, Onderzoek en Wetenschap, 1 July Inspectie van het onderwijs (Education Inspectorate) Boekhouder of wakend oog, May Tussenrapportage alternatieve afstudeertrajecten in het hoger onderwijs, October Alternatieve afstudeertrajecten en de bewaking van het eindniveau bij Hogeschool InHolland, April Alternatieve afstudeertrajecten en de bewaking van het eindniveau in het Hoger Onderwijs, April Accreditation Organisation of the Netherlands and Flanders (NVAO) Rapport van Bevindingen NVAO- Commissie onderzoek Hogeschool InHolland, April Beoordelingskaders ten behoeve van het accreditatiestelsel, 6 December Onderwijsraad (Education Council of the Netherlands) Advisering over Examinering, een stand van zaken, August

121 APPENDIX III RELEVANT SECTIONS OF THE WHW Section Exams and final examinations 1. Every exam involves investigating the knowledge, insight and skills of the examinee, as well as an assessment of the findings of that investigation. 2. If the exams for units of study that belong to a program or the propadeutic phase of a bachelor s program have been successfully completed, the final examination has been taken, insofar as the Exam Committee has not determined that the final examination also consists of an investigation that it must conduct as set down in the first paragraph. Section Certificates and transcripts 1. As proof that an exam has been passed, the examiner or examiners concerned issue the relevant document. 2. As proof that a final examination has been passed, the Exam Committee awards a certificate, after the governing body of the institute has declared that all procedural requirements for the award have been met. One certificate is awarded per program. The final examination passed is listed on the certificate together with the relevant information that includes but is not restricted to: a. the name of the institution and the name of the program involved as stated in the register referred to in Section 6.13; b. the units of study included in the final examination; c. if appropriate, the related competencies, taking into account Section 7.6, first paragraph; d. the degree awarded as referred to in Section 7.10a, first or second paragraph, and e. the date on which the program was last accredited or the date of the initial accreditation of the program as referred to in Section 5a.11, second paragraph, and f. if a joint program or joint final project is concerned as referred to in Section 7.3b, the name of the institution, or for a joint program, the institutions, that jointly provided the program or final project. 3. The person entitled to be awarded a certificate, in accordance with the rules determined by the governing body of the institution, can request the Exam Committee to delay the award. 4. The Exam Committee adds a supplement to the final examination certificate. The aim of the supplement is to provide insight into the nature and content of the completed program, in part with a view to the international recognition of programs. The supplement contains at least the following information: a. the name of the program and the name of the institution that provided the program; b. whether the program falls under academic education or higher professional education; c. a description of the content of the program, and d. the study load of the program. The supplement is in either English or Dutch and is in line with the standard European format. 5. A person who has passed more than one exam and to whom a certificate, as referred to in paragraph two, cannot be awarded, receives on request a transcript issued by the Exam Committee concerned which at least states the exams which the person has passed. 24

122 Section Exam Committee 1. Every program or group of programs of the institution has an Exam Committee. 2. The Exam Committee is the body that determines, in an objective and expert manner, if a student meets the conditions set down in the Rules & Regulations (OER) regarding the knowledge, insight and skills required for the award of a qualification. Section 7.12a. Exam Committee: appointment and composition 1. The governing body of the institution installs the Exam Committee and appoints the members based on their expertise in the field of the program or group of programs concerned. At least one member should be tied as a lecturer to the program or to one of the programs in the group of programs that falls under the Exam Committee. 2. The governing body of the institution ensures that the Exam Committee has the required expertise and that its independent functioning is properly assured. 3. The governing body of the institution interviews candidate members before appointing them to an Exam Committee. Section 7.12b. Tasks and powers of the Exam Committee 1. In addition to the powers referred to in Sections 7.11 and 7.12, second paragraph, the Exam Committee has the following tasks and powers: a. assuring the quality of exams and final examinations with no prejudice to the stipulations in Section 7.12c; b. drawing up guidelines and instructions within the framework of the OER as referred to in Section 7.13 in order to assess and approve the results of exams and final examinations; c. the granting of permission, by the Exam Committee most eligible to do so, to a student to follow a program compiled as described in Section 7.3d, for which the final examination leads to the award of a qualification, whereby the Exam Committee also indicates to which program of the institution this program is considered to belong in terms of the application of this Act, and d. the granting of exemptions from one or more exams. 2. If a student or external student commits fraud, the Exam Committee can withdraw that person s right to take one or more exams or final examinations indicated by the Exam Committee for a period determined by the Exam Committee that does not exceed one year. In cases of serious fraud, at the proposal of the Exam Committee, the governing body of the institution can terminate the enrollment of the person involved. 3. The Exam Committee sets rules for performing its duties and exercising its powers as referred to in the first paragraph under a, b and d, and in the second paragraph for the measures it can take in this regard. The Exam Committee, under conditions it sets, can decide that not every exam has to be passed to determine that a final examination has been passed. 4. If a student submits a request or complaint to the Exam Committee that involves an examiner who is a member of that Exam Committee, the examiner concerned may not participate in the handling of that request or complaint. 5. Every year, the Exam Committee draws up a report on its activities and submits it to the governing body of the institution or the Dean. 25

123 Section 7.12c. Examiners 1. The Exam Committee assigns examiners to conduct exams and determine the results thereof. 2. The examiners provide the Exam Committee with the requested explanations. Section Rules & Regulations (OER) 1. The governing body of the institution draws up Rules & Regulations (OER) for every program or group of programs. The OER contains adequate and clear information on the program or group of programs. 2. With no prejudice to other stipulations of the Act in this regard, the OER sets out per program or group of programs the applicable procedures, rights and obligations regarding the education provided and exams. This includes at least the following: a. the content of the program and of the associated examinations; b. the content of the specializations within a program; c. the quality of the knowledge, insight and skills a student should have acquired at the end of the program; d. where necessary, the structure of practical exercises; e. the study load of the program and of each unit of study it comprises; f. the further regulations as referred to in Sections 7.8b, sixth paragraph and 7.9, fifth paragraph; g. the master s programs to which Section 7.4a, eighth paragraph has been applied; h. the number and sequence of the exams as well as the times at which these can be taken; i. the full-time, part-time or dual-program structure of the program; j. where necessary, the order in which, the timeframes and the number of times per academic year in which there is an opportunity to take the exams and final examinations; k. where necessary, the period of validity of exams that have been passed, subject to the authority of the Exam Committee to extend such periods of validity; l. whether the exams will be oral or written or taken in a different way, subject to the authority of the Exam Committee to make exceptions in special cases; m. the way in which students with a disability or chronic illness are given a reasonable opportunity to take exams; n. oral exams being open to the public, subject to the authority of the Exam Committee to make exceptions in special cases; o. the timeframe within which the result of an exam is made known as well as if and how this timeframe can be deviated from; p. the way in which and the period in which persons who have taken a written exam may inspect their assessed work; q. the way in which and the period in which questions and assignments set or given within the framework of an exam conducted in writing are made available, together with the standards that were used to assess this exam; 26

124 r. the grounds on which the Exam Committee can grant exemptions from one or more exams based on exams or final examinations passed earlier within the higher education system, or on knowledge and experience acquired outside the higher education system; s. where necessary, that the passing of exams is a condition for eligibility to take other exams; t. where necessary, the obligation to participate in practical exercises with a view to being eligible to take the exam concerned, subject to the authority of the Exam Committee to grant an exemption from this obligation and to impose replacement requirements if it so chooses; u. monitoring students progress and individual student counseling, and v. if applicable: the way in which students are selected for special courses within a program as referred to in Section 7.9b. 3. The OER sets out how a person can put into effect the right to follow a higher education bachelor s program as referred to in Section 7.8a, fifth paragraph and what requirements must be met in this regard. 27

125 Appendix 6: Nyenrode Assessment Guidelines

126 Assessment Policy Nyenrode Business Universiteit Date: January 8, 2015 Assessment Committee & Academic Services Center Adopted by the University Board on January 26, 2015 following consultation with the Assessment Committee and the Central Exam Committee. With special thanks to Dr. Anne-Marie Kruis (Chair of the Assessment Committee) and Sascha Winkel MSc (Advisor Educational Quality).

127 Contents 1. Introduction 2. The position of assessment in education 3. Responsibilities 4. Assessment as a process 4.1 Designing a test 4.2 Conducting a test 4.3 Appraising a test and processing the score 4.4 Evaluation and improvement 4.5 Quality Assurance in the assessment process 4.6 Bachelor and master thesis 5. Glossary 6. Literature Appendices Appendix I Appendix II Appendix III Appendix IV Appendix V Appendix VI Dublin descriptors Bloom s Taxonomy Principles of good assessment Template assessment matrix Check-list for compiling, assessing and editing open-ended questions Tips for organizing oral tests 2

128 1. Introduction Providing good quality education is a core task of Universiteit Nyenrode B.V.. Henceforth referred to as: Nyenrode. The quality of education and the role played by assessment are therefore a strong focus of attention. Assessment is essential to appraise and rate the learning achievements of students 1. Moreover, assessment provides feedback to students (and their teachers) on the extent to which they have mastered certain components, as well as information on actions needed to achieve described learning outcomes and learning objectives. New legislation (the Dutch Higher Education and Scientific Research Act, abbreviated in Dutch as WHW ) and new accreditation requirements of the Accreditation Organization of the Netherlands and Flanders (NVAO) have a strong focus on the quality of assessment, meaning it is necessary to establish a record of assessment activities. This Assessment Policy covers the elaboration and substantiation of the following two standards from the NVAOs accreditation framework in relation to assessment and learning outcomes: The program has an appropriate assessment system; The program demonstrates that intended achieved. learning out Assessment policy includes frameworks and resources to design and appraise tests. An assessment policy creates clarity on the vision that Nyenrode has towards assessment and the way in which it ensures the quality of tests and the appraisal thereof, but also equips examiners to assess in a professional way. Definition of a test The assessment of student s proficiency is done by means of a test. This document assumes the following definition of a test: any instrument used within a study program when taking decisions on the level of knowledge, understanding and/or skills of a student. A test must be capable of determining whether the student has sufficiently mastered the stated learning objectives. Within Nyenrode, it may be a final test to measure the final level of attainment (summative assessment), or an interim test to be able to provide the student with feedback (formative/diagnostic assessment). The concept of a test includes many forms, such as written exams, oral exams, papers, theses and portfolios. Structure The next section describes the position of assessment in education. This is followed by an overview of the specific bodies, within Nyenrode and their tasks and responsibilities in the area of assessment in section 3. Section 4 outlines the principles of good assessment including best practice guidelines and rules to assure good assessment at Nyenrode. 1 In the Modular Executive MBA programs students are referred to as participants. 3

129 2. The position of assessment in education Figure 1 shows the relationship between learning outcomes, learning objectives and assessment. Note: the NNBS does not distinguish between learning outcomes (program level) and learning objectives (course level). Both are referred to as learning outcomes. Figure 1: relationship between learning outcomes, learning objectives and assessment Learning outcomes The Dublin descriptors were adopted in Europe in 2004 to describe the level of a curriculum (see Appendix I) as part of the Bologna Process. The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Currently 47 countries are participating in the Bologna Process 2. How descriptors are developed for specific programs should be part of the learning outcomes of the program. 2 Source: European Higher Education Area (2010). Romanian Bologna Secretariat. Retrieved 14 May

130 Example Below is an example of the learning outcomes developed for accountancy studies by the Accountancy Studies Learning Outcomes Committee (CEA): Accountants fulfill an important social function, and this is particularly true of the assurance function that takes a central place in the description of these learning outcomes. (...) To meet this responsibility, graduates should have: a thorough knowledge and understanding of the fundamental principles of professional ethics and the application thereof in specific si an understanding of their own limits and the capacity - in specific situations or in relation to issues of professional ethics - to reflect on the thoughts and actions of themselves and others 3. The content and structure of the curriculum enables students to attain the learning outcomes of the program. The learning outcomes of a program must be developed in specific and assessable learning objectives for each curriculum component. Learning objectives Learning objectives set out what students need to attain in a defined period and are in line with the level of the curriculum component. A quality-assured process of assessment begins with a clear articulation of learning objectives, and the assessment must be in line with this. A well-formulated learning objective meets the following requirements: Knowledge, understanding or skills that students must acquire are formulated as specifically as possible; Behavior that students must be capable of showing is described in observable activities 4. Assessment A test, as a means of assessment, must be able to determine whether students have sufficiently achieved the stated learning objectives. Testing should therefore always have a clear relationship to the learning objectives of a program component. The course/module description and learning objectives provide guidance as to what to learn. The test provides guidance on how to demonstrate the acquired knowledge and/or skills. A good test provides students with feedback on which aspects they have or have not yet mastered. Moreover, tests provide insight into the level of knowledge, skills and competencies of the student to teachers (examiners) and Program Management. 3 Source: Commissie Eindtermen Accountancy (2008). Learning outcomes of theoretical accountancy studies. Version 2008, as updated in 2014/1.6, page Assessment policy framework (2012). University of Amsterdam. 5

131 3. Responsibilities This section describes the tasks and responsibilities of specific bodies at Nyenrode. Currently, the structure at the NNBS is under review. The tasks referred to below are limited to the tasks that specifically relate to assessment. Good assessment policy and good assessment will only have an effect if there is engagement at all levels of the organization during the implementation of the assessment policy. This is conditional on the clearly-described tasks and responsibilities and on a well-functioning evaluation system. The University Board Is responsible for appropriate infrastructure for the implementation of assess Establishes the quality frameworks within which t Establishes the graduation handbooks (e.g., thesis guidelines) for the programs; Is responsible for the professional development of the potential examiners (teachers) and current examiners: teacher training in the field of assessment; Establishes the assessment policy. The Dean/Associate Dean Prepares the Rules & Regulations (Onderwijs- en Examenregeling, OER) 5 on an annual basi Installs the Exam Committee for each program or group of programs 6 ; Appoints the members of the Exam Committee 7 ; Ensures that the independence and expert functioning of the Exam Committee is assured 8. The Center Director Is responsible for implementing the personnel and training policy for potential examiners (teachers) and current examiners. The Exam Committee Is responsible for the ultimate appraisal of whether a student has attained the learning outcomes of the program 9 ; Appoints examiners to conduct tests and to confirm test results 10 ; Assures the quality of exams and final examinations 11 ; 5 Higher Education and Scientific Research Act (WHW), Section 9.15 (a) 6 Higher Education and Scientific Research Act (WHW), Section 9.15 (e) 7 Higher Education and Scientific Research Act (WHW), Section 9.15 (e) 8 Higher Education and Scientific Research Act (WHW), Section 7.12 (a) 9 Higher Education and Scientific Research Act (WHW), Section 7.12 (b) 10 Higher Education and Scientific Research Act (WHW), Section 7.12 (c) 11 Higher Education and Scientific Research Act (WHW), Section 7.12 (b) 6

132 The Assessment Committee Advices about quality procedures and policy in relation t Reviews tests and exams via sampled evaluations; Assists and supports the centers and programs with Is responsible for promoting and sharing best prac Is responsible for offering training in the field of assessment. NOTE: The Assessment Committee members are nominated by the Central Exam Committee. The members of the Assessment Committee are appointed by the Dean. The Assessment Committee reports directly to the Central Exam Committee (chairs of the three sub committees, including General Management, Accountancy & Controlling and Nyenrode New Business School) and is supported by the Advisor Educational Quality of the Academic Services Center as well as by the QA Officer of Nyenrode Business School. The Program Director Is responsible for formulating the learning outcomes of the program and ensuring that these meet the applicable requirements, i.e., that they are in line with the Dublin descriptors and the requirements of professional practice; Is responsible for the program content: what subjects, what scope, what period; Ensures - in consultation with the teachers and examiners - that the curriculum (subjects, learning objectives) covers the formulated learning outcomes; Provides assurance - in consultation with the Exam Committee - of the quality of the tests and examinations through sampled evaluation. Examiners Are responsible for learning objectives, the content, format and quality Ensure that that tests meet the quality standards; Ensure that there is clear communication to studen Are responsible for providing feedback to students about their performance. Examiners are the parties within Nyenrode who conduct ulfills a summative purpose when it is used to give a (final) appraisal of students. Such a test influences a decision on certification, selection or classification (e.g., final examinations, exams and final subject-specific tests). In practice, this means that an examiner will almost always be a teacher, but not that all teachers will be examiners. Freelance teachers that do not actually teach, but only conduct exams (including oral exams) and/or supervise theses may also be examiners. Examiners are appointed by the Exam Committee. 7

133 4. Assessment as a process In this assessment policy principles, rules, and best practice guidelines are provided to assure good assessment. The principles determine the point of departure/the basis of assessment practices. All involved in assessment should abide by these principles. The principles leave room for choices in the practical implementation. For some principles Nyenrode has already established specific rules that are implemented by the programs. These rules are implemented following advice of the Exam Committee. For those principles that leave leeway in implementation, best practice guidelines are provided. The structure of the sections follow the steps of the assessment process (see figure 3). Per subsection the principle is given and explained. In addition, best practice guidelines for dealing with the principles in practice are described. An overview of the principles of good assessment can be found in appendix III. An appropriate assessment process begins with the formulation of learning objectives. An appropriate test format must be chosen for tention each compon must also be devoted to the assessment quality criteria. The test must be conducted in a professional manner; this also applies to the s and appraisal, the giving of feedback. processin 4.1. Preparing a test (design) 4.4. Evaluation and improvement quality assurance 4.2. Conducting a test 4.3. Processing the score 4.3. Appraising a test Figure 2: the assessment process 8

134 4.1. Preparing a test Principle of good assessment 1 Within the program, there is a clear relationship between the Dublin descriptors, the learning outcomes, learning objectives, and the forms of teaching and assessment. Principle of good assessment 2 When constructing a test, assessment quality criteria are observed: validity, reliability, transparency and usability. In section , and best practice guidelines and specific rules for dealing with these principles in practice are given Choice of test format When an examiner chooses a test format or combination of test formats (course level), the following criteria are relevant: In line with the learning objectives and forms of i Validity of a test; Reliability of a test; Transparency of a test; Usability of a test. Section 2 describes the relationship between learning objectives, forms of instruction and test formats. The sub-section further elaborates the concepts of validity, reliability and usability. Intermezzo: Bloom's taxonomy Bloom's taxonomy can be used as a tool to prepare learning objectives at a variety of levels. When preparing the learning objectives, it is advisable to use active, measurable verbs that are appropriate to the intended level in the taxonomy. This ensures that the learning objectives are tested at the correct level. Please find more information about the taxonomy in appendix II Test construction When constructing a test, the assessment quality criteria must be observed: validity, reliability, transparency and usability. Validity Validity is the extent to which a test measures what it intends to measure. It includes two aspects: Relevance (concept validity): do the questions or assignments stand in relation to the learning objectives of the program and the desired level (difficulty)? Balance (content validity): the extent to which the test is representative of what it is that the test seeks to check. In other words, do the questions and assignments cover the content and the learning objectives? 9

135 Intermezzo: the assessment matrix The assessment matrix is a tool to assure the validity of a test. An example of an assessment matrix is included in appendix IV. In such a table, the content (learning objectives) and the level of attainment are set against each other. The primary functions of an assessment matrix, as a means of assuring the validity of a test are: - preventing too many assignments that cover the same subject matter or the same compet - increasing equality between two tests on the same subject matter (e.g., regular exam and resit exam) by preparing both tests on the basis of a single assessment matrix; - accounting for the content of the test vis-à-vis other parties, such as colleagues, exam committees or inspection committees; - providing an overview of the structure of the program (in case of the entire set of assessment matrices alongside each other) in terms of level, complexity and knowledge attainment, making it possible to assess whether the learning outcomes are being achieved. Based on: Assessment Policy Framework (2012). University of Amsterdam. Reliability A test is reliable if it produces the same result in the same circumstances following repeated use. To be reliable, a test must meet at least the following criteria: Objectivity: the questions are unambiguously formulated and the response options are sufficiently clear so that consistency in the appraisal is possible (regardless of the time of the appraisal and the examiner); Specificity: the questions are asked in such a way that only students who have mastered the content can answer them well. Different questions should also be as non-interdependent as possible; Differentiation: both on the basis of individual questions as well as the entire test, a distinction may be made between students who have mastered the subject matter well and those who have mastered it less well (the test cannot be performed on common sense alone); Test length: the number of questions is high enough or the assignment is big enough to exclude lucky guesses. Transparency Students must know in advance what will be expected of them and what is being assessed. The following aspects are important in this respect: The learning objectives of the course are clearly stated in the course outlin The assessment rules (including the OER) must be easy for students to locat Students must be informed in a timely and clear way of the test format, the scoring system and the time allowed for the test; Students must be informed in a timely and clear way of the materials that may be used during a test; The test includes clear instructions on how to complete it and has a clear layout; It is recommended to make sample tests available in advance to ensure that students are familiar with the subject matter or competencies. 10

136 Usability The test is performable and efficient; The test can be completed by students within the available time; The test can be reviewed by examiners within the available time; The review procedures are organized in such a way that all students have an equal opportunity to demonstrate their abilities; Verifying the test questions When creating a test, preferably a picture of the quality of individual questions and the test as a whole needs to be obtained prior to the test being conducted to form an opinion of the validity, reliability, transparency and usability of the test. Therefore at Nyenrode, the four-eyes principle has been adopted in The following aspects are important in this respect: Nyenrode Rule: the four-eyes principle The four-eyes principle means that every test (and every response model) resulting in a score is seen by at least two examiners. An examiner is a teacher who has been appointed by the Exam Committee to conduct and appraise tests. Preferably, the second examiner who reviews (checks) the tests will be active in the same discipline, but this is not a strict requirement. The default cover page of written exams will bear the name of the second examiner (the second pair of eyes). If written exams are not used and so there is no cover page, it is recommended that the four-eyes principle is noted in the course outline. For instance, by including a text on how the assignments are prepared and that they must always be reviewed by a second examiner. Appendix V includes a check-list that can be used when reviewing an open-ended questions exam Conducting a test Principle of good assessment 3 The conditions under which a test is conducted need to be such that there is minimal disruption. In section and best practice guidelines for dealing with these principles in practice are given. This section is of particular importance for programs that use written and oral tests, but is not as relevant to papers, for example. The conditions under which a test is conducted may have a significant effect on the outcome. Consequently, the appropriate infrastructure is important. Various test forms require differing facilities, for instance, the presence of computers, or even just a space with tables and chairs. To ensure appropriate execution of a test, the facilities must be present and available in sufficient numbers. The program director ensures that appropriate facilities are available for the test to be held. 11

137 Proctors Proctors play an important role in the process of conducting a test. They ensure that the test space is orderly, that the students can take the test in a calm environment and that no fraud takes place during the test. They are also the first point of contact for students during a test. It is therefore important that proctors are well prepared for their task. The Exam Committee is responsible for organizing and establishing procedures for the holding of exams and final examinations (Higher Education and Scientific Research Act, Article ). The Exam Committee has established a proctor protocol outlining the essential conditions (including the number of proctors per hall or per students, requirements and tasks, powers and responsibilities of the proctors) Oral exams Compared to other test forms, there is greater ambiguity in the appraisal of oral exams. Conducting an oral exam therefore requires special expertise from the examiner. For programs where oral tests are regularly conducted, guidelines are needed that examiners must comply with when conducting oral exams. Two examiners are to be present during an oral exam. Only in the rare circumstances that it is impossible to have two examiners present, the exam will be recorded. In addition, it is important that a specification model is used, that students are clear on what they will be tested on, what types of questions will be asked, what is expected of students in relation to their level of knowledge and competencies, how the result is calculated, and what opportunities are available to re-sit the exam. An overview of tips for conducting oral exams is included in Appendix VI. During the academic year the Assessment Committee will provide a best-practice advice on conducting oral exams Appraising a test and processing the score Principle of good assessment 4 Communication about the appraisal of a test is clear and transparent. Principle of good assessment 5 The privacy legislation and Rules & Regulations (Onderwijs- en Examenregeling, OER) are taken into account when processing the test results. Principle of good assessment 6 Every student has the right to receive feedback on their test outcomes. In section , 4.3.2, best practice guidelines for dealing with these principles in practice are given Grading a test Grading a closed-answer tests takes little time when a score sheet is used. Nyenrode, however, makes widespread use of exams with open-ended questions. In tests that ask open-ended questions, but also in other test formats such as papers, a response model or score card is essential. These do not need to be fully elaborated answers. Instead, elements that should be included in the answer may be described in keywords along with the corresponding score. Moreover, a response model can also be used as an instrument to provide students with feedback. 12

138 Caesura In assessment, caesura refers to the score that forms the cut-off point between a pass and a fail. The way this cut-off point is determined is to be found in the Rules & Regulations (Onderwijs- en Examenregeling, OER) of the various programs. This could include a provision to the effect that the cut-off point may be subject to change if, for instance, a given question is found to be open to interpretation. The grading scales used at Nyenrode Business Universiteit (Breukelen) are: A score from 0 to 10 A score from 1 to 10 International letter scale A to F (with + and -) A translation grade-per-grade of the grading scales can be found in the Rules & Regulations (Onderwijs- en Examenregeling, OER) of the various programs. The grading scales used at Nyenrode New Business School are: A score from 0 to Feedback to students Any test that a student does not learn from is a missed opportunity. After every test, students are given the opportunity to discuss and/or review it (in Dutch: de inzage). At this point, the student should also be provided with the response model. The feedback moment and method are not fixed Processing the score Responsibility for publishing the official final outcomes of a test lies with the program management. The period of validity of the scores is established for each program in the Rules and Regulations of the program (Onderwijs- en Examenregeling, OER) Evaluation and improvement Principle of good assessment 7 Systematic evaluation will take place at the course and program level Education evaluations Education evaluations (course evaluations) examine the assessment of a subject. The test results and evaluation results on the test should be a recurring agenda item during the evaluation discussion (or final meeting) with the examiner and program management. Although the processing of the evaluations is, in the first instance, a task of the Program Managers and the Program Committee, the Exam Committee may use the information from the evaluation as input to further investigate the assessment of a subject. To keep track of the assessment process, it is important to regularly discuss the complete process and collect feedback about this process through (student) evaluations. This is done at the level of the programs, the courses, and the examiners. 13

139 4.5. Quality Assurance in the assessment process In the previous sections all steps including principles, best-practice and rules of the assessment process are described. All measures together lead to quality assurance of assessing at Nyenrode. In the sections below the way quality assurance is guaranteed Exam Committee One of the tasks of the Exam Committee, as set out in the Higher Education and Scientific Research Act (WHW), is to monitor the quality of assessment. Since the introduction of the Governance Strengthening Act (Wet versterking besturing) 12, this task has been given more emphasis. The Exam Committee establishes the rules on good process during exams and measures to be taken in the event of fraud Expertise of the examiners The quality of assessment largely depends on the skills of the examiners in designing and appraising tests. The Exam Committee appoints the examiners and may, if necessary, terminate their appointment. If requested, examiners must be able to provide the Assessment Committee (as part of the Exam Committee) with materials which the Assessment Committee can use to assess the quality of the test and the appraisal method and outcomes. This covers matters such as: learning objectives, assessment matrix, testing plan, a response model, appraisal scheme, appraisal criteria for assignments, the examination and/or the assignment(s), the test results and an analysis thereof. There should be an annual discussion within the Exam Committee of the functioning of the examiners, and the annual plan should include a section on the appointment of the examiners Bachelor s and Master s Thesis The Bachelor and Master s Thesis represent the completion of an academic program. The thesis is a final product that has the character of a proof of scientific competence. Given the importance of the thesis in the curriculum, there is special attention given to it in this policy document. Many factors play a role in the thesis process. It should be clear to both students, supervisors and reviewers (e.g., second readers) what the requirements and expectations are. The most obvious way is to capture this in a graduation manual (e.g., thesis guidelines, afstudeerhandleiding ). The thesis is a judging tool to assess whether a student meets the learning outcomes of the program. Therefore, reliability and transparency are necessary. Also the NVAO focuses explicitly on these two points: Presence of a graduation manual (e.g., thesis guidelines) and an appraisal scheme (scorecard). The latter should contain assessment criteria that are directly related to the learning objectives of the Bachelor s or Master s Thesis; The appraisal of the end product (Bachelor s or Master s Thesis) by more than one examiner and the way this is done. 12 Source: 14

140 To increase the reliability of the final judgment the thesis should always be reviewed by the supervisor and a second reviewer (always an examiner). 15

141 5. Glossary English Appraisal Appraisal criteria Appraisal scheme Assessment Assessing Assessment committee Assessment matrix Assignment Evaluation Exam Exam Committee Examination Examiner Final examination Learning objective Learning outcome Proctor Program Committee Response model Rules & Regulations Test Test results To appraise Teacher Testing plan Dutch de beoordeling beoordelingscriteria beoordelingsmodel het toetsen toetsing toetscommissie toetsmatrix opdracht evaluatie tentamen examencommissie tentamen examinator examen leerdoel eindterm surveillant opleidingscommissie antwoordmodel Onderwijs- en Examenregeling toets toetsresultaten (cijfers) het beoordelen docent toetsplan 16

142 6. Literature NIVRA Nyenrode School of Accountancy & Controlling (2006). Toetsing: beleid, processen en organisatie. Breukelen: Nyenrode Business Universiteit. Teelen Kennismanagement (2012). Toetsontwikkeling in de praktijk. Twello: Teelen B.V.. Universiteit van Amsterdam (2013). Kader Toetsbeleid. Universitaire beleidsnotities. Amsterdam: Universiteit van Amsterdam. Van Berkel, H., Bax, A. & Joosten-ten Brinke. D. (2014). Toetsen in het hoger onderwijs. Houten: Bohn Stafleu van Loghum. Van Berkel, H. (1999). Toetsconstructie in het hoger onderwijs. Assen: Van Gorcum. 17

143 Appendix I Dublin descriptors The Dublin descriptors were adopted in Europe in 2004 to describe the level of a curriculum. The idea behind the adoption of these descriptors was the desire to align the levels of study programs across the countries of Europe. These descriptors give a broad description of the level of attainment that students must achieve in five areas for the bachelor's and master's phases. Qualifications of Bachelors Qualifications of Masters Knowledge and understanding Have demonstrated knowledge and understanding in a field of study that builds upon and supersedes their general secondary education, and are typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study. Have 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. Applying knowledge and understanding Can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study. 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; have the abil knowledge and handle complexity. Making judgments Have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, academic or ethical issues. Can formulate judgments with incomplete or limited information, that rather include reflection on social and ethical responsibilities linked to the application of their knowledge and judgments. Communication Can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences. Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously. Learning skills Have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. Have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. Source: 18

144 Appendix II Bloom's Taxonomy Bloom identifies six behavioral levels which can be used to categorize a learning objective. The order of the behavioral levels represents a ranking. The ranking indicates that a candidate can only apply knowledge if they comprehend it, and this is why it is essential that the candidate has the knowledge. A candidate can therefore only progress to a higher level if they have mastered the behavior of the lower level. Bloom's taxonomy can be used as a tool to prepare learning objectives at a variety of levels. When preparing the learning objectives, it is advisable to use active, measurable verbs that are appropriate to the intended level in the taxonomy. This ensures that the learning objectives are tested at the correct level. Level Knowledge Verbs Summarize, label, name Able to remember and reproduce information. Comprehension Able to summarize, explain information. Conclude, summarize, select, estimate, explain Application Use information to solve a problem. Implement, illustrate, solve, relate, determine Analysis Investigate information systematically and Compare make connections. Evaluation Able to assess information and formulate a Criticize, appraise viewpoint. Create Compile information to create a new whole. Change, design Below is a simple example of Bloom's taxonomy. Knowledge Comprehension Application Analysis Evaluation Create Name the rules for spelling verb conjugations. Explain why a verb is conjugated in a certain way. Spell the verb conjugations correctly. In a text, check which verb conjugations have been spelled correctly and which have not. Give a reasoned opinion on the quality of the spelling of verb conjugations in a text. Devise an exercise to spell verb conjugations correctly. Source: Teelen Kennismanagement (2012). Toetsontwikkeling in de praktijk ('Developing tests in practice'), Section 3: Een taxonomie gebruiken ('Using a taxonomy'). 19

145 Appendix III Principles of good assessment Below the principles of good assessment are described. Section 4 further elaborates these principles and offers practical guidance (best-practices) and rules. 1. Within the program, there is a clear relationship between the Dublin descriptors, the learning outcomes, learning objectives, and the forms of teaching and assessment. 2. When constructing a test, the assessment quality criteria are observed: validity, reliability, transparency and usability. 3. The conditions under which a test is conducted need to be such that there is minimal disruption. 4. Communication about the appraisal of a test is clear and transparent. 5. The privacy legislation and Rules & Regulations (Onderwijs- en Examenregeling, OER) are taken into account when processing the test results. 6. Every student has the right to receive feedback on their test outcomes. 7. Systematic evaluation on assessment will take place at the course and program level. 20

146 Appendix IV Template assessment matrix Number of questions Knowledge Comprehension Application Analysis Evaluation Create Total Learning objective 1: Learning objective 2: Learning objective 3: Learning objective 4: Total A standard template for an assessment matrix can be downloaded from the Nyenrode Intranet Teaching Workspace (my.nyenrode.nl) in Word or Excel format. 21

147 Appendix V Check-list for compiling, assessing and editing openended questions Language use Is the question grammatically correct? Does the question include complicated sentence structures? Does the question contain a double negative? Does the question include unnecessary insertions? Is the question unnecessarily negative? Could the way the question is formulated lead to misinterpretation? Could the question be assigned a different meaning with a change of emphasis? Information Does the question provide sufficient information for the answer? Does the question provide enough information on the desired length and form of the answer? Is it clear than an answer has to be annotated/explained? Are the information and the formulation of the problem clearly segregated? Relevance Is it apparent from the question what knowledge is being tested? Can the question be answered by using knowledge other than the intended knowledge? Does the question suggest a problem that is not relevant? (trick question) Does the question offer unintended hints at the answer? Is the level of difficulty of the question or the entire test acceptable? Is the level of difficulty of the question unnecessarily increased by irrelevant information? Is the test representative of the objectives? Context Is the use of context (drawings, graphics, text, pictures) functional? Is the context portrayed clearly and accurately? Does the context include irrelevant information? Presentation Are the questions and sub-questions clearly segregated? Is the numbering of the questions logical and clear? Have conventions of spelling, symbol use, punctuation, etc. been adhered to? Are the references in the question to texts, drawings, etc. correct? Source: Berkel and Bax (2014). Toetsen in het Hoger Onderwijs ('Tests in Higher Education'), Section 7: Toetsen met open vragen ('Tests with open-ended questions'). 22

148 Appendix VI Tips for organizing oral exams 1. Inform students in advance and in writing of general matters (e.g. in the form of an exam kit) with information on the duration, the desired type of answer, the procedure and scoring. 2. Standardize the test situation by taking measures to eradicate as far as possible any factors that may have the unintended effect of reducing scores. 3. Conduct the oral exam with two examiners that both determine the grade of the exam. 4. Prior to the test, put the questions or subjects on paper and ensure that there is a sufficient spread across the curriculum, or have students draw questions at random. 5. Devote more time to important issues. 6. Put students at ease at the start of the test by asking them easier questions f to contribute subjects themselves. 7. Do not press students if they do not know the answer, but turn to another subject. 8. Press a student if answers are unclear or if the answer given is not at the intended level. 9. At the end, before the score is decided, provide a summary of the test and ask the student whether they agree. 10. Alternatively, make brief notes of the answer given and have students sign them at the end of the test before they are given a score. 11. Begin each oral test with a blank canvas; be unprejudiced. 12. Decide when a sufficient answer has been given and rate it before moving on to the next question. 13. Only rate the statements made by the student during the test and that are relevant to the objectives of the study component. 14. Ask questions clearly and explain as necessary. 15. Ensure that students answer the question and do not 'waffle' or skirt around the issue. Source: Berkel and Bax (2014). Toetsen in het Hoger Onderwijs ('Tests in Higher Education'), Section 10: Toetsen met een mondelinge toets ('Oral tests'). 23

149 Appendix 7: Rules & Regulations Complaint Board (not available yet)

150 Appendix 8: Rules and Regulations Works Council

151 REGLEMENT ONDERNEMINGSRAAD Versie: januari 2012 I Begripsbepalingen Artikel 1 Dit reglement verstaat onder: ondernemer: Nyenrode Business Universiteit B.V.. onderneming: wet: bedrijfscommissie: Nyenrode Business Universiteit B.V. de Wet op ondernemingsraden de Algemene Bedrijfscommissie werknemersorganisaties: de verenigingen van werknemers bedoeld in artikel 9 lid 2 onder a van de wet. II Samenstelling en zittingsduur Artikel 2 1. De ondernemingsraad bestaat uit 9 leden. 2. De ondernemingsraad kiest uit zijn midden een voorzitter en een plaatsvervangende voorzitter en een secretaris. 3. De voorzitter, of bij diens verhindering de plaatsvervangende voorzitter, vertegenwoordigt de ondernemingsraad in rechte. Artikel 3 1. Elke twee jaar treedt de helft van de OR-leden af.. 2. De aftredende leden zijn terstond herkiesbaar, met inachtneming van artikel Een OR-lid kan maximaal twee termijnen van vier jaar lid zijn van de OR. Na twee jaar geen lid te zijn geweest, wordt men weer herkiesbaar III Voorbereiding van de verkiezing, actief en passief kiesrecht, kandidaatstelling Artikel 4 1. De organisatie van de verkiezing van de leden van de ondernemingsraad geschiedt onder verantwoordelijkheid van de ondernemingsraad.

152 2. De ondernemingsraad kan de organisatie van de verkiezing opdragen aan een commissie. Artikel 5 1. Kiesgerechtigd zijn de personen die gedurende ten minste zes maanden in de onderneming werkzaam zijn. 2. Verkiesbaar tot lid van de ondernemingsraad zijn de personen die gedurende ten minste een jaar in de onderneming werkzaam zijn. Artikel 6 1. De ondernemingsraad bepaalt na overleg met de ondernemer de datum van de verkiezingen alsmede de tijdstippen van aanvang en einde van de stemming. De secretaris van de ondernemingsraad doet van een en ander mededeling aan de ondernemer, aan de in de onderneming werkzame personen en aan de werknemersorganisaties. Tussen het doen van deze mededeling en de datum waarop de verkiezing wordt gehouden, liggen ten minste 9 weken. 2. De datum van de verkiezing ligt niet eerder dan 4 weken en niet later dan 2 weken voor de afloop van de zittingsperiode van de aftredende leden van de ondernemingsraad. 3. De ondernemingsraad of de door hem ingestelde verkiezingscommissie kan zich bij de verkiezingen laten bijstaan door een of meer stembureaus, die elk bestaan uit ten hoogste drie in de onderneming werkzame personen. Artikel 7 1. Uiterlijk negen weken voor de verkiezingsdatum stelt de ondernemingsraad een lijst op van de in de onderneming werkzame personen die op de verkiezingsdatum kiesgerechtigd zijn respectievelijk verkiesbaar zijn, en maakt deze lijst in de onderneming bekend. 2. Kandidaatstelling geschiedt door indiening van een lijst van een of meer kandidaten bij de secretaris van de ondernemingsraad. Deze verstrekt een gedagtekend bewijs van ontvangst, gesteld ten name van degene die de lijst heeft ingediend. 3. Tot uiterlijk 6 weken voor de verkiezingsdatum kunnen werknemersorganisaties kandidatenlijsten indienen. 4. Binnen 1 week nadat de in lid 3 bedoelde termijn is verstreken, bepaalt de ondernemingsraad het aantal handtekeningen dat ten minste nodig is voor de indiening van een kandidatenlijst door diegenen die geen lid zijn van een werknemersorganisatie

153 5. Tot uiterlijk 3 weken voor de verkiezingsdatum kunnen de in lid 4 bedoelde kandidatenlijsten bij de secretaris van de ondernemingsraad worden ingediend. 6. Bij elke kandidatenlijst wordt van iedere daarop voorkomende kandidaat de schriftelijke verklaring overgelegd inhoudend dat hij de kandidatuur aanvaardt. 7. De naam van een kandidaat mag slechts op één kandidatenlijst voorkomen. Artikel 8 1. De ondernemingsraad onderzoekt of de ingediende kandidatenlijsten en de daarop voorkomende kandidaten voldoen aan de vereisten van de wet en van dit reglement. 2. De ondernemingsraad verklaart een kandidatenlijst die niet aan de in het vorige lid bedoelde vereisten voldoet, ongeldig en deelt dit onverwijld schriftelijk en met opgave van redenen mede aan degene(n) die de lijst heeft (hebben) ingediend. Gedurende één week na deze mededeling bestaat de gelegenheid de lijst aan de gestelde vereisten aan te passen. 3. De kandidatenlijsten worden uiterlijk 2 weken voor de verkiezingsdatum door de ondernemingsraad aan de in de onderneming werkzame personen bekend gemaakt. Artikel 9 Indien er niet meer kandidaten zijn gesteld dan er plaatsen zijn te vervullen in de ondernemingsraad, vinden er geen verkiezingen plaats en worden de gestelde kandidaten geacht te zijn gekozen. IV Wijze van stemmen bij verkiezingen Artikel De verkiezing geschiedt bij geheime schriftelijke stemming. 2. Door of namens de ondernemingsraad wordt op de verkiezingsdatum op de daartoe door de ondernemingsraad aangewezen plaatsen aan iedere kiesgerechtigde persoon een gewaarmerkt stembiljet uitgereikt. Op dit stembiljet staan de kandidaten vermeld. Dadelijk na invulling doet de kiesgerechtigde persoon dit stembiljet in een daartoe bestemde bus, tenzij het stembiljet per post wordt verzonden. 3. Ieder kiesgerechtigde persoon kan voor ten hoogste twee andere kiesgerechtigde personen een stembiljet invullen, mits hij door deze personen schriftelijk daartoe is gemachtigd.

154 V Kiesstelsel Artikel 11 Artikel 12 Iedere kiesgerechtigde wijst op het stembiljet uit gestelde kandidaten zoveel kandidaten aan als er zetels in de ondernemingsraad te bezetten zijn, met dien verstande dat hij op iedere kandidaat slechts één stem kan uitbrengen. 1. Na het einde van de stemming stelt de ondernemingsraad het aantal geldige stemmen vast dat op elke kandidaat is uitgebracht. 2. Ongeldig zijn de stembiljetten: a. die niet door of namens de ondernemingsraad zijn gewaarmerkt; b. waarop niet duidelijk de keuze van de stemgerechtigde blijkt; c. waarop niet het vereiste aantal stemmen is uitgebracht; d. waarop andere aantekeningen voorkomen dan de aanwijzing van de verkozen kandidaten. Artikel Gekozen zijn de kandidaten die achtereenvolgens het hoogste aantal stemmen op zich hebben verenigd. Indien voor de laatste te bezetten zetel(s) meerdere kandidaten zijn die een gelijk aantal stemmen op zich hebben, beslist tussen hen het lot. 2. De uitslag van de verkiezing wordt door de ondernemingsraad vastgesteld en volledig bekend gemaakt aan de ondernemer, aan de in de onderneming werkzame personen, en aan de werknemersorganisaties die de kandidatenlijsten hebben ingediend. Artikel 14 De gebruikte stembiljetten worden door de secretaris van de ondernemingsraad in een of meer gesloten enveloppen ten minste drie maanden bewaard. VI Voorziening in tussentijdse vacatures Artikel In geval van een tussentijdse vacature in de ondernemingsraad wijst de ondernemingsraad tot opvolger van het betrokken lid aan de kandidaat die blijkens de uitslag van de laatstgehouden verkiezing daarvoor als eerste in aanmerking komt. 2. De aanwijzing geschiedt binnen een maand na het ontstaan van de vacature. Artikel 13, tweede lid, is van overeenkomstige toepassing.

155 3. Indien er geen opvolger als bedoeld in het eerste lid aanwezig is, wordt in de vacature voorzien door het houden van een tussentijdse verkiezing, tenzij binnen zes maanden een algemene verkiezing plaatsvindt. VII Bezwaarregeling Artikel Tegen een besluit van de ondernemingsraad met betrekking tot: a. de bepaling van de datum van de verkiezing en de tijdstippen van begin en einde van de stemming (artikel 6 lid 1), b. de opstelling van de lijst van kiesgerechtigde en verkiesbare personen (artikel 7 lid 1), c. de vaststelling van het aantal handtekeningen dat nodig is voor de indiening van een kandidatenlijst door degenen die geen lid zijn van een werknemerorganisatie welke een kandidatenlijst heeft ingediend (artikel 7 lid 4), d. de geldigheid van een kandidatenlijst (artikel 8), e. de vaststelling van de uitslag van de verkiezing (artikel 13 lid 2), f. de voorziening in een tussentijdse vacature (artikel 15), kan iedere belanghebbende binnen een week na de bekendmaking van het besluit bezwaar maken bij de ondernemingsraad. 2. De ondernemingsraad beslist onverwijld op het bezwaar en treft daarbij zo nodig de noodzakelijke voorzieningen. VIII Werkwijze en secretariaat Artikel De ondernemingsraad komt in vergadering bijeen in de navolgende gevallen: a. op verzoek van de voorzitter, b. op gemotiveerd verzoek van ten minste twee leden. 2. De voorzitter bepaalt tijd en plaats van de vergadering. Een vergadering op verzoek van leden van de ondernemingsraad wordt gehouden binnen 14 dagen nadat hun verzoek daartoe bij de voorzitter is ingekomen. 3. De bijeenroeping geschiedt door de secretaris, door middel van een schriftelijke kennisgeving aan de leden. De bijeenroeping geschiedt ten minste zeven dagen vóór de te houden vergadering, behoudens in spoedeisende gevallen. 4. Een vergadering kan slechts plaatsvinden indien de meerderheid van de leden van de ondernemingsraad aanwezig is. 5. Bij ontstentenis van de voorzitter en van diens plaatsvervanger kiest de ondernemingsraad uit de aanwezige leden een voorzitter voor de vergadering.

156 Artikel De ondernemingsraad benoemt een secretaris. 2. De secretaris is belast met het bijeenroepen van de ondernemingsraad, het opmaken van de agenda, het opstellen van het verslag van de vergadering, alsmede met het voeren van de briefwisseling en het beheren van de voor de ondernemingsraad bestemde en van de ondernemingsraad uitgaande stukken. Artikel De secretaris maakt in overleg met de voorzitter voor iedere vergadering een agenda op. Ieder lid van de ondernemingsraad kan bij de secretaris een voorstel indienen voor plaatsing van een onderwerp op de agenda. 2. De secretaris maakt de agenda bekend aan de leden van de ondernemingsraad, aan de ondernemer en aan de in de onderneming werkzame personen. Behoudens in spoedeisende gevallen geschiedt de bekendmaking ten minste 7 dagen vóór de vergadering van de ondernemingsraad. Artikel De ondernemingsraad beslist bij gewone meerderheid van stemmen. Ter bepaling of aan dit voorschrift wordt voldaan tellen de blanco stemmen niet mee. 2. Over zaken wordt mondeling en over personen wordt schriftelijk gestemd. 3. Indien bij een besluit met betrekking tot de benoeming van een persoon geen van de kandidaten bij de eerste stemming de gewone meerderheid haalt, vindt herstemming plaats tussen de twee kandidaten die bij de eerste stemming de meeste stemmen kregen. Bij deze herstemming is diegene gekozen, die alsdan de meeste stemmen op zich heeft verenigd. Indien de stemmen staken beslist het lot. 4. Bij staking van stemmen over een voorstel tot een door de ondernemingsraad te nemen besluit dat geen betrekking heeft op een te benoemen persoon, wordt dit voorstel op de eerstvolgende vergadering opnieuw aan de orde gesteld. Indien dan wederom de stemmen staken, wordt het voorstel geacht te zijn verworpen.

157 Artikel Zo spoedig mogelijk na iedere vergadering van de ondernemingsraad maakt de secretaris een verslag van die vergadering en zendt het toe aan de leden van de ondernemingsraad. 2. De secretaris maakt na het verstrijken van 7 dagen na de toezending het verslag bekend aan de in de onderneming werkzame personen en aan de ondernemer, tenzij binnen die termijn een lid van de ondernemingsraad een met redenen toegelicht bezwaar heeft gemaakt tegen de inhoud van het verslag. Het aan de in de onderneming werkzame personen bekend te maken verslag bevat geen gegevens waaromtrent geheimhouding moet worden betracht ingevolge het bepaalde artikel 20 van de wet. 3. Indien een bezwaar als bedoeld in het vorige lid is gemaakt, maakt de secretaris het verslag eerst bekend nadat de ondernemingsraad over het verslag heeft beslist. Artikel De secretaris maakt jaarlijks vóór 1 april een verslag op van de werkzaamheden van de ondernemingsraad en van de commissies van de raad in het afgelopen jaar. Dit verslag behoeft de goedkeuring van de raad. 2. De secretaris maakt het jaarverslag zo spoedig mogelijk na de goedkeuring bekend aan de ondernemer en aan de in de onderneming werkzame personen, alsmede aan het bevoegde districtshoofd van de Arbeidsinspectie en de bedrijfscommissie. IX Slotbepaling Artikel Dit reglement kan worden gewijzigd en aangevuld bij besluit van de ondernemingsraad. 2. Alvorens de wijziging of aanvulling vast te stellen, stelt de ondernemingsraad de ondernemer in de gelegenheid daarover zijn standpunt kenbaar te maken. 3. In de vergadering waarin wordt besloten het reglement te wijzigen of aan te vullen dienen ten minste twee derde van de leden van de ondernemingsraad aanwezig te zijn. 4. Een zodanig besluit behoeft ten minste een meerderheid van twee derde der uitgebrachte stemmen. Ter bepaling of aan dit voorschrift is voldaan tellen de blanco stemmen niet mee. 5. De ondernemingsraad verstrekt onverwijld een exemplaar van de wijziging of aanvulling aan de ondernemer en aan de bedrijfscommissie.

158 Appendix 9: The Netherlands Code of Conduct for Scientific Practice

159 The Netherlands Code of Conduct for Scientific Practice Principles of good scientific teaching and research 2004, revision Association of Universities in the Netherlands 1 The code of conduct for scientific practice (December 2004) has been slightly revised in May A rule has been added that every scientist is expected to maintain and promote integer scientific conduct. And an obligation is added for every scientist to publish any additional occupation to his academic position.

160 Code of Conduct for Scientific Practice TABLE OF CONTENTS The Netherlands Code of Conduct for Scientific Practice Preamble 3 Principles and best practices 5 I. Scrupulousness 5 II. Reliability 6 III. Verifiability 7 IV. Impartiality 8 V. Independence 9 Commentary 10 Dilemmas 11 NB: to enhance the readability, this Code uses he to refer to the third person singular; in all instances the reader is requested to interpret this as he/she. 2

161 Code of Conduct for Scientific Practice The Netherlands Code of Conduct for Scientific Practice Preamble 1. This Netherlands Code of Conduct for Scientific Practice was drawn up at the request of the Association of Universities in the Netherlands (Vereniging van Universiteiten, VSNU). The wish for a Code of Conduct stems from the generally shared conviction that (employees of) institutes that fulfil a societal role are held to a proper exercise of their duties. Rules that establish correct practice should be entrusted to paper to provide common ground and, if necessary, ground for admonishment. 2. The Code applies to scientific practice, which is understood to include scientific teaching and research at all universities in the Netherlands. More precisely, the Code is intended for the individual scientific practitioner. This Code does not aim to provide guidelines for university administration. 3. The Code presumes the administratively autonomous university that safeguards the academic liberty of the scientific practitioners engaged there. It is the university s responsibility to let this liberty fit into the frameworks of the established education and research programmes. 4. At the same time, the Code presumes that the university is a collaborative venture of diverse stakeholders in the university. Stakeholders are the staff and the students, but also the government, community entities and the corporate world. The integrity of each scientific practitioner is an essential condition for maintaining stakeholders faith in science. Integrity is the cornerstone of good scientific practice. 5. The Code contains principles that all scientific practitioners allied with a university (teachers and researchers) should observe individually, among each other and towards society. The principles can be read as general notions of good scientific practice; they are not intended as supplementary judicial rules. The overarching principle is that every scientific practitioner is bound to the frameworks established by Dutch and international legislation. These legal frameworks are not discussed in this Code of Conduct. A second overarching principle is transparency; every scientific practitioner must (be able to) demonstrate how he puts these principles into practice. 6. The Code describes desirable conduct and is, in this regard, complementary to the regulations established by the universities and the National Committee for Scientific Integrity Regulations (Landelijk Orgaan Wetenschappelijke Integriteit, LOWI) on how to deal with undesirable conduct. Therefore, this Code does not contain sanction rules or complaints procedures. 7. The principles defined in this Code are detailed further in best practices. These best practices, which provide a certain set of norms for the conduct of 3

162 Code of Conduct for Scientific Practice teachers and researchers, reflect the national and international understanding of good scientific teaching and research. Under particular circumstances, deviation may be justified. The applicability of the provisions depends on the concrete circumstances under which the scientific practitioner operates. Moreover, the circumstances under which the university operates are also regularly subject to change. Nonetheless, every practitioner must, if required, be able to explain and motivate if and if so, to what extent and why he is at variance with the best practices of the university Code of Conduct (the rule apply or explain ). 8. The Code consists of this preamble, the principles and the best practices. The Code is divided into five parts: I. Scrupulousness II. Reliability III. Verifiability IV. Impartiality V. Independence The Code is followed by a commentary on the principles. Finally, a number of dilemmas have been added to encourage reflection and discussion. 9. All universities and their scientific staff will make the necessary effort to familiarise themselves with the content of this Code without delay. In addition, the universities will ensure that the Code is discussed by the academic community, particularly by incorporating the Code of Conduct into the teaching of aspiring scientists (in the graduate and post-graduate courses). This will enhance the awareness of what good scientific teaching and research entails. 10.This Code obliges researchers not only to conform but also to actively maintain and promote the rules for integer scientific conduct in his academic circle. 11.The Netherlands Code of Conduct for Scientific Practice was established by the General Board of the Association of Universities (Algemeen Bestuur van de Vereniging van Universiteiten) on 17 December 2004, and came into force as from 1 January The Code is revised on May

163 Code of Conduct for Scientific Practice PRINCIPLES AND BEST PRACTICES I. Scrupulousness Principle Scientific activities are performed scrupulously, unaffected by mounting pressure to achieve. Best Practice I.1 Scrupulousness is expressed through precision and nuance in providing scientific instruction and conducting scientific research and the publishing of results thereof. I.2 Every scientific practitioner demonstrates respect for the people and animals involved in scientific teaching and research. Research on human subjects is only permitted upon their freely given informed consent and if there are no or just the slightest of risks. The privacy of subjects involved is sufficiently protected. If research on humans or animals poses any kind of risk, the significance of the research must justify taking that risk. I.3 Accurate source references serve to ensure that credit is awarded where credit is deserved. This also applies to information gathered via the Internet. I.4 Authorship is acknowledged. Rules common to the scientific discipline are observed. I.5 Scrupulousness is not restricted to the transfer of information, but also applies to relations among scientific practitioners and with students. I.6 Good mentorship is essential: a student and junior staff member are in a position of dependency. The responsibilities of persons involved in teaching and research are clearly defined and observed at all times. I.7 A scientific practitioner avoids personal relationships that may give rise to reasonable doubt concerning the objectivity of his decisions, or that may result in any form of coercion or exploitation of a hierarchically subordinate person. I.8 The assessment of study performance is based on explicit criteria that have been announced in advance. Teachers are prepared to explain every assessment, while students are sufficiently aware of the matter on which they will be assessed. I.9 A scientific practitioner ensures that he maintains the level of expertise required to exercise his duties. He does not accept duties for which he lacks the necessary expertise. If necessary, he actively indicates the limits of his competence. I.10 Damages as a result of errors or negligence are repaired to the best of one s ability. I.11 A scientific practitioner is co-responsible for the quality of the educational programme in which he provides instruction, and for the scientific and societal value of the research programmes in which he participates. He acts according to his own preferences only insofar as this is reconcilable with this responsibility. 5

164 Code of Conduct for Scientific Practice II. Reliability Principle Science s reputation of reliability is confirmed and enhanced through the conduct of every scientific practitioner. A scientific practitioner is reliable in the performance of his research and in the reporting, and equally in the transfer of knowledge through teaching and publication. Best Practice II.1 The selective omission of research results is reported and justified. The data has indeed been collected. The statistical methods employed are pertinent to the acquired data. II.2 Speculation spurred by results of scientific research is recognizably presented as such. This does not include conclusions on the basis of the presented results. Suggestions for follow-up research may rest on speculation, in the form of an interpretation of the acquired results. II.3 The system of peer review can only function on the assumption that intellectual property is recognized and respected. II.4 A scientific practitioner provides a complete and honest overview of his skills whenever a decision concerning his career or duties is pending. II.5 In transferring information in education, a selective representation of available knowledge is either avoided or justified. A clear distinction is made between transferred knowledge and personal opinion or related speculation. 6

165 Code of Conduct for Scientific Practice III. Verifiability Principle Presented information is verifiable. Whenever research results are publicized, it is made clear what the data and the conclusions are based on, where they were derived from and how they can be verified. Best Practice III.1 Research must be replicable in order to verify its accuracy. The choice of research question, the research set-up, the choice of method and the reference to sources studied is accurately documented. III.2 The quality of data collection, data input, data storage and data processing is guarded closely. All steps taken must be properly reported and their execution must be properly monitored (lab journals, progress reports, documentation of arrangements and decisions, etc.). III.3 Raw research data are stored for at least five years. These data are made available to other scientific practitioners at request. III.4 Raw research data are archived in such a way that they can be consulted at a minimum expense of time and effort. III.5 The source of all educational material, including oral information transfer, is stated. 7

166 Code of Conduct for Scientific Practice IV. Impartiality Principle In his scientific activities, the scientific practitioner heeds no other interest than the scientific interest. In this respect, he is always prepared to account for his actions. Best Practice IV.1 Scientific practitioners give others room to take their own intellectual stance. This applies particularly in case of a hierarchical relation, like the relation between a teacher and a student or a tutor and a PhD student. IV.2 The choice of methods and criteria is guided solely by the goal of truth-finding, and not by external goals such as commercial success or political influence. IV.3 A reviewer consults his conscience as to whether he can offer an impartial assessment of a manuscript, for instance when it concerns a competing research group. IV.4 In assessing the performance of others (peer review in education, research and manuscripts), a scientific practitioner heeds arguments of scientific substance. He refrains from assessing a manuscript if he is in any way involved in the education or research concerned. IV.5 A scientific practitioner only defends a certain scientific viewpoint if that viewpoint is based on sufficient scientific grounds. Competing viewpoints must be mentioned and explained. IV.6 Exclusively assigning one s own study books in education is avoided, in any case at undergraduate level. IV.7 In its annual report, every university reports on its registration of sideline activities by its staff. IV.8 Every scientific practitioner allied with a university publishes an actual and complete list of his sideline activities on, or accessible through, the website of the university. 8

167 Code of Conduct for Scientific Practice V. Independence Principle Scientific practitioners operate in a context of academic liberty and independence. Insofar as restrictions of that liberty are inevitable, these are clearly stated. Best Practice V.1 Whenever a scientific practitioner is commissioned to provide instruction or conduct research, he is allowed once the parameters have been defined to execute the assignment without interference by the commissioning party. The research question is of interest to science, aside from the commissioning party s particular concern. The method employed is scientifically valid. The commissioning party has no influence on the research results. V.2 Commissioned assignments demonstrably contribute to scientific teaching or research. V.3 There is no unclarity as to the identity of the commissioning party of a certain scientific activity, the relation between the commissioning party and the executing party, the existence of consultancy relations or other connections, etc. V.4 The publication of scientific research results is guaranteed. Arrangements with an external financier always stipulate that the scientific practitioner is at liberty to publish the results within a specified, reasonable period. V.5 External financiers of executed projects are identified by name. For research this means that their names are stated in the publication; for education this means that they are referred to in the course announcement and teaching material. 9

168 Code of Conduct for Scientific Practice Commentary on the principles set forth in the Code I. Scrupulousness: Main entry: Scrupulous 1: having moral integrity : acting in strict regard for what is considered right or proper 2: punctiliously exact : <working with scrupulous care> The actions of a scientific practitioner are scrupulous if they are performed with the dedication and the precision that the proper exercise of the profession requires. Although the scientific practitioner s concern in regard to this principle shall be primarily aimed at promoting the aims for which the profession is intended, the principle of scrupulousness also means not inflicting unnecessary or disproportional damage to the interests of third parties. II. Reliability: 1 : the quality or state of being reliable 2 : the extent to which an experiment, test, or measuring procedure yields the same results on repeated trials A scientific practitioner acts reliably if he does not fail the justified expectations of others regarding the exercise of his profession. Reliability concerns both the conduct of the scientific practitioner and his written work. A very specific meaning of the term reliability is found in the statistical concept of reliability, which concerns the analysis of experimentally acquired data. Whenever relevant, publications make mention of this statistical uncertainty of research results. Within the context of this Code, the principle of reliability is understood in its broadest sense. III. Verifiability: capable of being verified [Verify: to establish the truth, accuracy or reality of] Conduct is verifiable if it is possible for others to assess whether it complies with relevant standards (for instance of quality or decency). IV. Impartiality: Main Entry: impartial not partial or biased : treating or affecting all equally A scientific practitioner is impartial if he does not let personal interest, preference, affection or prejudice affect his judgment and decisions. V. Independence: the quality or state of being independent [Independent: not subject to control by others; not requiring or relying on something else] 10

169 Code of Conduct for Scientific Practice When presenting insights as correct and relevant, a scientific practitioner is independent if he allows himself to be influenced by another person s judgement only to the degree that this judgement is deserving of scientific authority. The definitions of the principles provided in cursive derive from Merriam Webster Online ( 11

170 Code of Conduct for Scientific Practice Dilemmas The authors of this Code of Conduct are well aware that this Code does not solve all problems. One can think or actually know of grey areas and dilemmas to which the Code is not directly applicable. To encourage discussion of the Code and its limitations, a number of such cases are set out below. I. Dilemmas regarding scrupulousness I.a I.b I.c A well-known scientist has a reputation for his intuitive approach. This approach tends to result in a number of loose ends which he leaves to his subordinates to tie up. Without their contribution ( the dirty work ), his ideas would not progress beyond the status of interesting observations. Nevertheless, the scientific community wholly credits this group production to the well-known figure, who clearly relishes the recognition. Is this acceptable? May you relinquish restraint in formulating moral and political viewpoints in the media, if your colleagues see no need for preserving nuance and casually express viewpoints which you perceive to be wrong? A certain researcher is a true perfectionist. Because he refuses to publish research results before they comply with standards that exceed those of his colleagues, the total output of his research group threatens to be lower than seems desirable for the upcoming visitation. May his colleagues expect him to lower his standards? II. Dilemmas regarding reliability II.a II.b A teacher is held in high esteem by his students because of his enthusiasm and eloquence. However, carried away by his own passion he sometimes paints pictures that transgress the limits of current knowledge, without indicating this transgression. Is this acceptable? A researcher has collected a large amount of data and has published results on a socially relevant subject. On the basis of these results, he expresses critical views on this subject. Subsequent to receiving a commission in his area of competence from a third-party stakeholder (the government), he writes a report that is markedly more positive in tone. This shift is based on a slight modification in a number of presuppositions and statistical significance levels, which he attributes to an advance in insight and improved measuring methods. The report is assigned a key role in the government s decision making, but colleague researchers are outraged. Is the researcher reproachable? 12

171 Code of Conduct for Scientific Practice III. Dilemmas regarding verifiability III.a III.b A researcher has performed commissioned research on the basis of an agreement that the results remain confidential for two years; in that period the client can use the results for his own (financial) gain. After two years, the researcher publishes the results in a renowned journal. An interested yet sceptical colleague wishes to access the raw data to verify whether the claims in the article are justified, but the researcher refuses to release the data on the basis of the commission contract. This states that the raw data should remain confidential for five years, after which the researcher may destroy the data. Is this acceptable? A teacher has written a study book intended for first year students. To increase its readability he has not used source references, offering instead a list of further reading recommendations per chapter. In writing the book, he nevertheless made extensive use of the work of colleagues from all over the world. Should he have made detailed mention of this? IV. Dilemmas regarding impartiality IV.a IV.b IV.c A scientist is asked for a reference to support a candidate for a substantial individual subsidy. He strongly suspects that other candidates have received inflated references. Should he nevertheless offer a thoroughly honest and impartial assessment? A teacher is involved in compiling a list of compulsory literature for a course. He proposes a book of his own, for which he receives royalties. If his book is listed, should he be required to transfer the ensuing income? Researchers have patented a certain discovery, and now wish to capitalize on this patent. This requires additional research, which they would like to perform at their own institute. Is this acceptable or should they establish an independent entity (e.g. an Ltd.)? V. Dilemmas regarding independence V.a V.b How much influence may a client have on the research problem statement? Or on the intended approach and method? (When) is he entitled to steer the course of the research? Or of the research reporting? A particular research project that has been submitted to open tender is amenable to two different research methods. Method A is expensive but very reliable. Method B is much cheaper, yet much less reliable. A researcher is considering submitting a proposal, and judges Method A to be the most appropriate. May he nevertheless choose for Method B 13

172 Code of Conduct for Scientific Practice in his proposal, in an attempt to increase his chances of winning the commission? V.c May you modify a research proposal in an NWO*-programme to suit the theoretical preferences of the heads of the programme, which can sometimes be deduced from the programme description? (*Netherlands Organisation for Scientific Research) 14

173 Code of Conduct for Scientific Practice Colophon The text of the Netherlands Code of Conduct for Scientific Practice was written by a VSNU-working group consisting of the following persons: - Prof. P.F. van der Heijden, Rector Magnificus Universiteit van Amsterdam (chairman); - Prof. J. Fokkema, Rector Magnificus Delft University of Technology; - Prof. S.W.J. Lamberts, Rector Magnificus Erasmus University Rotterdam; - Prof. G.P.M.F. Mols, Rector Magnificus Universiteit Maastricht; - Prof. G.A. den Hartogh, professor of Ethics and its history, Faculty of Humanities, Universiteit van Amsterdam; - Dr. M.E.A. Stouthard, research manager Amsterdam Centre for Health and Health Care Research, Universiteit van Amsterdam; - Dr. A.A. Post, senior research policy advisor, Universiteit van Amsterdam (secretary). Amsterdam, 25 October

174 Appendix 10: Guidelines Confidential Counselors (in Dutch)

175 Regeling Ongewenst gedrag/ongewenste omgangsvormen Inleiding Nyenrode wil als goede werkgever een werkklimaat scheppen waarin medewerkers elkaars integriteit en de integriteit van studenten respecteren. De regeling Ongewenst gedrag/ongewenste omgangsvormen richt zich op het stopzetten van ongewenst gedrag naar aanleiding van een klacht op het gebied van (seksuele) intimidatie, discriminatie of pesten op de werkvloer. Ook studenten kunnen een beroep op de regeling doen, in het geval dat het ongewenste gedrag wordt uitgeoefend door een Nyenrode medewerker. In voorkomende gevallen kan ongewenst gedrag leiden tot sancties voor de persoon die zich er schuldig aan maakt. Met deze regeling voldoet Nyenrode aan de eis van artikel 3 lid 2 van de Arbeidsomstandighedenwet. Dit artikel verplicht werkgevers in Nederland om binnen het algemene arbeidsomstandighedenbeleid beleid te voeren op voorkoming, en indien dat niet mogelijk is, beperking van psychosociale arbeidsbelasting. De hieronder beschreven regeling dient beschouwd te worden als een nadere uitwerking hetgeen hieromtrent in het Algemeen Statuut van Universiteit Nyenrode B.V. is bepaald. 1 Begripsbepalingen 1.1 Ongewenste omgangsvormen Directe of indirecte ongewenste uitlatingen of handelingen, die tot uiting komen in verbaal, nonverbaal, fysiek of psychisch gedrag jegens een persoon, wat door deze als ongewenst en ongewild wordt ervaren en een inbreuk vormt op diens integriteit, op een zodanige manier dat dit leidt tot psychosociale (arbeids )belasting waaronder te verstaan seksuele intimidatie, discriminatie, agressie en geweld en pesten. Onder seksuele intimidatie wordt verstaan enige vorm van verbaal, non verbaal of fysiek gedrag met een seksuele connotatie dat als doel of gevolg heeft dat de waardigheid van een persoon wordt aangetast, in het bijzonder wanneer een bedreigende, vijandige, beledigende, vernederende of kwetsende situatie wordt gecreëerd. Onder discriminatie wordt verstaan het behandelen van een werknemer (of student) op een andere wijze dan een ander in een vergelijkbare situatie wordt, is of zou worden behandeld op grond van godsdienst, levensovertuiging, politieke gezindheid, ras, geslacht, nationaliteit, homo of heteroseksuele gerichtheid, burgerlijke staat, leeftijd, handicap of chronische ziekte. Onder agressie en geweld wordt verstaan voorvallen waarbij een werknemer (of student) psychisch of fysiek wordt lastig gevallen, bedreigd of aangevallen onder omstandigheden die rechtstreeks verband houden met het verrichten van arbeid. Onder pesten wordt verstaan alle vormen van intimiderend gedrag met een structureel karakter, van een of meerdere werknemers (collega s, leidinggevenden) gericht tegen een werknemer of een groep van werknemers (of student( en)) die zich niet kan of kunnen verdedigen tegen dit gedrag. 1.2 Werkgever De klachtenregeling is van toepassing voor medewerkers van Universiteit Nyenrode B.V. 1.3 Medewerker 1 Hij die als werknemer op basis van een arbeidsovereenkomst naar burgerlijk recht in dienst is. 1 Onder medewerker wordt zowel een man als een vrouw verstaan.

176 Gelijkgesteld met een werknemer worden zij die aan de werkgever ter beschikking zijn gesteld door middel van uitzendovereenkomst, inhuurovereenkomst, detacheringovereenkomst, als stagiair of anderszins bij werkgever werkzaam zijn. 1.4 College van Bestuur Het College van Bestuur (in het vervolg afgekort als CvB)van Universiteit Nyenrode B.V Klager 2 De medewerker of student die in overeenstemming met dit reglement een klacht indient. 1.6 Beklaagde 3 De medewerker tegen wie in overeenstemming met dit reglement een klacht met betrekking tot ongewenste omgangsvormen is ingediend. 1.7 Klacht Een melding bij de werkgever in overeenstemming met dit reglement door een medewerker of student betreffende ondervonden ongewenst gedrag binnen de sfeer van de werkgever. 1.8 Commissie van onderzoek De commissie die door het CvB van Universiteit Nyenrode B.V. wordt ingesteld en samengesteld is conform dit reglement, die eveneens volgens dit reglement een bij haar ingediende klacht beoordeelt op ontvankelijkheid, de klacht onderzoekt, behandelt en over de afdoening daarvan advies uitbrengt aan de directie over de gegrondheid van de klacht en adviseert over de te nemen maatregelen. 1.9 Vertrouwenspersoon Een persoon die als zodanig is benoemd en is opgeleid in het kader van ondersteuning van klager bij klachten aangaande ongewenste omgangsvormen Direct betrokkenen Onder direct betrokkenen worden verstaan klager en beklaagde, de raadslieden klager en beklaagde. Ingeval de klager door een raadsman en vertrouwenspersoon wordt bijgestaan wordt laatstgenoemde ook tot de direct betrokkenen gerekend Betrokkenen Alle overige bij de behandeling van de klacht betrokkenen zoals getuigen en deskundigen Uitspraak Het besluit van het CvB op het door de Commissie van Onderzoek uitgebrachte advies Personeelsvertegenwoordiging De OR van Universiteit Nyenrode B.V.. 2. Vertrouwenspersoon Inleiding In vele gevallen zijn slachtoffer en veroorzaker van ongewenst gedrag in staat zelf een dergelijke situatie tot beëindiging te brengen. Soms lukt dat niet, bijvoorbeeld omdat het slachtoffer zich dermate geïntimideerd voelt, dat contact met de veroorzaker niet haalbaar is of omdat contact tussen slachtoffer en veroorzaker niet leidt tot een voor beiden acceptabele conflictoplossing. 2 Onder klager wordt zowel een man als een vrouw verstaan 3 Onder beklaagde wordt zowel een man als een vrouw verstaan

177 Opvang van het slachtoffer kan dan geboden zijn, evenals begeleiding bij het ondernemen van stappen om een eind te maken aan de seksuele intimidatie, geweld, agressie of discriminatie, bijvoorbeeld door bemiddeling tussen partijen. Deze regeling seksuele intimidatie en discriminatie voorziet met een informele klachtenbehandeling in opvang en begeleiding van leden van de universitaire gemeenschap die geconfronteerd worden met seksuele intimidatie, geweld, agressie of discriminatie, veroorzaakt door medewerkers, stagiaires of uitzendkrachten van Nyenrode. Voor opvang, begeleiding en bemiddeling zijn vertrouwenspersonen aangesteld. De aard en ernst van de seksuele intimidatie of discriminatie kunnen zodanig zijn dat het indienen van een formele klacht de voorkeur geniet. Ook wanneer de informele klachtenbehandeling door de vertrouwenspersoon niet tot het gewenste resultaat heeft geleid, kan het indienen van een formele klacht overwogen worden. 2.1 De directie benoemt in overleg met de OR vertrouwenspersonen. Nyenrode kent minimaal twee vertrouwenspersonen, onder wie tenminste één vrouw; zij zijn medewerker van Nyenrode. 2.2 Taken en bevoegdheden vertrouwenspersoon in het kader van klachtafhandeling Tot de taken van de vertrouwenspersoon worden gerekend: het fungeren als aanspreekpunt voor de medewerker die naar zijn mening is geconfronteerd met ongewenste omgangsvormen; het samen met de klager nagaan van de mogelijkheden om een einde te maken aan de klacht; het bemiddelen tussen klager en beklaagde; het opvangen, begeleiden en van advies dienen van de klager, alsmede het zonodig doorverwijzen naar een professionele hulpverlenende instantie; het door middel van het inschakelen van een deskundige of bemiddelaar c.q. mediator trachten tot een oplossing te komen, in casu tot het stoppen van de ongewenste omgangsvormen; onder voorwaarde van goedkeuring van de opdracht (via HR of CvB naar gelang de omvang van de opdracht); het adviseren c.q. behulpzaam zijn van de klager over eventueel verder te nemen stappen; het ondersteunen en begeleiden van de medewerker of student die is geconfronteerd met ongewenste omgangvormen bij het indienen van een klacht bij de Commissie van Onderzoek, alsmede bij het horen door de Commissie van Onderzoek; het (gezamenlijk met andere vertrouwenspersonen) verzorgen van een jaarverslag; de vertrouwenspersonen overleggen jaarlijks een anoniem overzicht m.b.t. de aard en omvang van de door hen behandelende klachten aan het CvB. In die verslaglegging kunnen de vertrouwenspersonen aanbevelingen doen in meer algemene zin, gericht op het voorkómen van alle vormen van ongewenst gedrag; het verlenen van nazorg aan de medewerker die is geconfronteerd met ongewenste omgangsvormen; de vertrouwenspersoon verricht in principe geen handelingen ten behoeve van de klager dan met instemming van betrokkene. 2.3 Geheimhouding De vertrouwenspersoon is gehouden aan geheimhouding van de hem/haar ter kennis gekomen feiten die de privacy van de medewerker die naar zijn mening is geconfronteerd met ongewenste omgangsvormen kunnen schaden. Slechts met uitdrukkelijke toestemming van de betrokken medewerker kan hiervan worden afgeweken. Deze plicht tot geheimhouding vervalt niet nadat de vertrouwenspersoon niet meer als zodanig werkzaam is.

178 2.4 Verschoningsrecht Aan de vertrouwenspersoon komt binnen de wettelijke kaders het recht van verschoning toe. 2.5 Het bepaalde in 2.3 en 2.4 geldt, voor zover wettelijke bepalingen niet anders bepalen. 2.6 Faciliteiten vertrouwenspersoon De vertrouwenspersoon kan voor het zo goed mogelijk vervullen van zijn/haar taak gesprekken voeren met klagers binnen en buiten de gebouwen en terreinen van Universiteit Nyenrode B.V.. De vertrouwenspersoon kan in het kader van de hem/haar opgelegde taak besluiten gesprekken te voeren met anderen dan de klagers die zich tot hem/haar wenden. De vertrouwenspersoon wordt in de gelegenheid gesteld zich ten behoeve van een melding of klacht te oriënteren op algemene zaken betreffende Universiteit Nyenrode B.V., als ook op specifieke zaken die met een melding of klacht te maken hebben. De vertrouwenspersoon is bevoegd externe deskundigen te raadplegen. Hij/zij zal dit doen in overleg met het CvB van Universiteit Nyenrode B.V.. Een en ander brengt met zich mee dat hier in voorkomende gevallen, binnen grenzen van redelijkheid en billijkheid, budgettaire ruimte voor wordt vrijgemaakt. 3. Indienen van de klacht. 3.1 In geval andere wegen (waaronder direct contact, melding bij leidinggevenden van de beklaagde, bemiddeling of anderszins) niet tot een bevredigende oplossing leiden, wordt de klacht schriftelijk aanhangig gemaakt door de klager (daarbij eventueel begeleid door de vertrouwenspersoon) bij het CvB. 3.2 De schriftelijke klacht dient te worden gezonden aan het CvB. 3.3 In de schriftelijke klacht beschrijft klager de klacht, vermeldt hij de naam van beklaagde en de periode waarbinnen een en ander heeft plaatsgevonden. Eveneens wordt een beschrijving gegeven van de door de klager al ondernomen stappen. 3.4 Anonieme klachten worden niet in behandeling genomen; klachten namens anderen ingediend evenmin. 4. Commissie van onderzoek 4.1 Commissie van onderzoek Binnen uiterlijk drie werkdagen na ontvangst van een ingediende klacht wordt door het CvB een Commissie van Onderzoek ingesteld. 4.2 Leden van de Commissie van Onderzoek De commissie wordt ondersteund door een secretaris, die geen deel uit maakt van de commissie en niet stemgerechtigd is. De commissie bestaat in ieder geval zowel uit een man en een vrouw. 4.3 Bevoegdheden van de Commissie van Onderzoek Het staat de Commissie van Onderzoek vrij een ieder te horen en alle benodigde informatie in te winnen voor zover zij dat nodig acht voor haar oordeelsvorming. De gevraagde informatie zal slechts gemotiveerd kunnen worden geweigerd als het

179 verstrekken daarvan inbreuk zou maken op de privacy van een (andere) medewerker(s), tenzij de andere medewerker er geen bezwaar tegen heeft dat hij in de kwestie wordt betrokken De commissie kan na overleg met het CvB interne en externe deskundigen raadplegen en/of inschakelen De commissie kan gevraagd en ongevraagd advies geven om een voorlopige voorziening te treffen: indien dit voor het welzijn van de klager of de beklaagde noodzakelijk is; indien sprake is van een voor één of meer direct betrokkenen onhoudbare situatie; indien dit voor de voortgang van het onderzoek noodzakelijk wordt geoordeeld De commissie oordeelt over de al dan niet gegrondheid van de klacht en adviseert ten aanzien van de te nemen maatregelen. 4.4 Wraking en verschoning De leden van de Commissie van Onderzoek mogen niet direct of indirect betrokken zijn bij het onderwerp waarover een klacht is ingediend. Klager en/of beklaagde kan in dit geval een lid van de Commissie van Onderzoek wraken. Een verzoek tot wraking dient deugdelijk te zijn gemotiveerd. Leden van de Commissie van Onderzoek kunnen zich verschonen De Commissie van Onderzoek oordeelt over een wrakingsverzoek. Ingeval van wraking en/of verschoning wordt de plaats van het betreffende lid van de klachtencommissie ingenomen door een andere door het CvB aan ter wijzen persoon. 5. De behandeling van de klacht 5.1 Het CvB bevestigt de klager per omgaande de ontvangst van de klacht en gaat over tot het instellen van een Commissie van Onderzoek (inclusief secretaris) 5.2 Het CvB doet de Commissie van Onderzoek de klacht vertrouwelijk toekomen 5.3 De commissie oordeelt binnen tien werkdagen na instelling over de ontvankelijkheid daarvan. De klacht wordt niet ontvankelijk verklaard indien: de klacht niet betrekking heeft op ongewenste omgangsvormen zoals bedoeld in deze regeling de klacht anoniem is ingediend of namens anderen is ingediend de klager al eerder een klacht heeft ingediend die betrekking had op dezelfde feiten de klacht nog in behandeling is bij een vertrouwenspersoon indien een klacht wordt ingediend die niet is behandeld door een vertrouwenspersoon, kan de commissie in overleg treden met de klager en haar/hem verzoeken de klacht alsnog eerst in te dienen bij een vertrouwenspersoon het CvB kan al dan niet op instigatie van de commissie te allen tijde besluiten tot het treffen van rechtspositionele maatregelen ten aanzien van degene tegen wie een klacht is ingediend, alsmede tegen klager indien blijkt dat een klacht ongegrond is. 5.4 Indien de klacht ontvankelijk is verklaard, wordt de beklaagde daarvan door de secretaris schriftelijk in kennis gesteld. Beklaagde ontvangt een uitnodiging om voor de commissie te verschijnen en ontvangt een afschrift van de klachtbrief.

180 5.5 Bij de behandeling van de klacht houdt de klachtencommissie één of meer zittingen waarbij zij klager, beklaagde en eventuele getuigen afzonderlijk van elkaar hoort. Indien nodig zal de commissie nadere informatie opvragen. Een medewerker die wordt opgeroepen, is verplicht te verschijnen. 5.6 Klager en beklaagde kunnen zich ten aanzien van de klachtenprocedure laten bijstaan door een persoon van hun keuze. 5.7 De zittingen van de klachtencommissie zijn besloten. Van iedere zitting wordt, onder verantwoordelijkheid van de commissie een schriftelijk verslag door de secretaris opgemaakt. 5.8 Ten aanzien van de hoorzittingen van de commissie geldt het onderstaande: klager en beklaagde hebben, tenzij naar het oordeel van de commissie zwaarwegende omstandigheden zich daartegen verzetten, recht op inzage van alle verslagen. Klager en beklaagde worden in een tweede ronde van hoor en wederhoor in de gelegenheid gesteld hun zienswijze op de verslagen kenbaar te maken. 6. Rapportage en advies 6.1 De commissie van onderzoek brengt binnen zes weken nadat de klacht ontvankelijk is verklaard, schriftelijk rapport uit aan de directie. Indien de termijn van zes weken niet kan worden gehaald, wordt dit, met redenen omkleed, aan klager en beklaagde meegedeeld, alsmede de termijn waarbinnen het rapport wordt uitgebracht. De termijn kan eenmalig met maximaal zes weken worden verlengd. 6.2 Het rapport van de commissie omvat in ieder geval onderstaande punten: a. de gegevens van klager en beklaagde en de hiërarchieke dan wel functionele relatie ten opzichte van elkaar; b. de inhoud van de klacht; c. de gronden waarop de klacht ontvankelijk is verklaard danwel; d. de gronden waarop de klacht al dan niet gegrond wordt verklaard; e. het advies aan de directie inzake te nemen maatregelen. 7. Besluit 7.1 Binnen tien werkdagen nadat de Commissie van Onderzoek haar rapport heeft uitgebracht, zendt het CvB een schriftelijk gemotiveerde beslissing aan klager, beklaagde en de Commissie, waarbij wordt aangegeven in welke mate het advies van de Commissie al dan niet wordt gevolgd. Het CvB kan, mits gemotiveerd, afwijken van het advies van de Commissie van Onderzoek. 7.2 Indien een klacht gegrond wordt verklaard, kan beklaagde een rechtspositionele maatregel worden opgelegd. Tevens kunnen voor klager maatregelen worden vastgesteld waarbij een veilige werkomgeving wordt gecreëerd. Indien seksuele intimidatie of discriminatie is geconstateerd neemt het CVB in beginsel maatregelen van arbeidsrechtelijke aard. 7.3 Indien geen sprake is geweest van seksuele intimidatie of discriminatie schenkt het CvB op passende wijze aandacht aan de positie van de beklaagde en eventueel aan die van de klager. 7.4 Van de in lid 1 bedoelde conclusie, alsmede van de eventueel op grond daarvan getroffen maatregelen, geeft het CvB kennis aan de klager, de beklaagde, de vertrouwenspersonen en de leden van de commissie van onderzoek. 7.5 De maatregelen die door het CvB kunnen worden getroffen zijn onder meer:

181 schriftelijke waarschuwing of berisping; schorsing of op non actiefstelling; ontzegging van de toegang tot gebouwen en terreinen van de universiteit gedurende de periode van schorsing of op non actiefstelling; ontslag. 8. Geheimhoudingsplicht De leden van de Commissie van Onderzoek, evenals de secretaris van de commissie en voorts allen die bij de behandeling van de klachtenprocedure zijn betrokken, zijn verplicht tot geheimhouding van al wat hen ter kennis is gekomen. 9. Rechtspositie medewerkers 9.1 Geen enkele medewerker zal in zijn positie binnen Universiteit Nyenrode B.V. worden geschaad, omdat hij of zij, op welke wijze dan ook, betrokken is geweest bij een klachtenprocedure zoals neergelegd in deze regeling. Dit beginsel is niet van toepassing indien ten aanzien van beklaagde na een gegrond verklaarde klacht een rechtspositionele maatregel wordt getroffen. 9.2 In het geval dat de Commissie van Onderzoek van mening is dat sprake is van het indienen van een valse klacht, dan heeft het CvB de bevoegdheid, maatregelen te nemen tegen de klager. 10. Verslaglegging Het Hoofd HR brengt jaarlijks vóór 1 februari van enig kalenderjaar aan het CvB en aan de OR schriftelijk verslag uit over de werkzaamheden van Commissie( s) van Onderzoek in het voorafgaande kalenderjaar. De rapportage geschiedt zonder vermelding van persoonlijke gegevens. 11. Klachtendossiers De onderzoekscommissie houdt een zelfstandige registratie bij van de bij hen ingediende klachten en de behandeling ervan. Slechts de leden van de commissie, het CvB, de juridisch adviseur en het Hoofd HR van Nyenrode hebben inzage in dat archief. Alle registraties ten behoeve van het archief van de commissie worden gehouden op de afdeling HR. De op een klacht betrekking hebbende gegevens worden vijf jaren na afhandeling van die klacht vernietigd. Jaarlijks wordt door Hoofd HR een anoniem overzicht van de aard en omvang van de door de commissie behandelende klachten overlegd aan het CVB. In die verslaglegging kunnen de leden van de commissie aanbevelingen doen in meer algemene zin, gericht op het voorkómen van ongewenst gedrag.. Het naar aanleiding van een klacht genomen besluit wordt bewaard in het personeelsdossier van betrokkene. 12 Beroep Indien de medewerker het niet eens is met de wijze waarop de klacht is behandeld of waarop aan de klacht is tegemoet gekomen, kan hij in beroep gaan bij het Bestuur van Stichting Nyenrode tot uiterlijk 1 maand nadat het CvB het besluit schriftelijk aan hem heeft meegedeeld.

182 13. Onvoorziene omstandigheden Indien zich omstandigheden voordoen waarin deze regeling niet voorziet, beslist het CvB na advies van de commissie. 14 Slotbepaling Indien de melding van seksuele intimidatie of discriminatie betrekking heeft op een lid van het CvB worden de in deze regeling aan hen toegekende bevoegdheden uitgeoefend door het Bestuur van Stichting Nyenrode. Vertrouwenspersonen Vertrouwenspersoon zijn: Marianne Lammers, telefoonnummer 1519, kamer 1 64, AH gebouw André Nijhof, telefoonnummer 1232, kamer 2 73, AH gebouw Pieter Jan Benes; telefoonnummer 1462, kamer 2 64, AH gebouw Marjolijn Oussoren; telefoonnummer 5833, kamer 117 De Rooij gebouw

183 Appendix 11: Privacy Code (in Dutch)

184 GEDRAGSCODE Bescherming Persoonsgegevens van Universiteit Nyenrode B.V. in het kader van de Wet bescherming persoonsgegevens Hoofdstuk 1. Algemene bepalingen Artikel 1 In deze GEDRAGSCODE wordt verstaan onder: a. persoonsgegeven: elk gegeven betreffende een geïdentificeerde of identificeerbare natuurlijke persoon; b. verwerking van persoonsgegevens: elke handeling of elk geheel van handelingen met betrekking tot persoonsgegevens, waaronder in ieder geval het verzamelen, vastleggen, ordenen, bewaren, bijwerken, wijzigen, opvragen, raadplegen, gebruiken, verstrekken door middel van doorzending, verspreiding of enige andere vorm van terbeschikkingstelling, samenbrengen, met elkaar in verband brengen, alsmede het afschermen, uitwissen of vernietigen van gegevens; c. bestand: elk gestructureerd geheel van persoonsgegevens, ongeacht of dit geheel van gegevens gecentraliseerd is of verspreid is op een functioneel of geografisch bepaalde wijze, dat volgens bepaalde criteria toegankelijk is en betrekking heeft op verschillende personen; d. verantwoordelijke: Universiteit Nyenrode B.V. die, alleen of te zamen met anderen, het doel van en de middelen voor de verwerking van persoonsgegevens vaststelt (hierna ook te noemen Nyenrode); e. bewerker: degene die ten behoeve van de verantwoordelijke persoonsgegevens verwerkt, zonder aan zijn rechtstreeks gezag te zijn onderworpen; f. betrokkene: degene op wie een persoonsgegeven betrekking heeft (in het bijzonder: de student of de deelnemer); g. derde: ieder, niet zijnde de betrokkene, de verantwoordelijke, de bewerker, of enig persoon die onder rechtstreeks gezag van de verantwoordelijke of de bewerker gemachtigd is om persoonsgegevens te verwerken; h. ontvanger: degene aan wie de persoonsgegevens worden verstrekt; i. toestemming van de betrokkene: elke vrije, specifieke en op informatie berustende wilsuiting waarmee de betrokkene aanvaardt dat hem betreffende persoonsgegevens worden verwerkt; j. Onze Minister: de Minister van Justitie; k. het College bescherming persoonsgegevens of het College: het College als bedoeld in artikel 51; l. functionaris: de functionaris voor de gegevensbescherming als bedoeld in artikel 62; m. voorafgaand onderzoek: een onderzoek als bedoeld in artikel 31; n. verstrekken van persoonsgegevens: het bekend maken of ter beschikking stellen van persoonsgegevens; o. verzamelen van persoonsgegevens: het verkrijgen van persoonsgegevens. Artikel 2 1. Deze GEDRAGSCODE is van toepassing op de geheel of gedeeltelijk geautomatiseerde verwerking van persoonsgegevens, alsmede de niet geautomatiseerde verwerking van persoonsgegevens die in een bestand zijn opgenomen of die bestemd zijn om daarin te worden opgenomen. Artikel 3 1. Deze GEDRAGSCODE is niet van toepassing op de verwerking van persoonsgegevens voor uitsluitend journalistieke, artistieke of literaire doeleinden, behoudens de overige bepalingen van dit hoofdstuk, alsmede de artikelen 6 tot en met 11, 13 tot en met 15, 25 en 49. Artikel 4 1. Deze GEDRAGSCODE is van toepassing op de verwerking van persoonsgegevens in het kader

185 van activiteiten van een vestiging van Nyenrode in Nederland. Artikel 5 1. Indien de betrokkene minderjarig is en de leeftijd van zestien jaren nog niet heeft bereikt, of onder curatele is gesteld, dan wel ten behoeve van de betrokkene een mentorschap is ingesteld, is in de plaats van de toestemming van de betrokkene die van zijn wettelijk vertegenwoordiger vereist. 2. Een toestemming kan door de betrokkene of zijn wettelijk vertegenwoordiger te allen tijde worden ingetrokken. Hoofdstuk 2. Voorwaarden voor de rechtmatigheid van de verwerking van persoonsgegevens Paragraaf 1. De verwerking van persoonsgegevens in het algemeen Artikel 6 Persoonsgegevens worden in overeenstemming met de GEDRAGSCODE en op behoorlijke en zorgvuldige wijze verwerkt. Artikel 7 Persoonsgegevens worden voor welbepaalde, uitdrukkelijk omschreven en gerechtvaardigde doeleinden verzameld. Artikel 8 Persoonsgegevens mogen slechts worden verwerkt indien: a. de betrokkene voor de verwerking zijn ondubbelzinnige toestemming heeft verleend; b. de gegevensverwerking noodzakelijk is voor de uitvoering van een overeenkomst waarbij de betrokkene partij is, of voor het nemen van precontractuele maatregelen naar aanleiding van een verzoek van de betrokkene en die noodzakelijk zijn voor het sluiten van een overeenkomst; c. de gegevensverwerking noodzakelijk is om een wettelijke verplichting na te komen waaraan Nyenrode onderworpen is; d. de gegevensverwerking noodzakelijk is ter vrijwaring van een vitaal belang van de betrokkene; e. de gegevensverwerking noodzakelijk is voor de goede vervulling van een publiekrechtelijke taak door het desbetreffende bestuursorgaan dan wel het bestuursorgaan waaraan de gegevens worden verstrekt, of f. de gegevensverwerking noodzakelijk is voor de behartiging van het gerechtvaardigde belang van Nyenrode of van een derde aan wie de gegevens worden verstrekt, tenzij het belang of de fundamentele rechten en vrijheden van de betrokkene, in het bijzonder het recht op bescherming van de persoonlijke levenssfeer, prevaleert. Artikel 9 1. Persoonsgegevens worden niet verder verwerkt op een wijze die onverenigbaar is met de doeleinden waarvoor ze zijn verkregen. 2. Bij de beoordeling of een verwerking onverenigbaar is als bedoeld in het eerste lid, houdt Nyenrode in elk geval rekening met: a. de verwantschap tussen het doel van de beoogde verwerking en het doel waarvoor de gegevens zijn verkregen; b. de aard van de betreffende gegevens; c. de gevolgen van de beoogde verwerking voor de betrokkene; d. de wijze waarop de gegevens zijn verkregen en e. de mate waarin jegens de betrokkene wordt voorzien in passende waarborgen.

186 3. Verdere verwerking van de gegevens voor historische, statistische of wetenschappelijke doeleinden, wordt niet als onverenigbaar beschouwd, indien Nyenrode de nodige voorzieningen heeft getroffen ten einde te verzekeren dat de verdere verwerking uitsluitend geschiedt ten behoeve van deze specifieke doeleinden. 4. De verwerking van persoonsgegevens blijft achterwege voor zover een geheimhoudingsplicht uit hoofde van ambt, beroep of wettelijk voorschrift daaraan in de weg staat. Artikel Persoonsgegevens worden niet langer bewaard in een vorm die het mogelijk maakt de betrokkene te identificeren, dan noodzakelijk is voor de verwerkelijking van de doeleinden waarvoor zij worden verzameld of vervolgens worden verwerkt. 2. Persoonsgegevens mogen langer worden bewaard dan bepaald in het eerste lid voor zover ze voor historische, statistische of wetenschappelijke doeleinden worden bewaard, en Nyenrode de nodige voorzieningen heeft getroffen ten einde te verzekeren dat de desbetreffende gegevens uitsluitend voor deze specifieke doeleinden worden gebruikt. Artikel Persoonsgegevens worden slechts verwerkt voor zover zij, gelet op de doeleinden waarvoor zij worden verzameld of vervolgens worden verwerkt, toereikend, ter zake dienend en niet bovenmatig zijn. 2. Nyenrode treft de nodige maatregelen opdat persoonsgegevens, gelet op de doeleinden waarvoor zij worden verzameld of vervolgens worden verwerkt, juist en nauwkeurig zijn. Artikel Een ieder die handelt onder het gezag van Nyenrode of van de bewerker, alsmede de bewerker zelf, voor zover deze toegang hebben tot persoonsgegevens, verwerkt deze slechts in opdracht van Nyenrode, behoudens afwijkende wettelijke verplichtingen. 2. De personen, bedoeld in het eerste lid, voor wie niet reeds uit hoofde van ambt, beroep of wettelijk voorschrift een geheimhoudingsplicht geldt, zijn verplicht tot geheimhouding van de persoonsgegevens waarvan zij kennis nemen, behoudens voor zover enig wettelijk voorschrift hen tot mededeling verplicht of uit hun taak de noodzaak tot mededeling voortvloeit. Artikel 272, tweede lid, van het Wetboek van Strafrecht is niet van toepassing. Artikel 13 Nyenrode legt passende technische en organisatorische maatregelen ten uitvoer om persoonsgegevens te beveiligen tegen verlies of tegen enige vorm van onrechtmatige verwerking. Deze maatregelen garanderen, rekening houdend met de stand van de techniek en de kosten van de tenuitvoerlegging, een passend beveiligingsniveau gelet op de risico's die de verwerking en de aard van te beschermen gegevens met zich meebrengen. De maatregelen zijn er mede op gericht onnodige verzameling en verdere verwerking van persoonsgegevens te voorkomen. Artikel Indien Nyenrode persoonsgegevens te zijnen behoeve laat verwerken door een bewerker, draagt hij zorg dat deze voldoende waarborgen biedt ten aanzien van de technische en organisatorische beveiligingsmaatregelen met betrekking tot de te verrichten verwerkingen. De verantwoordelijke ziet toe op de naleving van die maatregelen. 2. De uitvoering van verwerkingen door een bewerker wordt geregeld in een overeenkomst of krachtens een andere rechtshandeling waardoor een verbintenis ontstaat tussen de bewerker en Nyenrode.

187 3. Nyenrode draagt zorg dat de bewerker a. de persoonsgegevens verwerkt in overeenstemming met artikel 12, eerste lid en b. de verplichtingen nakomt die op Nyenrode rusten ingevolge artikel Is de bewerker gevestigd in een ander land van de Europese Unie, dan draagt Nyenrode zorg dat de bewerker het recht van dat andere land nakomt, in afwijking van het derde lid, onder b. 5. Met het oog op het bewaren van het bewijs worden de onderdelen van de overeenkomst of de rechtshandeling die betrekking hebben op de bescherming van persoonsgegevens, alsmede de beveiligingsmaatregelen als bedoeld in artikel 13 schriftelijk of in een andere, gelijkwaardige vorm vastgelegd. Artikel 15 Nyenrode draagt zorg voor de naleving van de verplichtingen, bedoeld in de artikelen 6 tot en met 12 en 14, tweede en vijfde lid van dit hoofdstuk. Paragraaf 2. De verwerking van bijzondere persoonsgegevens Artikel 16 Nyenrode verwerkt geen persoonsgegevens betreffende iemands godsdienst of levensovertuiging, ras, politieke gezindheid, gezondheid, seksuele leven, alsmede persoonsgegevens betreffende het lidmaatschap van een vakvereniging is verboden behoudens het bepaalde in deze paragraaf. Hetzelfde geldt voor strafrechtelijke persoonsgegevens en persoonsgegevens over onrechtmatig of hinderlijk gedrag in verband met een opgelegd verbod naar aanleiding van dat gedrag. Artikel 17 Niet van toepassing Artikel 18 Het verbod om persoonsgegevens betreffende iemands ras te verwerken als bedoeld in artikel 16, is niet van toepassing indien de verwerking geschiedt: a. met het oog op de identificatie van de betrokkene en slechts voor zover dit voor dit doel onvermijdelijk is; b. met het doel personen van een bepaalde etnische of culturele minderheidsgroep een bevoorrechte positie toe te kennen ten einde feitelijke nadelen verband houdende met de grond ras op te heffen of te verminderen en slechts indien: 1Â. dit voor dat doel noodzakelijk is; 2Â. Artikel 19 de gegevens slechts betrekking hebben op het geboorteland van de betrokkene, van diens ouders of grootouders, dan wel op andere, bij wet vastgestelde criteria, op grond waarvan op objectieve wijze vastgesteld kan worden of iemand tot een minderheidsgroep als bedoeld in de aanhef van onderdeel b behoort, en 3Â. de betrokkene daartegen geen schriftelijk bezwaar heeft gemaakt. 1. Het verbod om persoonsgegevens betreffende iemands politieke gezindheid te verwerken als bedoeld in artikel 16, is niet van toepassing indien de verwerking geschiedt: a. door instellingen op politieke grondslag betreffende hun leden of hun werknemers dan wel andere tot de instelling behorende personen, voor zover dit gelet op het doel van de instelling noodzakelijk is voor de verwezenlijking van haar grondslag, of b. met het oog op de eisen die met betrekking tot politieke gezindheid in redelijkheid kunnen worden gesteld in verband met de vervulling van functies in bestuursorganen en adviescolleges.

188 2. In het geval als bedoeld in het eerste lid, onder a, worden geen persoonsgegevens aan derden verstrekt zonder toestemming van de betrokkene. Artikel 20 Niet van toepassing Artikel Het verbod om persoonsgegevens betreffende iemands gezondheid te verwerken als bedoeld in artikel 16, is niet van toepassing indien de verwerking geschiedt door: a. niet van toepassing b. niet van toepassing c. Nyenrode als opleidingsinstelling voor zover dat met het oog op de speciale begeleiding van studenten of deelnemers of het treffen van bijzondere voorzieningen in verband met hun gezondheidstoestand noodzakelijk is; d. niet van toepassing e. niet van toepassing f. Nyenrode als werkgever of instellingen die te zijnen behoeve werkzaam zijn voor zover dat noodzakelijk is voor: 1Â. een goede uitvoering van wettelijke voorschriften, pensioenregelingen of collectieve arbeidsovereenkomsten die voorzien in aanspraken die afhankelijk zijn van de gezondheidstoestand van de betrokkene of 2Â. de reïntegratie of begeleiding van werknemers of uitkeringsgerechtigden in verband met ziekte of arbeidsongeschiktheid. 2. In de gevallen als bedoeld in het eerste lid worden de gegevens alleen verwerkt door personen die uit hoofde van ambt, beroep of wettelijk voorschrift, dan wel krachtens een overeenkomst tot geheimhouding zijn verplicht. Indien Nyenrode gegevens persoonlijk verwerkt en op hem niet reeds uit hoofde van ambt, beroep of wettelijk voorschrift een geheimhoudingsplicht rust, is hij verplicht tot geheimhouding van de gegevens, behoudens voor zover de wet hem tot mededeling verplicht of uit zijn taak de noodzaak voortvloeit dat de gegevens worden meegedeeld aan anderen die krachtens het eerste lid bevoegd zijn tot verwerking daarvan. 3. Het verbod om andere persoonsgegevens als bedoeld in artikel 16 te verwerken, is niet van toepassing voor zover dit noodzakelijk is in aanvulling op de verwerking van persoonsgegevens betreffende iemands gezondheid als bedoeld in het eerste lid, onder a, met het oog op een goede behandeling of verzorging van de betrokkene. 4. Persoonsgegevens betreffende erfelijke eigenschappen mogen slechts worden verwerkt voor zover deze verwerking plaatsvindt met betrekking tot de betrokkene bij wie de betreffende gegevens zijn verkregen, tenzij: a. een zwaarwegend geneeskundig belang prevaleert of b. de verwerking noodzakelijk is ten behoeve van wetenschappelijk onderzoek of statistiek. In het geval als bedoeld onder b, is artikel 23, eerste lid, onder a, en tweede lid, van overeenkomstige toepassing. 5. Bij algemene maatregel van bestuur kunnen omtrent de toepassing van het eerste lid, onder b en f, nadere regels worden gesteld. Artikel Het verbod om strafrechtelijke persoonsgegevens te verwerken als bedoeld in artikel 16, is niet van toepassing indien de verwerking geschiedt door Nyenrode die deze heeft verkregen krachtens de Wet politiegegevens of de Wet justitiële en strafvorderlijke gegevens. 2. Het verbod is niet van toepassing op Nyenrode die deze gegevens ten eigen behoeve verwerkt ter:

189 a. beoordeling van een verzoek van betrokkene om een beslissing over hem te nemen of aan hem een prestatie te leveren of b. bescherming van zijn belangen voor zover het gaat om strafbare feiten die zijn of op grond van feiten en omstandigheden naar verwachting zullen worden gepleegd jegens hem of jegens personen die in zijn dienst zijn. 3. De verwerking van deze gegevens over personeel in dienst van Nyenrode, vindt plaats overeenkomstig regels die zijn vastgesteld in overeenstemming met de procedure als bedoeld in de Wet op de ondernemingsraden. 4. Het verbod is niet van toepassing wanneer deze gegevens ten behoeve van derden worden verwerkt: a. niet van toepassing b. indien deze derde een rechtspersoon betreft die in dezelfde groep is verbonden als bedoeld in artikel 2:24b van het Burgerlijk Wetboek, of c. indien passende en specifieke waarborgen zijn getroffen en de procedure is gevolgd, bedoeld in artikel Het verbod om andere persoonsgegevens als bedoeld in artikel 16, te verwerken, is niet van toepassing voor zover dit noodzakelijk is in aanvulling op de verwerking van strafrechtelijke gegevens voor de doeleinden waarvoor deze gegevens worden verwerkt. 6. Het verbod is niet van toepassing op verwerkingen van strafrechtelijke gegevens door en ten behoeve van publiekrechtelijke samenwerkingsverbanden van verantwoordelijken of groepen van verantwoordelijken indien de verwerking noodzakelijk is voor de uitvoering van de taak van deze verantwoordelijken of groepen van verantwoordelijken en bij de uitvoering is voorzien in zodanige waarborgen dat de persoonlijke levenssfeer van de betrokkene niet onevenredig wordt geschaad. 7. Het tweede tot en met zesde lid is van overeenkomstige toepassing op persoonsgegevens betreffende een door de rechter opgelegd verbod naar aanleiding van onrechtmatig of hinderlijk gedrag. 8. Bij algemene maatregel van bestuur kunnen regels worden gesteld over de passende en specifieke waarborgen, bedoeld in het vierde lid, onder c. Artikel Onverminderd de artikelen 17 tot en met 22 is het verbod om persoonsgegevens als bedoeld in artikel 16, te verwerken niet van toepassing voor zover: a. dit geschiedt met uitdrukkelijke toestemming van de betrokkene; b. de gegevens door de betrokkene duidelijk openbaar zijn gemaakt; c. dit noodzakelijk is voor de vaststelling, de uitoefening of de verdediging van een recht in rechte; d. dit noodzakelijk is ter verdediging van de vitale belangen van de betrokkene of van een derde en het vragen van diens uitdrukkelijke toestemming onmogelijk blijkt; e. dit noodzakelijk is ter voldoening aan een volkenrechtelijke verplichting of f. dit noodzakelijk is met het oog op een zwaarwegend algemeen belang, passende waarborgen worden geboden ter bescherming van de persoonlijke levenssfeer en dit bij wet wordt bepaald dan wel het College ontheffing heeft verleend. Het College kan bij de verlening van ontheffing beperkingen en voorschriften opleggen; g. de gegevens worden verwerkt door het College of een ombudsman als bedoeld in artikel 9:17 van de Algemene wet bestuursrecht en dit noodzakelijk is met het oog op een zwaarwegend algemeen belang, voor de uitvoering van de hun wettelijk opgedragen taken en bij die uitvoering is voorzien in zodanige waarborgen dat de persoonlijke levenssfeer van de betrokkene niet onevenredig wordt geschaad. 2. Het verbod om persoonsgegevens als bedoeld in artikel 16, te verwerken ten behoeve van wetenschappelijk onderzoek of statistiek is niet van toepassing voor zover:

190 a. het onderzoek een algemeen belang dient, b. de verwerking voor het betreffende onderzoek of de betreffende statistiek noodzakelijk is, c. het vragen van uitdrukkelijke toestemming onmogelijk blijkt of een onevenredige inspanning kost en d. bij de uitvoering is voorzien in zodanige waarborgen dat de persoonlijke levenssfeer van de betrokkene niet onevenredig wordt geschaad. 3. Verwerkingen als bedoeld in het eerste lid, onder e, worden bij de Europese Commissie gemeld. Onze Minister wie het aangaat verricht de melding indien de verwerking bij wet is voorzien. Het College verricht de melding indien het voor de verwerking ontheffing heeft verleend. Artikel Een nummer dat ter identificatie van een persoon bij wet is voorgeschreven, wordt bij de verwerking van persoonsgegevens slechts gebruikt ter uitvoering van de betreffende wet dan wel voor doeleinden bij de wet bepaald. 2. Bij algemene maatregel van bestuur kunnen andere dan in het eerste lid bedoelde gevallen worden aangewezen waarin een daarbij aan te wijzen nummer als bedoeld in het eerste lid, kan worden gebruikt. Daarbij kunnen nadere regels worden gegeven over het gebruik van een zodanig nummer. Hoofdstuk 3. Gedragscodes Artikel Nyenrode kan het College verzoeken te verklaren dat de in de voorgenomen GEDRAGSCODE opgenomen regels, gelet op de bijzondere kenmerken van de sector of sectoren van de samenleving waarin Nyenrode werkzaam is, een juiste uitwerking vormen van deze wet of van andere wettelijke bepalingen betreffende de verwerking van persoonsgegevens. Indien een gedragscode voorziet in beslechting van geschillen over de naleving ervan, kan het College de verklaring slechts afgeven indien is voorzien in waarborgen met betrekking tot de onafhankelijkheid. 2. Het eerste lid is van overeenkomstige toepassing op wijzigingen of verlengingen van bestaande gedragscodes. 3. Het College neemt het verzoek slechts in behandeling, indien naar zijn oordeel de verzoeker of verzoekers voldoende representatief zijn en de betrokken sector of de sectoren in de code voldoende nauwkeurig zijn omschreven. 4. Een beslissing op een verzoek als bedoeld in het eerste lid, geldt als een besluit in de zin van de Algemene wet bestuursrecht. Op de voorbereiding ervan is afdeling 3.4 van die wet van toepassing. 5. De verklaring geldt voor de termijn waarvoor de gedragscode zal gaan gelden echter niet voor langer dan vijf jaar na het tijdstip waarop de verklaring is bekend gemaakt. Wordt de verklaring gevraagd voor een wijziging van een gedragscode waarvoor reeds eerder een verklaring is afgegeven, dan geldt deze voor de duur van de eerder afgegeven verklaring. 6. De verklaring wordt, tezamen met de gedragscode waarop zij betrekking heeft, door de zorg van het College in de Staatscourant geplaatst. Artikel Bij algemene maatregel van bestuur kunnen voor een bepaalde sector nadere regels worden gesteld inzake de in de artikelen 6 tot en met 11 en 13 geregelde onderwerpen. 2. Het College geeft in zijn jaarverslag aan in hoeverre naar zijn oordeel toepassing van het eerste lid wenselijk is.

191 Hoofdstuk 4. Melding en voorafgaand onderzoek Paragraaf 1. De melding Artikel Een geheel of gedeeltelijk geautomatiseerde verwerking van persoonsgegevens, die voor de verwezenlijking van een doeleinde of van verscheidene samenhangende doeleinden bestemd is, wordt gemeld. 2. Een niet geautomatiseerde verwerking van persoonsgegevens, die voor de verwezenlijking van een doeleinde of van verscheidene samenhangende doeleinden bestemd is, wordt gemeld indien deze is onderworpen aan een voorafgaand onderzoek. 3. Nyenrode meldt de verwerking alvorens daarmee te beginnen bij het College of bij de functionaris. Artikel De melding behelst een opgave van: a. de naam en het adres van Nyenrode; b. het doel of de doeleinden van de verwerking; c. een beschrijving van de categorieën van betrokkenen en van de gegevens of categorieën van gegevens die daarop betrekking hebben; d. de ontvangers of categorieën van ontvangers aan wie de gegevens kunnen worden verstrekt; e. de voorgenomen doorgiften van gegevens naar landen buiten de Europese Unie; f. een algemene beschrijving om een voorlopig oordeel te kunnen geven over de gepastheid van de voorgenomen maatregelen om, ter toepassing van artikel 13 en 14, de beveiliging van de verwerking te waarborgen. 2. De melding behelst het doel of de doeleinden waarvoor de gegevens of de categorieën van gegevens zijn of worden verzameld. 3. Een wijziging in de naam of het adres van Nyenrode wordt binnen een week gemeld. Wijzigingen in de opgave die betrekking hebben op de onderdelen b tot en met f van het eerste lid, worden telkens binnen een jaar na de voorafgaande melding gemeld voor zover zij blijken van meer dan incidentele aard te zijn. 4. Een verwerking die afwijkt van hetgeen overeenkomstig het eerste lid, onder b tot en met f, is gemeld, wordt vastgelegd en bewaard gedurende ten minste drie jaren. 5. Bij of krachtens algemene maatregel van bestuur kunnen nadere regels worden gesteld over de wijze waarop de melding dient te geschieden. Artikel Bij algemene maatregel van bestuur kan worden bepaald dat daarbij aan te geven verwerkingen van gegevens waarbij de inbreuk op de fundamentele rechten en vrijheden van de betrokkene onwaarschijnlijk is, zijn vrijgesteld van de melding, bedoeld in artikel Daarbij worden vastgesteld: a. de doeleinden van de verwerking, b. de verwerkte gegevens of categorieën van verwerkte gegevens, c. de categorieën van betrokkenen, d. de ontvangers of categorieën ontvangers aan wie de gegevens worden verstrekt, en e. de periode gedurende welke de gegevens worden bewaard. 3. Bij algemene maatregel van bestuur kan worden bepaald, indien dit noodzakelijk is met het oog op de opsporing van strafbare feiten in een bepaald geval, dat daarbij aan te geven verwerkingen van

192 gegevens door verantwoordelijken die krachtens de wet met opsporing zijn belast, worden vrijgesteld van de melding. Daarbij kunnen compenserende waarborgen ter bescherming van persoonsgegevens worden vastgesteld. De verwerkte gegevens kunnen slechts worden gebruikt voor de doeleinden die bij die algemene maatregel van bestuur uitdrukkelijk zijn vermeld. 4. De verplichting tot melding is niet van toepassing op openbare registers die bij de wet zijn ingesteld alsmede op verstrekkingen aan een bestuursorgaan ingevolge een wettelijke verplichting. Artikel Zowel het College als de functionaris houden een register bij van de bij hen aangemelde gegevensverwerkingen. Het register bevat ten minste de inlichtingen die zijn opgegeven krachtens artikel 28, eerste lid, onder a tot en met e. 2. Het register kan door een ieder kosteloos worden geraadpleegd. 3. Nyenrode verstrekt een ieder die daarom verzoekt de inlichtingen als bedoeld in artikel 28, eerste lid, onder a tot en met e, omtrent de van de aanmelding vrijgestelde gegevensverwerkingen. 4. Het derde lid is niet van toepassing op: a. een gegevensverwerking die is vrijgesteld krachtens artikel 29, derde lid; b. openbare registers die bij de wet zijn ingesteld. Paragraaf 2. Voorafgaand onderzoek Artikel Het College stelt voorafgaand aan een verwerking een onderzoek in indien Nyenrode: a. een nummer ter identificatie van personen voornemens is te verwerken voor een ander doeleinde dan waarvoor het nummer specifiek bestemd is teneinde gegevens in verband te kunnen brengen met gegevens die worden verwerkt door een andere verantwoordelijke, tenzij het gebruik van het nummer geschiedt voor de gevallen als omschreven in artikel 24; b. voornemens is gegevens vast te leggen op grond van het gericht verzamelen van informatie door middel van eigen onderzoek zonder de betrokkene daarvan op de hoogte te stellen, of c. voornemens is ten behoeve van derden strafrechtelijke gegevens of gegevens over onrechtmatig of hinderlijk gedrag te verwerken, anders dan in de gevallen genoemd in artikel 22, vierde lid, onderdelen a en b. 2. Het eerste lid, onder b, is niet van toepassing op openbare registers die bij de wet zijn ingesteld. 3. Het eerste lid, onderdeel c, is niet van toepassing op gegevensverwerkingen die reeds door een andere verantwoordelijke voor voorafgaand onderzoek zijn voorgelegd en ten aanzien waarvan het College een verklaring als bedoeld in artikel 32, vijfde lid, heeft afgegeven. 4. Bij wet of algemene maatregel van bestuur kunnen andere gegevensverwerkingen die een bijzonder risico inhouden voor de persoonlijke rechten en vrijheden van de betrokkene worden aangewezen waarop het eerste lid van toepassing is. Het College geeft in zijn jaarverslag aan in hoeverre naar zijn oordeel een dergelijke aanwijzing wenselijk is. 5. Het College meldt een verwerking als bedoeld in het eerste lid, onder c, bij de Europese Commissie. Artikel Een gegevensverwerking waarop artikel 31, eerste lid, van toepassing is, wordt als zodanig door Nyenrode bij het College gemeld.

193 2. De melding van een zodanige gegevensverwerking verplicht Nyenrode de verwerking die hij voornemens is te verrichten, op te schorten totdat het onderzoek van het College is afgerond dan wel hij een bericht heeft ontvangen dat niet tot nader onderzoek wordt overgegaan. 3. In geval van een melding van een gegevensverwerking waarop artikel 31, eerste lid, van toepassing is, besluit het College schriftelijk binnen vier weken na de melding of het tot nader onderzoek overgaat. 4. In het besluit tot nader onderzoek over te gaan geeft het College aan binnen welke termijn het voornemens is dit onderzoek te verrichten. Deze termijn bedraagt niet langer dan twintig weken. 5. Het nader onderzoek, bedoeld in het vierde lid, leidt tot een verklaring omtrent de rechtmatigheid van de gegevensverwerking. 6. De verklaring van het College geldt als een besluit in de zin van de Algemene wet bestuursrecht. Op de voorbereiding ervan is afdeling 3.4 van die wet van toepassing. Hoofdstuk 5. Informatieverstrekking aan de betrokkene Artikel Indien persoonsgegevens worden verkregen bij de betrokkene, deelt Nyenrode vóór het moment van de verkrijging de betrokkene de informatie mede, bedoeld in het tweede en derde lid, tenzij de betrokkene daarvan reeds op de hoogte is. 2. Nyenrode deelt de betrokkene zijn identiteit en de doeleinden van de verwerking waarvoor de gegevens zijn bestemd, mede. 3. Nyenrode verstrekt nadere informatie voor zover dat gelet op de aard van de gegevens, de omstandigheden waaronder zij worden verkregen of het gebruik dat ervan wordt gemaakt, nodig is om tegenover de betrokkene een behoorlijke en zorgvuldige verwerking te waarborgen. Artikel Indien persoonsgegevens worden verkregen op een andere wijze dan bedoeld in artikel 33, deelt Nyenrode de betrokkene de informatie mede, bedoeld in het tweede en derde lid, tenzij deze reeds daarvan op de hoogte is: a. op het moment van vastlegging van hem betreffende gegevens, of b. wanneer de gegevens bestemd zijn om te worden verstrekt aan een derde, uiterlijk op het moment van de eerste verstrekking. 2. Nyenrode deelt de betrokkene zijn identiteit en de doeleinden van de verwerking mede. 3. Nyenrode verstrekt nadere informatie voor zover dat gelet op de aard van de gegevens, de omstandigheden waaronder zij worden verkregen of het gebruik dat ervan wordt gemaakt, nodig is om tegenover de betrokkene een behoorlijke en zorgvuldige verwerking te waarborgen. 4. Het eerste lid is niet van toepassing indien mededeling van de informatie aan de betrokkene onmogelijk blijkt of een onevenredige inspanning kost. In dat geval legt Nyenrode de herkomst van de gegevens vast. 5. Het eerste lid is evenmin van toepassing indien de vastlegging of de verstrekking bij of krachtens de wet is voorgeschreven. In dat geval dient de Nyenrode de betrokkene op diens verzoek te informeren over het wettelijk voorschrift dat tot de vastlegging of verstrekking van de hem betreffende gegevens heeft geleid. Hoofdstuk 6. Rechten van de betrokkene Artikel 35

194 1. De betrokkene heeft het recht zich vrijelijk en met redelijke tussenpozen tot de Nyenrode te wenden met het verzoek hem mede te delen of hem betreffende persoonsgegevens worden verwerkt. Nyenrode deelt de betrokkene schriftelijk binnen vier weken mee of hem betreffende persoonsgegevens worden verwerkt. 2. Indien zodanige gegevens worden verwerkt, bevat de mededeling een volledig overzicht daarvan in begrijpelijke vorm, een omschrijving van het doel of de doeleinden van de verwerking, de categorieën van gegevens waarop de verwerking betrekking heeft en de ontvangers of categorieën van ontvangers, alsmede de beschikbare informatie over de herkomst van de gegevens. 3. Voordat Nyenrode een mededeling doet als bedoeld in het eerste lid, waartegen een derde naar verwachting bedenkingen zal hebben, stelt hij die derde in de gelegenheid zijn zienswijze naar voren te brengen indien de mededeling gegevens bevat die hem betreffen, tenzij dit onmogelijk blijkt of een onevenredige inspanning kost. 4. Desgevraagd doet Nyenrode mededelingen omtrent de logica die ten grondslag ligt aan de geautomatiseerde verwerking van hem betreffende gegevens. Artikel Degene aan wie overeenkomstig artikel 35 kennis is gegeven van hem betreffende persoonsgegevens, kan Nyenrode verzoeken deze te verbeteren, aan te vullen, te verwijderen, of af te schermen indien deze feitelijk onjuist zijn, voor het doel of de doeleinden van de verwerking onvolledig of niet ter zake dienend zijn dan wel anderszins in strijd met een wettelijk voorschrift worden verwerkt. Het verzoek bevat de aan te brengen wijzigingen. 2. Nyenrode bericht de verzoeker binnen vier weken na ontvangst van het verzoek schriftelijk of dan wel in hoeverre hij daaraan voldoet. Een weigering is met redenen omkleed. 3. Nyenrode draagt zorg dat een beslissing tot verbetering, aanvulling, verwijdering of afscherming zo spoedig mogelijk wordt uitgevoerd. 4. Indien de persoonsgegevens zijn vastgelegd op een gegevensdrager waarin geen wijzigingen kunnen worden aangebracht, dan treft hij de voorzieningen die nodig zijn om de gebruiker van de gegevens te informeren over de onmogelijkheid van verbetering, aanvulling, verwijdering of afscherming ondanks het feit dat er grond is voor aanpassing van de gegevens op grond van dit artikel. 5. Het bepaalde in het eerste tot en met vierde lid is niet van toepassing op bij de wet ingestelde openbare registers, indien in die wet een bijzondere procedure voor de verbetering, aanvulling, verwijdering of afscherming van gegevens is opgenomen. Artikel Indien een gewichtig belang van de verzoeker dit eist, voldoet Nyenrode aan een verzoek als bedoeld in de artikelen 35 en 36, in een andere dan schriftelijke vorm, die aan dat belang is aangepast. 2. Nyenrode draagt zorg voor een deugdelijke vaststelling van de identiteit van de verzoeker. 3. De verzoeken, bedoeld in de artikelen 35 en 36, worden ten aanzien van minderjarigen die de leeftijd van zestien jaren nog niet hebben bereikt, en ten aanzien van onder curatele gestelden gedaan door hun wettelijke vertegenwoordigers. De betrokken mededeling geschiedt eveneens aan de wettelijke vertegenwoordigers. Artikel Als Nyenrode naar aanleiding van een verzoek op grond van artikel 36 persoonsgegevens heeft verbeterd, aangevuld, verwijderd of afgeschermd, zal Nyenrode aan derden aan wie de gegevens

195 daaraan voorafgaand zijn verstrekt, zo spoedig mogelijk kennis geven van de verbetering, aanvulling, verwijdering of afscherming, tenzij dit onmogelijk blijkt of een onevenredige inspanning kost. 2. Nyenrode doet aan de verzoeker, bedoeld in artikel 36, desgevraagd opgave van degenen aan wie hij de mededeling heeft gedaan. Artikel Nyenrode kan voor een mededeling als bedoeld in artikel 35 een bij of krachtens algemene maatregel van bestuur vast te stellen vergoeding van kosten verlangen die ten hoogste 5 bedraagt. 2. De vergoeding wordt teruggegeven in geval Nyenrode op verzoek van de betrokkene, op aanbeveling van het College of op bevel van de rechter tot verbetering, aanvulling, verwijdering of afscherming is overgegaan. 3. Het bedrag genoemd in het eerste lid kan in bijzondere gevallen bij algemene maatregel van bestuur worden gewijzigd. Artikel Indien gegevens het voorwerp zijn van verwerking op grond van artikel 8, onder e en f, kan de betrokkene daartegen bij Nyenrode te allen tijde verzet aantekenen in verband met zijn bijzondere persoonlijke omstandigheden. 2. Nyenrode beoordeelt binnen vier weken na ontvangst van het verzet of het verzet gerechtvaardigd is. Indien het verzet gerechtvaardigd is beëindigt hij terstond de verwerking. 3. Nyenrode kan voor het in behandeling nemen van een verzet een vergoeding van kosten verlangen, die niet hoger mag zijn dan een bij of krachtens algemene maatregel van bestuur vast te stellen bedrag. De vergoeding wordt teruggegeven in geval het verzet gegrond wordt bevonden. 4. Dit artikel is niet van toepassing op openbare registers die bij de wet zijn ingesteld. Artikel Indien gegevens worden verwerkt in verband met de totstandbrenging of de instandhouding van een directe relatie tussen Nyenrode of een derde en de betrokkene met het oog op werving voor commerciële of charitatieve doelen, kan de betrokkene daartegen bij Nyenrode te allen tijde kosteloos verzet aantekenen. 2. In geval van verzet treft Nyenrode de maatregelen om deze vorm van verwerking terstond te beëindigen. Nyenrode doet aan de betrokkene desgevraagd binnen vier weken opgave van de genomen maatregelen. Indien de kennisgeving niet binnen vier weken kan worden gedaan, deelt Nyenrode uiterlijk vier weken na de datum van ontvangst van het verzoek mede binnen welke termijn de kennisgeving wel kan worden gedaan. 3. Als Nyenrode persoonsgegevens verwerkt voor het in het eerste lid bedoelde doel, neemt Nyenrode passende maatregelen om betrokkenen de mogelijkheden bekend te maken tot het doen van verzet. 4. Als Nyenrode persoonsgegevens verwerkt voor het in het eerste lid bedoelde doel, draagt Nyenrode zorg dat, indien daartoe rechtstreeks een boodschap aan de betrokkene wordt toegezonden, deze daarbij telkens wordt gewezen op de mogelijkheid tot het doen van verzet. Artikel Niemand kan worden onderworpen aan een besluit waaraan voor hem rechtsgevolgen zijn verbonden of dat hem in aanmerkelijke mate treft, indien dat besluit alleen wordt genomen op

196 grond van een geautomatiseerde verwerking van persoonsgegevens bestemd om een beeld te krijgen van bepaalde aspecten van zijn persoonlijkheid. 2. Het eerste lid is niet van toepassing, indien het daar bedoelde besluit: a. wordt genomen in het kader van het sluiten of uitvoeren van een overeenkomst en 1Â. aan het verzoek van de betrokkene is voldaan of 2Â. passende maatregelen zijn genomen ter bescherming van zijn gerechtvaardigd belang, of b. zijn grondslag vindt in een wet waarin maatregelen zijn vastgelegd die strekken tot bescherming van het gerechtvaardigde belang van de betrokkene. 3. Een passende maatregel als bedoeld in het tweede lid, onder a, is getroffen indien de betrokkene in de gelegenheid is gesteld omtrent het besluit als bedoeld in het eerste lid, zijn zienswijze naar voren te brengen. 4. In het geval, bedoeld in het tweede lid, deelt Nyenrode de betrokkene de logica mee die ten grondslag ligt aan de geautomatiseerde verwerking van hem betreffende gegevens. Hoofdstuk 7. Uitzonderingen en beperkingen Artikel 43 Nyenrode kan de artikelen 9, eerste lid, 30, derde lid, 33, 34 en 35 buiten toepassing laten voor zover dit noodzakelijk is in het belang van: a. de veiligheid van de staat; b. de voorkoming, opsporing en vervolging van strafbare feiten; c. gewichtige economische en financiële belangen van de staat en andere openbare lichamen; d. het toezicht op de naleving van wettelijke voorschriften die zijn gesteld ten behoeve van de belangen, bedoeld onder b en c, of e. de bescherming van de betrokkene of van de rechten en vrijheden van anderen. Artikel Indien een verwerking plaatsvindt door instellingen of diensten voor wetenschappelijk onderzoek of statistiek, en de nodige voorzieningen zijn getroffen om te verzekeren dat de persoonsgegevens uitsluitend voor statistische en wetenschappelijke doeleinden kunnen worden gebruikt, kan Nyenrode een mededeling als bedoeld in artikel 34 achterwege laten en weigeren aan een verzoek als bedoeld in artikel 35 te voldoen. 2. Indien een verwerking plaatsvindt van persoonsgegevens die deel uitmaken van archiefbescheiden die ingevolge de artikelen 12 of 13 van de Archiefwet 1995 zijn overgebracht naar een archiefbewaarplaats, kan Nyenrode een mededeling als bedoeld in artikel 34 achterwege laten. Hoofdstuk 8. Rechtsbescherming Artikel 45 Niet van toepassing Artikel Indien een beslissing is genomen op een verzoek als bedoeld in de artikelen 30, derde lid, 35, 36 en 38, tweede lid, alsmede een beslissing naar aanleiding van de aantekening van verzet als bedoeld in de artikelen 40 of 41 kan de belanghebbende zich tot de rechtbank Utrecht wenden met het schriftelijk verzoek, Nyenrode te bevelen alsnog een verzoek als bedoeld in de artikelen 30, derde lid, 35, 36 of 38, tweede lid, toe of af te wijzen dan wel een verzet als bedoeld in de artikelen 40 of 41 al dan niet te honoreren.

197 2. Het verzoekschrift moet worden ingediend binnen zes weken na ontvangst van het antwoord van Nyenrode. Indien de verantwoordelijke niet binnen de gestelde termijn heeft geantwoord, moet het verzoekschrift worden ingediend binnen zes weken na afloop van die termijn. 3. De rechtbank wijst het verzoek toe, voor zover zij dit gegrond oordeelt. Alvorens de rechtbank beslist, stelt zij zo nodig de belanghebbenden in de gelegenheid hun zienswijze naar voren te brengen. 4. De indiening van het verzoekschrift behoeft niet door een advocaat te geschieden. 5. De derde afdeling van de vijfde titel van het Tweede Boek van het Wetboek van Burgerlijke Rechtsvordering is van overeenkomstige toepassing. 6. De rechtbank kan partijen en anderen verzoeken binnen een door haar te bepalen termijn schriftelijke inlichtingen te geven en onder hen berustende stukken in te zenden. Nyenrode en belanghebbende zijn verplicht aan dit verzoek te voldoen. De artikelen 8:45, tweede en derde lid, en 8:29 van de Algemene wet bestuursrecht zijn van overeenkomstige toepassing. Artikel De belanghebbende kan zich ook binnen de termijn bepaald voor het beroep op grond van de Algemene wet bestuursrecht, dan wel die, bedoeld in artikel 46, tweede lid, tot het College wenden met het verzoek te bemiddelen of te adviseren in zijn geschil met Nyenrode, dan wel gebruik maken van een geschillenbeslechtingsregeling op grond van een gedragscode ten aanzien waarvan een verklaring is afgegeven als bedoeld in artikel 25, eerste lid. In dat geval kan in afwijking van artikel 6:7 van de Algemene wet bestuursrecht het beroep nog worden ingesteld, dan wel de procedure ingevolge artikel 46 nog aanhangig worden gemaakt nadat de belanghebbende van het College of ingevolge een geschillenbeslechtingsregeling op grond van een gedragscode ten aanzien waarvan een verklaring is afgegeven als bedoeld in artikel 25, eerste lid, bericht heeft ontvangen dat de behandeling van de zaak is beëindigd, doch uiterlijk zes weken na dat tijdstip. 2. Tijdens de behandeling van het beroep en de procedure, bedoeld in het eerste lid, kunnen de instanties die zijn belast met de behandeling van het geschil, het advies van het College inwinnen. Artikel 48 De instanties die zijn belast met de behandeling van het geschil, zenden afschrift van hun uitspraak aan het College. Artikel Indien iemand schade lijdt doordat ten opzichte van hem in strijd wordt gehandeld met de in deze GEDRAGSCODE gegeven voorschriften zijn de volgende leden van toepassing, onverminderd de aanspraken op grond van andere wettelijke regels. 2. Voor nadeel dat niet in vermogensschade bestaat, heeft de benadeelde recht op een naar billijkheid vast te stellen schadevergoeding. 3. Nyenrode is aansprakelijk voor de schade of het nadeel, voortvloeiende uit het niet-nakomen van de in het eerste lid bedoelde voorschriften. De bewerker is aansprakelijk voor die schade of dat nadeel, voor zover ontstaan door zijn werkzaamheid. 4. Nyenrode of de bewerker kan geheel of gedeeltelijk worden ontheven van deze aansprakelijkheid, indien hij bewijst dat de schade hem niet kan worden toegerekend. Artikel Indien Nyenrode of de bewerker handelt in strijd met het bij of krachtens deze wet bepaalde en een ander daardoor schade lijdt of dreigt te lijden, kan de rechter hem op vordering van die ander zodanig gedrag verbieden en hem bevelen maatregelen te treffen tot herstel van de gevolgen van

198 dat gedrag. 2. Een verwerking kan niet ten grondslag worden gelegd aan een vordering van een rechtspersoon als bedoeld in artikel 1:2, derde lid, van de Algemene wet bestuursrecht of artikel 3:305a van het Burgerlijk Wetboek, voor zover degene die door deze verwerking wordt getroffen, daartegen bezwaar heeft. Hoofdstuk 9. Toezicht Paragraaf 1. Het College bescherming persoonsgegevens Artikel Er is een College bescherming persoonsgegevens dat tot taak heeft toe te zien op de verwerking van persoonsgegevens overeenkomstig het bij en krachtens de wet bepaalde. Tevens houdt het College toezicht op de verwerking van persoonsgegevens in Nederland, wanneer de verwerking plaatsvindt overeenkomstig het recht van een ander land van de Europese Unie. 2. Het College wordt om advies gevraagd over voorstellen van wet en ontwerpen van algemene maatregelen van bestuur die geheel of voor een belangrijk deel betrekking hebben op de verwerking van persoonsgegevens. Artikel Het College vervult overigens de taken, hem bij wet en ingevolge verdrag opgedragen. 2. Het College vervult zijn taken in onafhankelijkheid. Artikel 53 Niet van toepassing Artikel 54 Niet van toepassing Artikel 55 Niet van toepassing Artikel 56 Niet van toepassing Artikel 57 Niet van toepassing Artikel 58 Niet van toepassing Artikel 59 Niet van toepassing Artikel 60

199 Niet van toepassing Artikel 61 Niet van toepassing Paragraaf 2. De functionaris voor de gegevensbescherming Artikel 62 Nyenrode kan een eigen functionaris voor de gegevensbescherming benoemen, onverminderd de bevoegdheden van het College ingevolge hoofdstuk 9 en 10 van deze wet. Artikel Als functionaris kan slechts worden benoemd een natuurlijke persoon die voor de vervulling van zijn taak over toereikende kennis beschikt en voldoende betrouwbaar kan worden geacht. 2. De functionaris kan wat betreft de uitoefening van zijn functie geen aanwijzingen ontvangen van Nyenrode of van de organisatie die hem heeft benoemd. Hij ondervindt geen nadeel van de uitoefening van zijn taak. Nyenrode stelt de functionaris in de gelegenheid zijn taak naar behoren te vervullen. De functionaris kan de kantonrechter verzoeken te bepalen dat Nyenrode gevolg dient te geven aan hetgeen in de tweede volzin is bepaald. 3. De functionaris oefent zijn taken eerst uit nadat Nyenrode hem heeft aangemeld bij het College. Het College houdt een lijst bij van aangemelde functionarissen. 4. De functionaris is verplicht tot geheimhouding van hetgeen hem op grond van een klacht of een verzoek van betrokkene is bekend geworden, tenzij de betrokkene in bekendmaking toestemt. Artikel De functionaris ziet toe op de verwerking van persoonsgegevens overeenkomstig het bij en krachtens de wet bepaalde. Het toezicht strekt zich uit tot de verwerking van persoonsgegevens door Nyenrode. 2. Indien op de verwerking een krachtens artikel 25 vastgestelde gedragscode van toepassing is, strekt het toezicht mede uit tot de naleving van deze code. 3. Nyenrode draagt zorg dat de functionaris ter vervulling van zijn taak over bevoegdheden beschikt die gelijkwaardig zijn aan de bevoegdheden zoals geregeld in Titel 5.2 van de Algemene wet bestuursrecht. 4. De functionaris kan aanbevelingen doen aan Nyenrode die strekken tot een betere bescherming van de gegevens die worden verwerkt. In gevallen van twijfel overlegt hij met het College. Hoofdstuk 10. Sancties Paragraaf 1. Bestuursdwang Artikel 65 Het College is bevoegd tot oplegging van een last onder bestuursdwang ter handhaving van de bij of krachtens deze wet gestelde verplichtingen. Paragraaf 2. Bestuurlijke boeten Artikel 66

200 Het College kan aan Nyenrode een bestuurlijke boete opleggen van ten hoogste EUR ter zake van overtreding van het bij of krachtens artikel 27, 28 of 79, eerste lid, bepaalde. Artikel 67 [Vervallen per ] Artikel 68 [Vervallen per ] Artikel 69 [Vervallen per ] Artikel 70 [Vervallen per ] Artikel 71 De werking van de beschikking tot oplegging van de bestuurlijk boete wordt opgeschort totdat de bezwaartermijn is verstreken of, indien bezwaar is gemaakt, op het bezwaar is beslist. Artikel 72 [Vervallen per ] Artikel 73 [Vervallen per ] Artikel 74 Onze Minister kan beleidsregels vaststellen over de uitoefening van de bevoegdheid van het College tot de oplegging van boeten. Paragraaf 3. Strafrechtelijke sancties Artikel Nyenrode is zich er van bewust dat hij, wanneer hij in strijd handelt met hetgeen bij of krachtens artikel 4, derde lid, 27, 28, 78, tweede lid, onder a, of 79, eerste lid, is bepaald, wordt gestraft met geldboete van de derde categorie. 2. Nyenrode is zich er van bewust dat hij, wanneer hij een feit als bedoeld in het eerste lid, opzettelijk begaat, wordt gestraft met gevangenisstraf van ten hoogste zes maanden of geldboete van de vierde categorie. 3. De in het eerste lid strafbaar gestelde feiten zijn overtredingen. De in het tweede lid strafbaar gestelde feiten zijn misdrijven. 4. Met de opsporing van de in dit artikel omschreven feiten zijn behalve de bij of krachtens artikel 141 van het Wetboek van Strafvordering aangewezen ambtenaren belast de door Onze Minister daartoe aangewezen ambtenaren van het secretariaat van het College.

201 Appendix 12: Nyenrode Terms of Application (see website)

202 Appendix 13: Dutch Code of Conduct International Students

203 Code of Conduct international student higher education Revised 1 March 2013 Preamble Considering that Dutch higher education aims to further improve and strengthen international co-operation, and the Netherlands wishes to brand itself abroad as a knowledge society together with its higher education institutions; Higher education institutions in principle give equal treatment to Dutch and international students, but the provision of information to and care for international students require further regulation in some respects; The higher education institutions wish to attract good international students and to establish a streamlined and co-ordinated guideline for the relation between international students and Dutch institutions using this Code of Conduct; It is important for the higher education institutions to give international students a clear and unambiguous picture of the system of higher education in the Netherlands and the education provided in accordance with the description in the Diploma Supplement as determined by the Dutch Ministry of Education, Culture and Science (Ministerie van OCW); Within that framework, the higher education institutions wish to provide clear, accessible and unambiguous information on the quality of the study programme, their position within the Dutch system of higher education, the services and provisions offered to international students, the costs of study and living, as well as the admission requirements for international students; The higher education institution may only use the Dutch government s internationalisation policy instruments provided that the institution maintains a proper relationship with the international student; The Dutch government assumes that higher education institutions that subscribe to, implement and support this Code of Conduct act with due care towards the international student; The Dutch government has decided that the signing of the Code of Conduct by the higher education institutions is a precondition for granting residence permits to non-nationals of the EU/EEA or Switzerland to study at the level of higher education; Page 1 of 12

204 Through its offices abroad, the Dutch government supports and provides relevant information to higher education institutions that subscribe to, implement and support this Code of Conduct; The higher education institutions that subscribe to this Code of Conduct consider it to be a precondition for a proper relationship between the international student and the higher education institution; By signing this code, the higher education institution is obliged to comply with the obligations set out in the Code of Conduct and to act in the spirit of the Code of Conduct with respect to matters not set out in the Code of Conduct; In order to achieve the abovementioned objectives, further agreements should be made to have the Code of Conduct be supplementary to the existing legal framework. The existing legal framework includes at any rate Articles 7.28 of the Higher Education and Research Act (WHW) and 3.41 of the Aliens Decree 2000 (Vreemdelingenbesluit) and Chapter B3 of the Aliens Act Implementation Guidelines2000 (Vreemdelingencirculaire). The higher education institutions have agreed to comply with the following lines of conduct and acts: 1 Definitions Agent: An individual, company or other organisation that, provides services whether or not on a commercial basis, to prospective international students desiring to study in the Netherlands or that provide services to higher education institutions to recruit international students. Parties concerned: The international student, the registered higher education institutions, the Dutch Association of Universities of Applied Sciences (HBO-raad), the Dutch Council of Training and Education (NRTO) and the Association of Universities in the Netherlands (VSNU), as well as the Ministries of Foreign Affairs (BZ), Education, Culture and Science (OCW), Economic Affairs (EZ) and Security and Justice (VenJ). Code of Conduct: The current Code of Conduct for international students in higher education. International student: A student with a foreign nationality who, in case of a third-country national on the basis of a residence permit granted to this effect, desires to continue, continues or has continued his/her education at a higher education institution in the Netherlands. Page 2 of 12

205 Exchange student: An international student who continues, will continue or has continued his/her education at a higher education institution in the Netherlands in the context of a formal exchange program set up for a period of at least 3 months up to 12 months and who is not enrolled and graduated as a regular student. Higher education institution: An institution: - subsidised, recognised or a corporation in accordance with the Higher Education and Research Act (WHW); - subsidised within the framework of Article 2 of the Ministry of Foreign Affairs (Grant) Framework Act (Kaderwet subsidies Ministerie van Buitenlandse Zaken) and the Ministry of Foreign Affairs Grant Regulations 2006 (Subsidieregeling Ministerie van Buitenlandse Zaken 2006), or - that provides higher education, accredited as referred to in Article 5.2 and that has signed this Code of Conduct and has been registered as a participating institution by the Register Administrator. National Commission: The commission as referred to in Section 7. Register: The public Register of higher education institutions that have signed the Code of Conduct and that is maintained by the Register Administrator. Register Administrator: The Education Executive Agency (Dienst Uitvoering Onderwijs). Education: All higher education - including the preparatory year - that is offered to international students by or under the responsibility of the higher education institution. Preparatory year: Preparatory education - including preparatory language education - lasting no more than one year, which is offered to international students by or under the responsibility of the higher education institution with the objective of admission to the regular study programme. Admission to the study programme: The positive outcome of the evaluation by the higher education institution of at least preparatory education, language skills and diplomas of the international student who requests to be admitted and registered for a specific study programme. Registration: The administrative action by the higher education institution upon the request of the admitted international student with the ensuing rights and obligations related to following educational programmes. Page 3 of 12

206 Umbrella organisations: HBO-raad, NRTO and VSNU. Third-country nationals: International students from other countries than Switzerland or the Member States of the EU/EEA. Reference period: The period in which an admitted international student is registered at one and the same higher education institution. Proportional nominal study load: The nominal study load for one academic year (registration period). 2 Information provision 2.1 The higher education institution provides, amongst others through the website, timely reliable and easily accessible information to international students concerning: a. the accreditation of the study programme as referred to in Article 5.2; b. the quality criteria that study programmes must comply with and the internal policies guaranteeing such quality; c. a description of the study programme and the certificate that will be obtained, and the examination regulations (or comparable regulations) or a summary thereof; d. the admission requirements of the study programme, including policies for admission and registration and the associated costs as referred to in Section 3 and 4; e. the language of teaching; f. supplementary charges required by the higher education institution from the international student for the abovementioned services or for services as referred to in Sections 3, 4 and 5; g. the standardization of the student progress as referred to in Section 5, including the agreement request as referred to in Article 4.6; h. this Code of Conduct. The abovementioned information preferably includes a description of the knowledge and skills that the international student will have acquired after having successfully completed the study programme,. 2.2 The information provided by the higher education institution to international students based on this Code of Conduct is to be in English or in the language used in the study programme, or in the native language of the international student. Page 4 of 12

207 2.3 The higher education institution ensures that its advertising and presentations clearly indicate the nature of the higher education institution and its education programmes. When recruiting international students, it will act in accordance with the rules and standards laid down in the Advertising Code of the Netherlands Advertising Code Commission (Nederlandse Reclame Code Commissie), particularly general code (I) and the special advertising code for courses(ii-b). The higher education institution uses a name in the English language that clearly reflects the nature of the institution. 3 Agents 3.1 If the higher education institution commissions an agent to recruit international students, the higher education institution will ensure that the agent acts in the spirit of this Code of Conduct. The recruitment process can be contracted out partly or wholly, but the higher education institution remains responsible for the admission of international students. 3.2 The higher education institution will conclude a written agreement with anyone granted the competency as an agent to recruit international students and only hires agents who have extensive knowledge of the Dutch higher education system. The higher education institution will not hire agents of questionable integrity and honesty and ensures that its agent has access to current and adequate information of the educational programmes of the institution. The higher education institution immediately takes corrective measures if it becomes aware that an agent is behaving in a negligent, careless or incompetent manner, or is involved in false, misleading or unethical advertising and recruitment, including activities that can damage the good name of Dutch higher education. The higher education institution also regularly informs itself of the experiences of international students. 3.3 The international student pays the study costs and any admission fees to the higher education institution or, in case of joint or double degree programmes, to the designated (foreign) higher education institution. 3.4 If recruitment or broker costs are to be paid to the agent, the agreement between the higher education institution and the agent must set out who pays these costs to the agent. 3.5 The higher education institution will make arrangements with the agent concerning supervision of his acts. Upon request of the National Commission (see Section 7), the higher education institution provides the agreement with agents for inspection. The higher education institution sets out in the agreement with agents that the agreement can be provided to third parties for inspection. Page 5 of 12

208 4 Admission to and registration in the study programme 4.1 An international student who applies for admission and registration with the higher education institution must demonstrate the required preparatory education, sufficient language skills (see Article 4.2), and diplomas required for admission to the specific study programme. The higher education institution determines the preparatory education requirements prior to the recruitment of international students for the study programme in question and checks prior to admission whether the international student meets the requirements. 4.2 With respect to the education it offers to international students, the higher education institution determines the minimum language requirements that the international student must meet and makes sure that he/she actually meets these requirements. For study programmes in Dutch, the provisions of Article 7.28, second paragraph WHW apply. For study programmes in English, a minimum of an academic IELTS test with an overall band score of at least 6.0 (six) for the B and M level is required. For preparatory education with a length of 6 up to 12 months, a minimum requirement of 5.0 IELTS applies; for preparatory education of 6 months or shorter, a minimum requirement of 5.5 IELTS is required. For the scores of other accepted language tests than IELTS, the table below 1 applies: IELTS, TOEFL, TOEIC and Cambridge ESOL scores IELTS TOEFL Paper TOEFL Computer TOEFL Internet TOEIC2 Cambridge ESOL CPE - C CAE - C / FCE - C Contrary to the provisions of Article 4.2, a higher education institution may exempt international students who have had their preparatory education in English, from having to take a mandatory language test. The National Commission may request that the higher education institution provides a statement from the NUFFIC, confirming that the preparatory education has been followed in the English language. 1 The table is not meant to mutually compare language tests and/or scores. It is only meant to formulate the minimum scores for the accepted language tests referred to for the admission of international students. 2 As long as the modules Speaking and Writing and Listening and Reading were successfully completed. Page 6 of 12

209 In case of an exchange programme for a study in English, in the agreement between the transmitting and receiving institution arrangements are made in respect of the minimum English level of the international student. Upon request of the National Commission, the higher education institution provides the agreement with the transmitting institution for inspection. The higher education institution for applied science programmes in the area of arts may refer to modified requirements for the level of English language skills. This concerns study programmes registered in the study programmes in the area of arts of the module Language and Culture in the CROHO. With respect to these study programmes, legal supplementary requirements (Article 7.26a WHW) apply, primarily in connection with the required artistic quality. These study programmes assess the English language skills within the framework of the selection process and students are therefore exempted from the obligation to take a language test as described in Article 4.2. In view of the special nature of these study programmes, the examination board determines the desired language level and sets this out in the Education and Examinations Regulations. 4.4 If the international student either does not meet the requirements set out by the higher education institution, the higher education institution notifies the international student in writing providing a motivation of any refusal to admit and/or register the international student. The higher education institution also indicates any legal remedies that the international student can resort to with respect to the refusal. 4.5 The higher education institution may charge a fee for assessment of language skills, preparatory education, and diplomas. The higher education institution making the admission and/or registration to the study programme contingent on the successful completion of a preparatory year, will ensure beforehand that the international student can be expected to successfully complete the preparatory year. 4.6 As part of the registration process, the higher education institution requests the admissible third-country national to agree in writing with the procedure used by the higher education institution to report the third-country national to the IND (whether or not with prior notice), in case the registration is terminated or after having established that the third-country national has not made satisfactory student progress as referred to in Articles 5.5 and Offers to and assistance to international students 5.1 The higher education institution meets the national legal requirements that apply to the institution. 5.2 The institution offers international students only duly accredited degree education, within the meaning of the WHW. Furthermore, education can be offered based on the law of other countries if it has been accredited by an accreditation organization in the higher education area and the decisions of which are recognized by the relevant authorities. Page 7 of 12

210 Short term programmes at the level of higher education not being a preparatory year may also be offered to international students, as long as they are reducible to accredited programmes which are offered by the same institution. 5.3 The higher education institution will ensure that teachers have sufficient command of the language in which the study programmes are being taught. 5.4 The higher education institution makes clear which services it provides to international students with respect to obtaining a visa and a residence permit, housing, introduction and assistance. In accordance with Article 2.1, the higher education institution clearly specifies in its information material which services it provides and what the associated costs are. 5.5 At the end of each academic year, the institution determines the annual student progress of the international student, except for the exchange student. Satisfactory student progress is considered: 50% (or more) of the proportional nominal study load for a full or partial academic year. Contrary to this, international students must successfully complete the preparatory year. In case of insufficient student progress, the institution will examine the cause, for instance by conducting a student's progress discussion with a student advisor. In case the international student does not study at all, does not study enough or cannot handle the level, the IND is notified of the lack of progress of the third-country national within one month after establishing the fact. In case of personal circumstances as referred to in Article 7.51 WHW as well as in Article 2.1 of the WHW Implementation Decree, which can be regarded as valid reasons for unsatisfactory student progress, binding agreements are made with the international student so that the study can be completed in time. In such cases the IND will not be notified of the lack of progress of the third-country national. Only one exception for not notifying the IND about the lack of progress of the thirdcountry national as a result of the same personal circumstances will be made per reference period. The institution records any unsatisfactory progress and any personal circumstances as well as, in case of a third-country national, the fact that the IND was not notified. 5.6 The IND will be informed as soon as the institution establishes the fact that a thirdcountry national has terminated his/her registration at the institution. Page 8 of 12

211 5.7 The higher education institution is obliged to actually provide the study programme offered. If the study programme is cancelled for valid reasons, cancellation cannot take place after three months prior to the commencement of the study programme, with the exception of short term courses and customised programmes. If the international student is already in the Netherlands with the objective to follow this study programme, the higher education institution is obliged to find a suitable alternative in consultation with the international student, and to inform the international student which procedures must be followed to that effect. 6 Register of participating higher education institutions and the tasks and authorities of the Register Administrator 6.1 The higher education institution requests the Register Administrator for inclusion in the Register, and provides the signed Code of Conduct. 6.2 The Register Administrator publishes the Register on its website in Dutch and in English. The Rules and Regulations forming part of this Code of Conduct contain further provisions pertaining to the register. 6.3 Based on the information provided by the applicant, the Register Administrator decides within a month and informs the applicant in writing of the decision. The application is rejected, if the applicant does not meet the conditions and obligations as referred to in the Code of Conduct, including the accreditation of study programmes by accreditation organisations as referred to in Article 5.2. The application is also rejected if it is submitted before the period as referred to in Article 7.8 has passed. 6.4 A higher education institution may either be removed from the Register by the Register Administrator at its own request or by order of the National Commission in accordance with the provisions of Article 7.8. Removal by the Register Administrator also takes place in case an institution has ceased to exist. 6.5 The Register Administrator publishes addition to or removal from the Register of a higher education institution on its website, and notifies the IND and NUFFIC about it. 6.6 Without prejudice to the other tasks referred to in this Code of Conduct, the tasks of the register administrator consist of: a) registering complaints; b) preparing annual reports for approval by the National Commission; c) providing information to parties concerned. 6.7 Complaints concerning the Register Administrator can be submitted with the chair of the National Commission, after the internal complaint procedure of the register administrator has been completed. Page 9 of 12

212 7 National commission 7.1 The umbrella organisations will establish a National Commission and define the competences of this commission. The umbrella organisations appoint members to the National Commission for a (renewable) term of office of three year. By publication on its website, the Register Administrator informs the parties concerned of the composition of the National Commission. 7.2 The National Commission is independent and consists of five members. The VSNU appoints two members and two substitute members, the HBO-raad appoints two members and two substitute member and the NRTO appoints one member and one substitute member. The National Commission appoints a chair who is not a part of the circle of interested parties. Should any complaint relate to or originate from a higher education institution that has a member in the Commission, the member concerned steps down and is replaced by a substitute member from another higher education institution. 7.3 The task of the National Commission is to monitor compliance with the Code of Conduct and to assess the actions of the higher education institutions in the light of the Code of Conduct. The commission does so by, among other things, dealing with petitions that may be submitted based on the Code of Conduct in accordance with the procedure as described in Section 4 of the Rules and Regulations. 7.4 After consulting with the umbrella organisations, the National Commission draws up Rules and Regulations that form an integral part of this Code of Conduct so that the Commission can perform its tasks. These Rules and Regulations also specify the petitions (see Article 7.6) interested parties can submit, how these are handled and what the possible sanctions are if the petition is considered well-founded. 7.5 Any party concerned believing that a higher education institution has not acted in accordance with this Code of Conduct can lodge a petition with the National Commission in writing. Prior to lodging a petition with the Commission, the petitioner first submits the complaint to the competent authority of the higher education institution. The higher education institution ensures that existing or, if necessary, new internal complaint procedures are available for complaints under the Code of Conduct. 7.6 If the petitioner is of the opinion that the higher education institution has not settled a complaint properly or is still of the opinion that the higher education institution does not comply with the Code of Conduct, he/she may submit the reason for the complaint, and the response thereof received from the higher education institution, to the National Commission. Page 10 of 12

213 7.7 If after hearing the arguments of both parties, the National Commission establishes that a higher education institution does not comply with this Code of Conduct, the Commission informs the higher education institution and the person submitting the request of its decision and any consequences thereof. 7.8 If the National Commission decides to remove a higher education institution from the Register, it will also decide on the duration of removal and under which conditions the higher education institution can be included in the register again. 7.9 The National Commission notifies the higher education institution, the petitioner, the IND and OCW in writing within one month after its decision has been taken The Register Administrator acts as secretary of the National Commission. The secretary informs the Education Inspectorate of all well founded petitions that have been submitted to the National Commission. 8 Commencement date and modifications 8.1 The modifications to the Code of Conduct take effect on 1 March If a party concerned proposes a modification to the Code of Conduct because of legislative requirements, or when modifications to the Code of Conduct are desirable or necessary for other reasons, the proposed modification is submitted to the umbrella organisations. Modifications can only be effective after the National Commission has given its approval based on recommendations by the umbrella organisations, unless mandatory legislation prohibits this. The Register Administrator ensures publication of the modification and distribution of the modified Code of Conduct. 8.3 Every five years, the content and operation of the Code of Conduct is evaluated by, in any event, the institutions involved, the parties concerned and the Register Administrator. On the basis of this evaluation, the Code of Conduct, whether changed or not, will be adopted and signed by the higher education institutions. The initiative for the evaluation will be taken by the National Commission. Page 11 of 12

214 Appendix The new text of the Code of Conduct and the associated Rules and Regulations come into effect on 1 March However, transitional arrangements apply in relation to Article 5.5: Article 5.5: Unsatisfactory student progress procedure The provisions of Article 5.5 take effect after the entry into force of the Modern Migration Policy Act. The following provisions apply until then: As soon as the higher education institution becomes aware that the international student no longer follows the study programme without having urgent or important reasons for this, the higher education institution notifies the Immigration and Naturalization Service (IND). The higher education institution indicates upon request how this obligation will be carried out. List of abbreviations BZ: Dutch Ministry of Foreign Affairs CAE: Cambridge Certificate in Advanced English CPE: Cambridge Certificate of Proficiency in English CROHO: Central Register of Higher Education Study Programmes. Degree programmes that are officially recognized are registered in CROHO ESOL: English for Speakers or Other Languages EZ: Dutch Ministry of Economic Affairs FCE: Cambridge First Certificate in English HBO-raad: Dutch Association of Universities of Applied Sciences IELTS: International English Language Testing System IND: Dutch Immigration and Naturalization Service NRTO: Dutch Council of Training and Education NUFFIC: Dutch Organisation for International Cooperation in Higher Education OCW: Dutch Ministry of Education, Culture and Science TOEFL: Test of English as a Foreign Language TOEIC: Test of English for International Communications VenJ: Dutch Ministry of Security and Justice VSNU: Association of Universities in the Netherlands WHW: Dutch Higher Education and Research Act Page 12 of 12

215 Appendix 14: Quality Handbook Degree

216 Quality Handbook for the Degree Programs a work in continuous progress Quality Handbook for the Degree Programs (15 March 2014) 1

217 Edition: updated 15 March 2014 Compiled by: Program management of the degree programs & Academic Services Center Contact person: C. de Wit Status: Approved October 2013 Quality Handbook for the Degree Programs (15 March 2014) 2

218 Table of contents TABLE OF CONTENTS... 3 INTRODUCTION... 7 RACI PDCA model & abbreviations... 9 Table of contents Appendices (separate document) NYENRODE GENERAL Mission and Vision General Statute Organizational structure University Board Faculty (internal and external) Centers Head of Faculty Director of Research Center Director External faculty Academic Board Dean and Associate Dean of Degree Programs Program Director and Program Manager Committees and boards concerning degree programs International academic partners Formal registration programs and diplomas (DUO / CROHO) CROHO Verification of diplomas / Diploma description Campus community [under construction] Campus Code of Conduct Committees overseeing life on campus Student bodies DEGREE EDUCATION Nyenrode s educational philosophy LES (Leadership, Entrepreneurship and Stewardship) Head, Heart and Hands trinity Didactic approach Nyenrode Degree program Organizational structure degree program Rules and regulations (OER) Article Onderwijs- en examenregeling of the Wet op het hoger onderwijs en wetenschappelijk onderzoek (WHW) Key program details Designing a new program or redesigning a program Program evaluation International experiences within the degree programs QUALITY MANAGEMENT SYSTEM Introduction Dutch National Qualifications Framework (NQF) Dublin Descriptors Quality Handbook for the Degree Programs (15 March 2014) 3

219 3.2 Internal quality assurance Quality assurance board & committees Evaluations Quality of the educational faculty Academic Services Center (quality control department) External quality assurance Accreditation Organization of the Netherlands and Flanders (NVAO) Initial accreditation (new programs) Re-accreditation concerns existing programs EQUIS The EQUIS accreditation process AMBA Commissie Eindtermen Accountantsopleiding (CEA) Time schedule accreditations Rankings The Financial Times (FT) ranking Overview of the used ranking criteria Nationale Studenten Enquete (NSE) - Studiekeuze Eduniversal Masters Ranking's MARKETING AND RECRUITMENT CRM instructions Marketing activities for the degree programs [to be included] Recruitment Roles and responsibilities recruitment Values of recruitment: Dos and Don ts of recruitment: Alumni involved in recruitment (Ambassadorship) List of recruitment avenues: ADMISSION Admissions criteria Tests GMAT test English tests LTP test Mathematics courses Scholarships Visa application information and deadline (for international students) PROGRAM PREPARATION AND PROGRAM DELIVERY Program Preparation Planning Informing and preparing new students Preparation of study materials EDUCATIONAL STAFF Educational quality Hiring internal and external lecturers Briefing lecturers Support and counseling of student Counseling Quality Handbook for the Degree Programs (15 March 2014) 4

220 Student career advice and personal development Student drop out Thesis projects Steps in a thesis project Process of graduation Archives of the degree programs [under construction] Students and legal liability TESTING AND ASSESSMENT [UNDER CONSTRUCTION] Exam committees Regulations Exam Committees Annual report Exam Committee Appointment of examiners Quality of testing and assessment Assessment Committee Assessment policy based on best-practice Designing the exam Conducting the exam Determining grades ALUMNI Alumni education Alumni survey Alumni body: VCV Roles and responsibilities Quality Handbook for the Degree Programs (15 March 2014) 5

221 Quality Handbook for the Degree Programs (15 March 2014) 6

222 Introduction Nyenrode s ambition is to deepen the knowledge of our students to make them sustainable leaders, robust accountants and agile and creative entrepreneurs. We aim to deliver a high standard of education and research and in order to do so, we need to work continuously on quality and incorporate this into all day to day activities of the university. This means quality management at all levels, from program management to research to the support services. This handbook is a tool for quality control and quality improvement for the degree programs. It describes the quality policies and goals of the university, management practices and key processes and it supplies guidelines and best practices. The aim of the quality handbook is: 1. To support the achievement of the university s strategic goals and ambition including further modularisering of our degree programs 2. To serve as a management tool for the quality assurance of the university s operations and results 3. To align processes and procedures where needed and possible in view of our operational excellence efforts 4. To regularly review processes and procedures as part of continuous improvement efforts 5. To be able to show the required information in case of an external audit (accreditations) 6. To describe procedures and key processes and by doing so, creating guidelines to act upon 7. Providing information to (new) colleagues The quality management of Nyenrode is in accordance with the Deming cycle. It is incorporated in all day to day activities of the university. The Deming cycle refers to a four steps management method used in business for the quality control. It preaches continuous improvement of processes and products. It is also known as Plan Do Check Act (PDCA) or Plan Do Study Act (PDSA). PLAN: Establish your goal. Choose a process and set objectives. Plan DO: Implement the plan and begin collecting data on the results. CHECK(or STUDY): Evaluate, study the results and the data collected in step DO. Act Do ACT : Decide what changes to make in order to improve the process. Act on the results Check The handbook applies to the whole Nyenrode community. Each one of us is responsible for a small part of the quality delivered. The handbook provides an overview of insight in the descriptions of the procedures and processes regarding the degree programs. It at the same time, facilitates reviewing them and asking ourselves: is this indeed the best way to proceed, are adjustments needed or is there another and maybe even better way to achieve our goal? We started the process of compiling this handbook with the development of a supply chain model for the degree programs. (See appendix 1.2) With this model we intended all the main processes and Quality Handbook for the Degree Programs (15 March 2014) 7

223 procedures of the degree programs in a structured way. Although this is pictured as a circle where step 1 is followed by step 2 and onwards, it is not always sequential in a particular order as the steps are interwoven. The model begins with the design phase. This is where a new program is designed. The process is almost the same as in the phase were an existing program is being altered (redesigned). The reasons for redesign can be to improve the program or the need to add new skills/courses into the curriculum. For a redesign phase information is used that is acquired from the stakeholders (students (evaluation step); alumni (alumni step); comments from the corporate world (design & review step). Almost in the same way as being done when a new program is designed. Therefore design and redesign are combined into one phase (step). There are many connections between the steps. The model provided merely us a way to simplify and structure the processes and procedures regarding the degree programs and it guided us in compiling this quality handbook especially what kind of information needed be include. Structure of the manual As said earlier this handbook describes the quality policies and goals of the university, management practices and key processes and it supplies guidelines and best practices. There are difference between degree programs and therefore the reader must keep in mind that the descriptions are on a broader level. The processes and guidelines may varieties from one program to another. 1. The first chapter is about Nyenrode in general: our mission and vision; the organizational structure and specifically the different functions and committees involved with education; formal registration of the degree programs (CRHOHO & DUO) and information about the campus community. 2. The second chapter is about the degree education: the educational philosophy of Nyenrode; organizational structure of the degree programs, key program details; designing and redesigning a program. 3. The quality management system of Nyenrode will be discussed in chapter three. This involves our internal quality system and the external quality system (accreditations (NVAO, EQUIS, AMBA, CEA) and rankings (Financial Times, NSE (Studiekeuze123), Eduniversal). 4. Chapter four is about Marketing and Recruitment. At the moment the information about marketing is under construction and this will be included later. This chapter starts with our Customer Relations Management system (CRM) and also describe the recruitment process, the roles and responsibilities, the do s and the don ts and the challenges facing recruitments. 5. The admission processes are described in chapter 5 (admission tests, scholarships, Visa applications. 6. Chapter six is about program preparation and program delivery: planning, educational staff, support and counseling of students, thesis projects, graduation etc. 7. Testing and assessment is the subject of chapter seven. Since a lot of the policy concerning this subject is currently being reviewed and adjusted it will be described briefly. More information will follow once the policies are formal. 8. The last chapter is about our alumni. Our alumni are important to us and we try to keep in contact with them and also seek their involvement (with Nyenrode and within our programs). Quality Handbook for the Degree Programs (15 March 2014) 8

224 RACI PDCA model & abbreviations In this handbook a combination of the responsibility assignment matrix (RACI model) and the PDCA cycle from Deming is been used. Below follows an explanation of the model. PCDA stands for: PLAN: Establish your goal. Choose a process and set objectives. DO: Implement the plan and begin collecting data on the results. CHECK (or STUDY): Evaluate, study the results and the data collected in step DO. ACT : Decide what changes to make in order to improve the process. Act on the results RACI model make use of the following roles: R (Responsible ) Whoever is responsible needs to make sure that the process works as planned. A (Accountable) The person(s) who is(are) accountable for the action. If necessary, he/she needs to make the final decision. C (Consulted): Those whose opinions are sought, typically experts in subject matter and with whom there is two-way communication. I (Informed): Those who are kept up-to-date on progress, often only on completion of the task and with whom there is just one-way communication. Notes There can only be one A role within the process but there can be more than one party fulfilling the R roles. Someone with an A or C role must also automatically be informed, i.e. also fulfill the I role. The following abbreviations are used: AB = Academic Board Fac = Faculty AdBo = Advisory Board (Curatorium) HF = Head of Faculty AEQ = Advisor Educational Quality HRM = HRM AS = Assessment Committee PC = Program Coordinator ASC = Academic Services Center P Com = Program Committee BKO = BKO Committee PD = Program Director C = Center PM = Program Manager CD = Center Director RD = Research Director CM&C = Corporate Marketing & Communications Rector = Rector Magnificus Dean = Dean UB = University Board EC = Exam Committee Quality Handbook for the Degree Programs (15 March 2014) 9

225 Table of contents Appendices (separate document) Appendix 1.1 General Statute Appendix 1.2 Supply chain model degree programs Appendix 1.3 Organizational chart Nyenrode Business Universiteit Appendix 1.4 Relevant committees concerning degree programs Appendix 2.1 Learning outcomes versus LES individual programs Appendix 2.2 Rules and Regulations master of Science in Management Appendix 2.3 Key degree program details Appendix 2.4 Sample alumni survey Bachelor and Master Accountancy Appendix 3.0 BKO policy Appendix 3.1 NVAO accreditation Appendix 3.2 EQUIS accreditation Appendix 3.3 CEA Overzicht Eindterm per onderwijseenheid Appendix 3.4 FT rankings Appendix 3.5 Eduniversal Masters Ranking's Appendix 4.1 Visa Application procedure IMBA & IMBA (2012) Appendix 5.1 Codes of Conduct international students and rules and regulations Appendix 5.2 Memo Test of English to the Academic Board Appendix 5.3 Sample: EMBA registration form and payment schedule Appendix 6.1 Sample introduction letter external lecturers Appendix 6.2 Tariffs lectures accountancy and controlling program Appendix 6.3 Proposal tariffs Fiscal Law Appendix 6.4 Sample Career & Personal Development: Course outline IMBA 2012/2013 Appendix 6.5 Career and Personal Development (CPD) in EMBA Appendix 6.6 Sample thesis regulations Appendix 6.7 Flow chart thesis project Appendix 6.8 List of graduation activities Appendix 7.1 Assessment policy [to be included] Appendix 8.1 Samples of Nyenrode seminars open for alumni Quality Handbook for the Degree Programs (15 March 2014) 10

226 1 Nyenrode general Nyenrode Business Universiteit is a fully private higher educational institution. In 1946 captains of industry from leading Dutch corporations as KLM, Shell, Unilever, Philips and Akzo, took the initiative to start an institute where an action-inclined, internationally focused generation of new business leaders would be educated. The main goal was to the rebuild the economic position of the Netherlands and Dutch enterprises after WWII. Nyenrode has been granted university status in 1982 by the Dutch Ministry of Education. From 1992 we received no government funding and this makes us the only private university in the Netherlands. By achieving the university status Nyenrode can award officially recognized doctoral degrees as well as bachelor s and master s degrees on the completion of programs accredited by the Dutch authorities. Although parts of the Dutch Higher Education and Research Act (Wet op het Hoger Onderwijs en Wetenschappelijk onderzoek, WHW), that regulates government-funded programs, also apply to the programs offered by Nyenrode, the University is free to set its own rules on e.g. the selection of students, program management, examinations and student participation in university government. Nyenrode offers programs for all career phases, bachelors, masters, MBA programs and we also have open and customized executive programs. Nyenrode s educational philosophy goes beyond the mere transfer of knowledge and this is represented in the way how we incorporate our Nyenrode trinity Leadership, Entrepreneurship and Stewardship (LES) and our Head, Heart and Hands philosophy in our programs. This will be explained in chapter two. 1.1 Mission and Vision Mission Nyenrode Business Universiteit serves society by educating and shaping talented students, managers, and professionals. We develop responsible leaders, entrepreneurs and organizations through action-oriented education and research. Vision Nyenrode Business Universiteit, preferred partner of students and organizations worldwide, is a top- 20 European education and research community and a member of a global network of top business and finance schools. 1.2 General Statute Nyenrode has a General Statute and each degree program has a set of more detailed Rules and Regulations (OER) based on this Statute. The General Statute is for the whole Nyenrode community (staff and students). Each year the General Statute will be reviewed and if necessary adjusted by the Legal advisor, head of the Academic Services Center and the chair of the Exam Committee. See appendix 1.1 for the current General State. Quality Handbook for the Degree Programs (15 March 2014) 11

227 1.3 Organizational structure The governance structure of Nyenrode as of September 1, 2013 is depicted in the following figure and also in appendix 1.3 (organizational chart of Nyenrode Business Universiteit). The Nyenrode Foundation Board (consisting of alumni, academics and representatives of the corporate world) holds the responsibility for the well being of two formal entities (Nyenrode Estate & Universiteit Nyenrode B.V.) of which it has full ownership. It safeguards and oversees Nyenrode s perceived and actual position in business and science as well as its overall financial performance. In this capacity, the Nyenrode Foundation Board acts as a Nyenrode BBA B.V. Nyenrode Foundation Universiteit Nyenrode B.V. Nyenrode New Business School B.V. Nyenrode Services B.V. Board of Trustees to the University Board of Universiteit Nyenrode B.V. The Foundation has installed a couple of committees to assist the University Board in its supervision of the performance of the University Board of Universiteit Nyenrode B.V. Audit Committee Real Estate Committee Remuneration Committee Strategic Committee Corporate Governance Committee Universiteit Nyenrode B.V. is the limited liability company that holds the shares Nyenrode BBA B.V and Nyenrode Services B.V. In addition to the formal reporting and responsibility lines, the International Academic Council was established. The International Executive Education Board was established in According the law (Wet op de Ondernemingsraden (WOR)) Nyenrode does have a worker council. This is a body composed of employees within the university which has the task of safeguarding the interests both of Nyenrode and of her employees. Students are indirectly involved in the management of the university through their monthly meetings with the Rector Magnificus and/or the Dean. They also have meetings with program management University Board The University Board consists of the Rector Magnificus (Chair), the Dean and the Financial Director. They are supported by the Secretary of the University. Each member of the University Board has specific responsibilities. Rector Magnificus: faculty, research, HRM, corporate marketing & communication, legal affairs, academic services, works council. Dean: degree programs, executive education & organizational development, dean of campus/community manager, international relations. Financial Director: finance, ICT, hospitality, real estate. Quality Handbook for the Degree Programs (15 March 2014) 12

228 1.3.2 Faculty (internal and external) The fundamental main tasks of any university is to generate and transfer knowledge. It is the faculty who generate knowledge and transfer this to the students or to the public via publications for example. The faculty carries out teaching and research, supervises PhD candidates, provides publications and publicity, contributes to discussions on current social issues, acquires research projects, (chair) sponsoring and executive education programs. Furthermore, the faculty provides instruction and supervises the thesis projects of students and executives participating in the various Nyenrode programs. All employees in an academic functions who have a PhD or who are currently working towards a PhD belong to the Nyenrode faculty. The are five job functions: 1. Full professor 2. Associate professor 3. Assistant professor 4. PhD student 5. Executive lecturer It is the responsibility of Nyenrode faculty to ensure a long-term commitment to both teaching and research. By making their research findings applicable for their teaching, and using input from teaching in their research efforts, the faculty is acting as a bridge for the gap between the academic and business world. In the Faculty Management Charter the vision of the university s faculty management, both in terms of content and organization has been documented (see intranet) Centers The entire faculty is organized in nine centers headed by a Center Director (see appendix 1.3 and the Faculty charter on Intranet) The centers structure plan is based on the choices that were made as to which academic areas of expertise are to be embedded in the university. This plan is of paramount strategic importance, since it largely establishes the academic resources of the university. The Rector Magnificus bears the overall responsibility for the faculty. Daily responsibility is delegated to the Head of Faculty and the Director of Research. The Research Director formulates research policy and monitors the research conducted by the nine centers and is responsible for the PhD and EDP policy. The Center Directors are overall responsible for the generation and transfer of knowledge in their field of study Head of Faculty Daily responsibility of the faculty is delegated to the Head of Faculty. This function is for filled by two people. Each center is responsible to one of the Head of Faculty (see appendix 1.3). The responsibilities of the Head of Faculty are: Developing a strategy for the faculty that fits in with the overall strategy of Nyenrode Monitoring the faculty both in quantity and quality Being responsible for a good working atmosphere Appointing new members, both internal and external Responsibility for a generic framework for developing center plans Developing the policy concerning freelance faculty members and monitoring the implementation Monitoring the development of individual faculty members Appraising all professors in cooperation with the Dean and center directors and Quality Handbook for the Degree Programs (15 March 2014) 13

229 Shaping frameworks for the appointment of faculty and the salaries involved, including incentives if needed Director of Research The main responsibilities of the Director of Research: Formulating and monitoring the implementation of the research policy, including the PhD and EDP policy Monitoring and evaluating research productivity Bearing responsibility for the development of the Research Courses aiming to further integrate research within the curriculum of programs and Developing co-operation with (inter)national partners concerning research and faculty exchange Center Director The Center Directors are overall responsible for the generating and transfer of knowledge in their field of study. They also have the supervision of external faculty. Main responsibilities: The development of content by affiliated faculty members Developing and implementing a long-term Center Plan within the structure plan that fits in with the overall strategy of Nyenrode and covers research, education, public debate Is in charge of building and developing a network of external freelance teachers. The centers are responsible for the academic quality of both course content and the (internal and external) teachers. The whole of the basic structure and freelance network must be such that the center can, in a high-quality way: o meet the educational needs of the programs, and o contribute by means of research to the knowledge development within the discipline in question. Carrying the overall responsibility for costs and efficient faculty deployment Monitoring the Center s faculty in terms of quantity and quality and accountability Together with the faculty members generation and transfer of knowledge in their field of study Research planning and monitoring of the generation and transfer of knowledge in the Center s field of study Linking the business and academic world within the field(-s) of study Acquiring resources for external research funding and sponsoring of chairs within the applicable rules concerning external financiers External faculty Nyenrode realizes that establishing strong external relations with fellow academics and business practitioners is important to a business school. Therefor in addition to the core faculty, external freelance lecturers or teachers may be used. See more about external lectures in chapter 6.2 and see also the Faculty Management Charter on Intranet. We have set up a structure of the following external academic titles: Visiting fellow; all those external academics with whom the Nyenrode faculty works on joint research and/or teaching. Visiting professor; an external professor who wishes to conduct joint research and/or teaching with the Nyenrode faculty. This is either on invitation by Nyenrode (as part of a joint research Quality Handbook for the Degree Programs (15 March 2014) 14

230 program) or by an individual application due to personal and professional interests and contacts. Distinguished visiting professor; external professors with established international track records and full recognition in the academic world who have accepted Nyenrode s invitation to become academic ambassadors both to and for the University, either as an honorary member of the faculty and/or as catalysts for joint research and teaching initiatives. Honorary doctor; a Nyenrode title for exemplary performance in business, science and/or society based on personal merit and a professional fit with Nyenrode s overall mission and vision. In addition to the above, Nyenrode recognizes two specific programs to further strengthen its ties with the business world. 1. Researcher in residence; this program invites managers and professionals to conduct practice-based research under supervision of the Nyenrode faculty in addition to their regular work. This research can be on company specific issues, but also on general business themes and issues. 2. Executive in residence; an exclusive program in which recognized business leaders and executives are invited to act as ambassadors for Nyenrode. This can be in a fundraising capacity or in any other way aimed at furthering the profile and position of Nyenrode as a leading institute for higher business education, nationally as well as internationally Academic Board Chaired by the Rector includes the Dean, the Associate Dean degree programs as well as Head of Faculty and Director of Research and the Chief Financial Officer. The Academic Board advices the Executive Board on: Academic quality policies for both the educational and the research process The appointment of Professors The appointment of Honorary Doctors Issues concerning Faculty management Awarding of PhDs and EDPs Approval of new programs within the Educational Portfolio of Nyenrode Dean and Associate Dean of Degree Programs The Dean and the Associate Dean are responsible for all degree programs; this concerns the content as well as the profitability and quality control. They report to the Academic Board (content and academic quality) and the Executive Board (profitability and general quality) Program Director and Program Manager Each degree program is headed by a Program Director and a Program Manager. The Program Director is responsible for the content of the program, as well as, together with the Program Manager, for all other aspects of the program. Program Director and Program Manager report to the Dean and Associate Dean of Degree Programs. Quality Handbook for the Degree Programs (15 March 2014) 15

231 1.3.6 Committees and boards concerning degree programs To assurance quality within the degree programs several committees are installed to monitor the performance including the academic quality and assessment aspects of the Nyenrode degree programs. See appendix 1.4 for the current committees and their members. Program Committee: consists of faculty members and students. The committee advises the Program Management, the Associate Dean of Degree Programs and the Dean concerning the rules and regulations for the program and formulate advices concerning all educational aspects of the program. Furthermore, the committee can advise the Program Management (invited or uninvited and at any time) on various aspects of the program. The Program Committee receives the evaluation of the courses and meets at least twice a year. Exam Committee: composed of faculty members, is responsible for all issues related to assessment, such as the setting of exams, the organization and coordination of the exams, the nomination of examiners and setting of assignments. It is also responsible for the quality assurance of all assessments within the programs. The Exam Committee advises the Dean about assessment issues and they Committee reports annually to the University Board. Assessment Committee: has the task of guaranteeing the quality procedures and policy regarding examination. This task are delegated to the Assessment Committee by the central Exam Committee. It will also advise the Exam Committee regarding complaints about exams. The committee will also produce an annual report concerning the quality of examination, to be discussed annually in the central Exam Committee meeting. Curriculum Committee: The Curriculum Committee is an internal Quality Assurance Committee, that reviews the various NBU programs. The Curriculum Committee meets at least four times a year and discusses the curriculum development of all degree programs at Nyenrode and plays a role in all program accreditation processes by assessing the Self- Assessment Report. Advisory Board: This advisory board builds upon the direct link with the professional sector for which the students in the program are aiming. It gives advice regarding the competencies that are being trained and also about issues that are relevant for the sector. Complaints Committee (appointed by the University Board): handles all complaints that are outside the jurisdiction of the Exam Committee. Appeal Committee (appointed by the University Board): will handle an appeal by a student or a group of students concerning a decision taken by of in name of the University Board, with the exception of a decision of a general nature. Campus Dean: guards and fosters the general climate on campus as well as the general climate of the Nyenrode Community as a whole. The Campus Dean is accountable to the Dean. Campus Committee Board (CCB): watches over affairs on campus and devotes itself to improving campus life and the facilities and works in close cooperation with the Campus Dean. All members of the CCB act as a point of contact for the students, Nyenrode Visitors and external parties which are involved in Campus life. The Heeren Vijf (the Board of the Nieuwe Compagnie van Verre N.C.V. ): handles N.C.V. related cases according to the articles of association and regulations of the N.C.V. An N.C.V. related case is a case resulting from an activity organized by the Board of the N.C.V., an official Committee of the N.C.V., a jaarclub (in spe), a dispuut or a genootschap. Quality Handbook for the Degree Programs (15 March 2014) 16

232 Campus Council (Campusraad): is the independent legal body or court of the student Association N.C.V. and is appointed as such at the annual GPV of N.C.V. The reactive role of the Campus Council is to exercise authority to undertake action when it has received a complaint form by a campus inhabitant, the CCB or any committee of the N.C.V.. As such, the Campus Council maintains law and order on the Nyenrode Estate and protects the privacy and integrity of all campus inhabitants and visitors. An appeal can be brought against the pronouncement of the Campus Council (not if the case has been referred to the Board of the University). The appeal rules as set out in article 33 apply, except that the Chairman of the Appeal Committee in this case is the Secretary of the University Board or in his/her absence the Campus Dean. A student living on Campus will be included in the appeal committee. During an appeal the judgment will be suspended. After this appeal no further appeal is possible. Confidential Counselors: Nyenrode appoints confidential counselors both for students and for personnel. There are at least two for personnel (one female, one male) and three for students (including at least one female and one male). The names and contact data for those persons are published on the Nyenrode intranet and on the student portals. The Confidential Counselors work according to Guidelines Confidential Counselors. When the situation requires so the University Board appoints a small independent committee to investigate the situation and come with recommendations. The Confidential Counselors report annually about the trends and developments to the University Board and to the Works Council. Works Council: in accordance with Dutch Law (Wet op de Ondernemingsraden (WOR)) a Works Council has been established. The Works Council and the University Board arrange how their mutual cooperation takes form. Committee for Scientific Integrity: Nyenrode adheres to the Dutch Code of Conduct for Scientific Integrity as defined by Vereniging Nederlandse Universiteiten (VSNU). o The University Board appoints a Committee for Scientific Integrity. o The University Board appoints a Confidential Councilor for Scientific Integrity Both the Committee and the Confidential Councilor work according to the protocol Scientific Integrity as defined in the Dutch Code of Conduct for Scientific Integrity. 1.4 International academic partners Nyenrode engages with reputable academic partners on the basis of reciprocity. The number of partners abroad is kept limited with the intention to develop quality and comprehensive relations for mutual benefit and growth. On the longer term Nyenrode aims to elaborate on the partnerships for joint programs. Currently Nyenrode is actively working on establishing and intensifying the relations with the institutions in Europe, USA, China, India and South Africa stated below. These partners have been designated by the Executive Board as strategically important and investments in time and finances will be towards these partners. The markets where Nyenrode s partners are located stretch the globe and are valuable for students Quality Handbook for the Degree Programs (15 March 2014) 17

233 and faculty as these are important international markets (developed and developing) and provide cultural diversity. An important and basic ingredient is the exchange of students and faculty. Faculty serves as an agent for intensifying relations between Nyenrode and its partners. Our key international academic partners are: Africa : University of Stellenbosch Business School (South Africa) Asia: Indian Institute of Foreign Trade (New Delhi, India) Renmin University of China (Beijing, China) S.P. Jain Insitute of Management & Research (Mumbai, India) College of Management of Chang Gung University (Taiwan) Europe: Moscow International Higher Business School (Russia) University of Cambridge Judge Business School (UK) University of St. Gallen (CH) USA: Northeastern University (USA) University of Oregon - Lundquist College of Business (USA) On the longer term Nyenrode seeks to develop its academic partnerships further to establish joint ventures enhancing Nyenrode s international profile and actively engaging in international markets. The aim to enhance the relations between each the partners and to develop academic and cultural interchange in the areas of education, research, and other activities. For example Nyenrode signed a contract on March 2014 with the College of Management of Chang Gung University (Taiwan) were the parties agreed to extensively cooperate in the next two years and explore the possibilities towards the internationalization of higher education. The areas of cooperation are: exchange of faculty, researchers and students, provide full and/or partial tuition waivers for qualified students, joint research projects, conferences and cultural programs and the exchange of academic materials, publications, and other documentation. International Study Centers in Europe In 2012, Nyenrode officially signed an agreement with Study Group, an organization providing university preparation programs with an extensive recruitment network worldwide. With Study Group, Nyenrode will establish an International Study Center (ISC) at Nyenrode and following that five more in major European markets by partnerships with business schools. 1.5 Formal registration programs and diplomas (DUO / CROHO) The Dutch Minister of Education, Culture, and Science has commissioned The Dienst Uitvoering Onderwijs (DUO) the responsibility for the execution of several acts and regulations regarding education, such as student grants and information management. Most of the administrative tasks are done for government funded educational institutes. Nyenrode students can not make a claim on some of the services the DUO offers to students from public funded schools. Services such as acquiring a copy of a diploma (this is stored by the CROHO for public funded schools). DUO is also considering to store the diplomas of private education institutes, but it is unknown when this will actually happening. Quality Handbook for the Degree Programs (15 March 2014) 18

234 1.5.1 CROHO One task of the DUO is to register and publish educational data of higher education institutes in the central register (Centraal Register Opleidingen Hoger Onderwijs (CROHO)). According to the Dutch law (WHW) this registering is a requirement: for the public funding of higher educational institutes for study grants for the awarding of recognized (by the government) degrees For Nyenrode only the awarding of recognized degrees applies. The tables below shows the programs (past and present) that are registered and their details. Each educational institute has one BRIN number. Nyenrode Business Universiteit the BRIN number is: 01MC. New Business School in Amsterdam: 30FW. The CROHO can be access publicly via this link. The university themselves is responsible for supplying the right information in case of the following changes: New institute - Termination of institute - New program & Termination of a program Change of name institute - Change of name program Change of location (city) - Adding extra location The contact person within Nyenrode for the CROHO is the head of the Academic Services Center. Program Degree Isat no BRIN no Form Date start application End program End date accreditation Accountancy* Bachelor MC Parttime ended Accountancy Bachelor MC Parttime Accountancy Master MC Parttime Accountancy- Master MC Parttime ended Accounting & Auditing* Controlling Master MC Parttime Executive Master of Post MC Parttime Finance & Control Master Management Master MC Fulltime Bedrijfskunde* Master MC Fulltime ended Management Master MC Parttime Bedrijfskunde* Master MC Parttime ended 2007 New Business HBO FW Fulltime Bachelor Fiscaal Recht Master MC Parttime * Program has ended CROHO details per program Verification of diplomas / Diploma description When someone wants to study or work in a foreign country, a diploma-description gives foreign Quality Handbook for the Degree Programs (15 March 2014) 19

235 authorities insight into the level of education that the person has received. Diploma-descriptions are issued for diploma's that are recognized by the Dutch Ministry of Education. Applications for a diploma-description can be submitted at: 1. Nuffic : The Dutch Ministry of Education, Culture and Science has appointed Nuffic to serve as the national information center for academic and professional credential recognition. In this capacity they represent the Netherlands in the networks of information centers created by the European Union (the NARIC network) and the Council of Europe and UNESCO (the ENIC network). These networks work closely together in developing and implementing policy for the recognition of diplomas, degrees and study periods, thereby promoting mobility. For a fee Nuffic offers the following services and products in the field of credential evaluation: a. Evaluation of foreign diplomas (for program management): Nuffic issues recommendations on the value of higher or secondary education diplomas obtained outside the Netherlands. Where possible, the foreign diploma is compared to a Dutch diploma. Apart from evaluating the diploma, information is also provided wether a study program or an educational institution is officially recognized. b. Evaluation of Dutch diplomas (for students): Nuffic prepares diploma descriptions for individuals who have been awarded a higher education diploma in the Netherlands, and who wish to work or study abroad. These descriptions provide information about academic qualifications obtained in the Netherlands, and also offer a suggestion on how the qualification should be evaluated in the country in which it is presented. 2. SBB (Stichting Samenwerking Beroepsonderwijs Bedrijfsleven) for diploma's of senior secondary vocational education and apprenticeship courses. National Reference Point (NRP) is a part of SBB. The NRP is the contact point for those in search of information on vocational education in the Netherlands and other European countries. They are part of the European network of NRPs. The objective of this network is to increase the transparency of national qualifications, which will promote the study and employment mobility within the EU. 3. DUO for diploma's of courses of general secondary education. For Nyenrode students they can only confirm that a diploma is legal for programs that are registered in the CROHO register (see table above). For this paid service the DUO needs to see/receive the original documents from the student. Websites Nuffic (diploma recognition) Stichting Samenwerking Beroepsonderwijs Bedrijfsleven National Reference Point (NRP) DUO 1.6 Campus community [under construction] Nyenrode Business Universiteit is housed on a 140-acre estate with a 13th century castle as focal point. The magnificent landscaped grounds bordered by the river Vecht and the Amsterdam Rhine Canal are a major asset in their own right. A deer park, maze, rose garden, and a lane of century-old chestnut trees are just some of the many fine features. Quality Handbook for the Degree Programs (15 March 2014) 20

236 The community-like campus has ever been located on this stunning estate, and due to the intensive nature of Nyenrode programs, offers students clear benefits. Since the start of Nyenrode as a Business School it has been tradition to share rooms. The bonding experience this provides, often guaranteed a life long friendship. A side from this, its location is close to the classrooms, the student accommodation is a comfortable place to live, work and relax with colleagues. The on-campus facilities includes a library with data links to a wide network of external sources, classrooms with multi-media equipment, cubicles for project and group work, a student restaurant, a gym and fitness center, plus a tennis court and running circuit Campus Code of Conduct The distinction and tone of an educational program will be measured, in large part, by the pride which its program participants and graduates take in themselves and their institution. The aim of Nyenrode is to train a select group of women and men to take a leadership role in their future business careers, a role that can be attained only by the individual s superior performance of her or his responsibilities in a competitive work place, a capacity to earn the respect and esteem of others, and a reputation for integrity. Our education builds upon Nyenrodes three core values: Leadership, Entrepreneurship and Stewardship. This trinity of values goes back to Nyenrodes roots and represents core values that have been embedded in its identity since its foundation. Leadership enables people to recognize the moment where they can make a meaningful contribution which is desirable for the system and have both the courage and ability to seize that moment Entrepreneurship encourages a pro-active and creative mindset with which to achieve these goals. As history demonstrates, Leadership and Entrepreneurship combined can be used for both good and evil. Stewardship therefore takes an important role in completing the trinity, balancing Leadership and Entrepreneurship with a strong sense of responsibility and care. Stewardship concerns the moral compass: what you do should reflect on what the system needs; it must be subservient to the whole. Stewardship is related to concepts such as corporate responsibility, sustainability, integrity and including social and environmental issues in the business agenda. In short, success, satisfaction, and leadership in business and life will depend on a person s self reliance, the ability to harness the commitment and energies of other people, sensitivity to the concerns and sensibilities of others, and an accurate perception by the community that you play the game fairly. A community of learning is no different. So, accepting membership into the Nyenrode community as a program participant entails an obligation to promote the community s welfare by assuming the rights and responsibilities listed below. Each individual member of this community is responsible for her or his own actions and is expected to respect the rights of others. It is the responsibility of all Nyenrode program participants to familiarize themselves with the rights Quality Handbook for the Degree Programs (15 March 2014) 21

237 and responsibilities as stipulated in this Code of Conduct. If violation of these rights and responsibilities is suspected, then every member of the Nyenrode Community has the right to confront the suspected violator(s). Should such confrontation not result in behavior in accordance with the values stated in the Code, a disciplinary procedure will or may be initiated. The Code of Conduct is not written with the specificity of a criminal statute and is not designed to define misconduct in exhaustive terms. Rights of Nyenrode community citizenship Membership of the Nyenrode community affords every program participant certain rights that are essential to the University s educational mission and its character as a community. In the first place, program participants have the right to be treated fairly by the educators. This means, at least, that: The educators have to strive for teaching excellence. It is their duty to prepare themselves carefully. Program participants have the right to clear classroom communication, timely assessment and an explanation of their grades. The educators have to show respect for program participants. Program participants have the right to appropriate respect for their feelings, interests, needs, contributions, and intellectual freedom. Educators must avoid manipulation, coercion, or exploitation of program participants (especially directed at securing monetary, ego, or sexual gratification) and should demonstrate a sensitivity to cultural and personal diversity by avoiding racial, sexual, religious and ethnic discrimination. The educators have to maintain objectivity and fairness. Examinations should be carefully prepared and written work should be graded in an impartial manner. Secondly, program participants have the right: to have access to participate in the academic and non-academic opportunities offered by Nyenrode, subject to applicable standards or requirements. to be free from discrimination on the basis of race, color, gender, sexual orientation, religion, national or ethnic origin, age or disability. to freedom of thought and expression. to fair judicial process in the determination of accountability for conduct. Responsibilities of Nyenrode comunnity citizenship Program participants are expected to exhibit responsible behavior regardless of time or place. Failure to do so may result in disciplinary action by Nyenrode. Attempts to commit acts not in accordance with this Code, or assisting others to commit acts not in accordance with this Code, shall be treated in the same manner, i.e. as completed violations and subject to the same sanctions. Responsible behavior includes but is not limited to the following obligations: General To comply with state and local laws. To comply with policies and regulations of Nyenrode (e.g. ICT Rules, Program Rules, Quality Handbook for the Degree Programs (15 March 2014) 22

238 Regulations OER, Nyenrode house rules). To respect all members of the Nyenrode Community and other program participants Rights of Nyenrode Community Citizenship. To respect the health and safety of others. This includes acts or threats of physical and/or psychological violence against another person and disorderly conduct. To refrain from harassment or disrespectful behavior of any sort. To refrain from bringing, or using, any form of weapons and illegal drugs to the Estate. To refrain from disturbing the estate including its animals as well as its buildings. This includes intentionally disrupting the classroom or otherwise interfering with the right of others in the class to learn, as well as eating in the classroom or leaving litter behind To refrain from non professional conduct during the project thesis. This includes, but is not limited to, compliance with the Code of Conduct expressed by the sponsoring organization. To refrain from intentionally furnishing false information to Nyenrode. This includes marking or otherwise indicating the presence in class of another Program participant who is not actually present, or misrepresent her or his own presence or absence. This also includes misrepresentations in seeking financial aid, program participant housing, or other Nyenrode benefits. Every Program Participant shall cooperate without reservation in supporting the disciplinary procedure to identify, determine, and prevent academic misconduct. A program participant who is requested to furnish information or evidence for the disciplinary procedure shall respond fully and truthfully to all inquires. Academic Conduct To act in accordance with the Dutch Code of Scientific Integrity. To refrain from cheating in any form. In addition to the conduct customarily regarded as cheating, conduct of the following types shall also be seen as cheating in an academic community: For Participants this includes amongst others: - turning in any examination or assignment which is not entirely the Program participant s own work, unless otherwise expressly authorized; - using crib notes on a test; - copying from another program participant during a test; - using unfair methods to learn what was on a test before it was given; - copying from another program participant during a test without their knowledge; - helping someone else to cheat on a test; - copying material and turning it in as your own work (plagiarism) - fabricating or falsifying a bibliography; - - turning in work done by someone else but representing it as one s own; - - receiving substantial, unpermitted help on an assignment; - - collaborating on an assignment when the instructor asked for individual work; - - copying any material from a published source without footnoting it; - - not taking active part in group assignments. Confidentiality Quality Handbook for the Degree Programs (15 March 2014) 23

239 Participants that have access to confidential or secret information will treat this information in an appropriate way. They will not use or disclose confidential information at any time, unless expressly permitted by the disclosing party. Participants will in no way use or disclose any sensitive information about other participants, other participants organizations, faculty or guest speakers that is discussed in the class room. Classroom Conduct To refrain from disturbing the classes. This includes intentionally disrupting the classroom or otherwise interfering with the right of others in the class to learn. This also includes: o Using digital communication devices, such as cell phones, for any other purpose then educational ones. The devices remain out of sight unless the program participants are requested by teaching staff to use it; o Being late. Program participants that arrive at the class room after the door has closed and the lecture has begun wait until the first break to join the lecture. o Whispering or talking. Although interactivity during lectures is very much appreciated and stimulated, bilaterals are very disturbing for those who teach and for those who are actively listening and therefor they are considered as not permissible. The general dress code in the class room is smart casual. This means shorts, flip flops or summer wear alike is not acceptable. During guest lectures the dress code is business attire, meaning a suit both for men and women. Library and Nyenrode ICT Services (ICT) To refrain from stealing, damaging, defacing or misusing the property of the library or the ICT. This includes the building, the collection, the software and the equipment. This also includes obeying the copyright rules in using the information sources and software from the library and ICT. To act according to the rules as described in the library rules and regulations. To act according to the rules as described in the ICT rules and regulations Committees overseeing life on campus The following persons and committees are appointed/installed to oversee, safeguard and regulate life on the campus: Campus Dean (DoC)/Community Manager: guards and fosters the general climate on campus as well as the general climate of the Nyenrode Community as a whole. The DoC is not only for the students on campus but for each and everyone within the Nyenrode Community. Campus Committee Board (CCB): watches over affairs on campus and devotes itself to improving campus life and the facilities and works in close cooperation with the Campus Dean. All members of the CCB act as a point of contact for the students, Nyenrode Visitors and external parties which are involved in Campus life. Complaints Committee (appointed by the University Board): handles all complaints that are Quality Handbook for the Degree Programs (15 March 2014) 24

240 outside the jurisdiction of the Exam Committee. Appeal Committee (appointed by the University Board): will handle an appeal by a student or a group of students concerning a decision taken by of in name of the University Board, with the exception of a decision of a general nature. The Heeren Vijf (the Board of the Nieuwe Compagnie van Verre N.C.V. ): handles N.C.V. related cases according to the articles of association and regulations of the N.C.V. An N.C.V. related case is a case resulting from an activity organized by the Board of the N.C.V., an official Committee of the N.C.V., a jaarclub (in spe), a dispuut or a genootschap. Campus Council (Campusraad): is the independent legal body or court of the student Association N.C.V. and is appointed as such at the annual GPV of N.C.V. The reactive role of the Campus Council is to exercise authority to undertake action when it has received a complaint form by a campus inhabitant, the CCB or any committee of the N.C.V.. As such, the Campus Council maintains law and order on the Nyenrode Estate and protects the privacy and integrity of all campus inhabitants and visitors. An appeal can be brought against the pronouncement of the Campus Council (not if the case has been referred to the Board of the University). The appeal rules as set out in article 33 apply, except that the Chairman of the Appeal Committee in this case is the Secretary of the University Board or in his/her absence the Campus Dean. A student living on Campus will be included in the appeal committee. During an appeal the judgment will be suspended. After this appeal no further appeal is possible. Confidential Counselors: Nyenrode appoints confidential counselors both for students and for personnel. There are at least two for personnel (one female, one male) and three for students (including at least one female and one male). The names and contact data for those persons are published on the Nyenrode intranet and on the student portals. The Confidential Counselors work according to Guidelines Confidential Counselors. When the situation requires so the University Board appoints a small independent committee to investigate the situation and come with recommendations. The Confidential Counselors report annually about the trends and developments to the University Board and to the Works Council. Committee for Scientific Integrity: Nyenrode adheres to the Dutch Code of Conduct for Scientific Integrity as defined by Vereniging Nederlandse Universiteiten (VSNU). o The University Board appoints a Committee for Scientific Integrity. o The University Board appoints a Confidential Councilor for Scientific Integrity Both the Committee and the Confidential Councilor work according to the protocol Scientific Integrity as defined in the Dutch Code of Conduct for Scientific Integrity. Works Council: in accordance with Dutch Law (Wet op de Ondernemingsraden (WOR)) a Works Council has been established. The Works Council and the University Board arrange how their mutual cooperation takes form Student bodies Quality Handbook for the Degree Programs (15 March 2014) 25

241 2. Degree education 2.1 Nyenrode s educational philosophy Nyenrode s educational philosophy is beyond the mere transfer of knowledge and is represented by our Nyenrode Trinity Leadership, Entrepreneurship and Stewardship (LES) and our Head, Heart and Hands philosophy. Our educational philosophy is: To serve society by educating and shaping talented students, managers, and professionals and to develop responsible leaders, entrepreneurs and organizations through actionoriented education and research LES (Leadership, Entrepreneurship and Stewardship) Nyenrode Business Universiteit embraces three values: Leadership, Entrepreneurship and Stewardship. This trinity guides all activities within Nyenrode. They go back to Nyenrode s roots and represent core values that have been embedded in its identity since the founding. Nyenrode was established by the Dutch business world in the belief that the demands of an continuously changing world are best met when the value of knowledge is increased through emphasizing the skills needed to use it. 1. Leadership can be expressed as the ability to recognize the decisive moment where one can make a meaningful contribution and have both the courage and ability to seize that moment. 2. Entrepreneurship is the ability to successfully pursue opportunities in an innovative way. It requires a mindset open for innovation and risk-taking in order to remain competitive in an everchanging marketplace. 3. Stewardship makes the difference between good and ineffective leadership and entrepreneurship by adding a sense of responsibility and care to our activities. Stewardship requires that what is done should reflect the system s (i.e. work or study) needs. Stewardship is built on corporate responsibility, sustainability and integrity and it adds social and environmental issues to the business agenda. People who embrace the concept of stewardship are working for the common interests of the community. By focusing on the Nyenrode Trinity, we recognize that the (business) community needs people who: want to be leaders not by function, but with the ambition to add value to the community; recognize the decisive moment where they can make a meaningful contribution and have both the courage and ability to seize that moment; have a positive attitude towards innovation, risk-taking, getting things done in order to compete in a changing marketplace and pursuing opportunities regardless of the limited resources they control; approach their actions with a long-term perspective, bearing in mind the impact and dependencies of a broad range of stakeholders, e.g. the society at large and future generations. They should be responsible, diligent and manage time, money, talents and other resources with consideration for all stakeholders; believe in the concept of life-long learning which is based on the fact that knowledge and skills Quality Handbook for the Degree Programs (15 March 2014) 26

242 need permanent maintenance in an ever-changing business world; understand that keeping a constant focus on the development of the individual and the organization is indispensable for meeting the demands of the environment Head, Heart and Hands trinity Nyenrode wants to go further then the mere transfer of knowledge and this is represented by: Head, Heart and Hands. This means that academic rigor based on solid theory ( Head ) is combined with personal development ( Heart ) and practical relevance ( Hands ). It is derived from our LES values. The figure below shows the integration of the LES trinity and the Nyenrode educational philosophy. See appendix 2.1 for the integration of LES in the learning outcomes of the programs. 1. The Head component relates to knowledge of business administration the functional areas and the environment of organizations, i.e. understanding academic knowledge. 2. The Heart component relates to the professional and personal development. Those are essential for the students in order to internalize the models, concepts and theories for the benefit of the organization they (will) work in, i.e. acquire academic knowledge. 3. The Hands component relates to the abilities of the students of translating theory into practice, i.e. being able to achieve anything in the business world and/ or organizations. Figure: LES trinity & the Nyenrode educational philosophy Didactic approach Nyenrode The didactic approach can be characterized through the following key-words: focus on the individual learning process; focus on the dynamics of the learning processes of knowledge, skills and application; knowledge based & both case study and real life based academic education; broad based education and profiling according to one s own talent and choice; business oriented research; responsibility and complexity; development (attitude, self-motivation, self-responsibility) geared education; the real- life business confrontation; action learning. Action learning An important part of our educational approach is action learning. Action learning is an educational approach aiming at generating meaning from direct experiences. It focuses on the learning process of the individual and uses context to bring students out of their comfort zone. Quality Handbook for the Degree Programs (15 March 2014) 27

243 Life long learning Nyenrode embraces the concept of life long learning. Students at each stage of their career can follow programs at Nyenrode with the purpose of further development. Whether they are professionals with management aspirations, bachelors with an urge to get ahead or Board Members with dilemmas at their operating level. Nyenrode has experienced, top level trainers, academics and programs for every responsibility and knowledge level. Just in time education Nyenrode provides life-long career development at each pivotal moment of a professional s career. This also implies offering programs before or just after the next career step. The people who benefit from this are professionals, managers, directors, executives and non executives. At Nyenrode they can be ready for the next step, just in time, with the most recent insights. 2.2 Degree program The educational programs offered by Nyenrode can be split into two groups: 1. Executive education that consist of open and customized programs; 2. Degree awarding education that consist of the bachelor, master and MBA programs but also the PhD and the EDP programs. The main differences between the two groups is that the degree programs must be accredited the NVAO or AMBA in order to grant a degree (diploma). The executive programs are not accredited and therefore to supply a certificate after completion of the program Organizational structure degree program The organizational chart below shows all degree programs. The PhD program and the EDP programs are under the responsibility of the Rector and directly fall under the Director of Research. The other degree programs are the responsibility of the Dean and directly under the Associate Dean Degree Programs. Dean L. Paape The University Board Of Nyenrode Rector Magnificus M. Džoljić Financial Director J.P. de Smeth Career & Personal Development Associate Dean Degree Programs D. van Gorp Director of Research R. Speklé Accountancy Controlling Management MBA MSc Accountancy PD O. Bik PM C. Rams BSc Accountancy PD O. Bik PM C. Rams Post Master Accountancy RA PD O. Bik PM C. Rams MSc Controlling PD J. Bots PM M. Smulders Executive MSc Controlling PD J. Bots PM M. Smulders MSc Fiscaal Recht PD B. Jonker PM N. Vos BSc BA PD W. Burggraaf MSc Management part-time PD G. Zwartendijk PM H. Wentzel MSc Management Full-time PD A. Nijhof PM H. Wentzel EMBA PD C. Nel PM S. Wang IMBA PD C. Nel PM S. Wang Modular MBA PD H. Kievit & J. Schaveling PM C. Smits Individual PhD I. De Loo EDP A. Kil MBA F&F MBA BIT MBA P&P Organizational structure degree program Quality Handbook for the Degree Programs (15 March 2014) 28

244 Each program is lead by a Program Director and a Program Manager with the assistant of a Program Management team. The Program Director is responsible for the content of the program, as well as, together with the Program Manager, for all other aspects of the program. Program Director and Program Manager report to the Dean and Associate Dean Degree Programs. The Dean and the Associate Dean are responsible for all degree programs; this concerns the content as well as the profitability and quality control. They report to the Academic Board (content and academic quality) and the Executive Board (profitability and general quality). The Director of Research is responsible for the coordination of the research at Nyenrode. Therefore he is responsible for the PhD school and for the Executive Doctorate Program (EDP). Committees There are several committees involved in the degree programs (see also chapter 1 and appendix 1.4). The Exam Committee is responsible for the quality assurance of all assessments within the degree programs at Nyenrode. The Assessment Committee is set up by the Exam Committee to offer assistance. It shall monitor the quality of exams from all degree programs and will give advice and support to individual assessors in making assessments. Program Committee (Opleidingscommissie): Each degree program has a dedicated Program Committee consisting of three faculty members and three student representatives from different cohorts. The Program Committee has the following tasks in line: giving advice about the educational and exam policies; reviewing annually the execution of the educational and exam policy; giving solicited or unsolicited advice to program management and dean on all matters concerning the education in the concerning degree program. Advisory Board: This advisory board builds upon the direct link with the professional sector for which the students in the program are aiming. It gives advice regarding the competencies that are being trained and also about issues that are relevant for the sector Rules and regulations (OER) Nyenrode has a General Statute (chapter 1 and appendix 1.1) and each degree program has a set of Rules and Regulations (R&R) (in Dutch: Onderwijs Examen Regeling (OER)) based on this Statute. This is required by law and describes the way things are organized for the program (see article 7.13 of the WHW below). A student must be able to get a very good impression about what he/she can expect the program to deliver from the R&R/OER. (See appendix 2.2 for sample.) In the Nyenrode degree programs the rules and regulations are essential to maintaining the integrity of the educational process and assessment regime. The R&R/OER are valid for one academic year, and cannot be changed during that year, unless the change is in favor of the students. In the R&R/OER the period of its validity should be clearly stated. The following cycle needs to be adhered to 1. The Program Director formulates the new R&R/OER for the next Academic Year. (October- November) 2. The proposed R&R/OER is submitted to the Opleidingscommissie/Program Committee for Quality Handbook for the Degree Programs (15 March 2014) 29

245 advice (December-January) 3. The proposed R&R/OER is submitted to the Exam Committee for advice, especially concerning the parts concerning assessment (February-March) 4. The Program Director finalizes the R&R/OER and submits it to the Dean for validation (April- May) 5. The Dean validates the R&R/OER (May) 6. The R&R/OER is communicated to the students and is published on the website of Nyenrode. The cycle will be monitored by the Dean and the Academic Services Center. The R&R/OER should have the same basic structure for all the degree programs. The R&R/OER is a program specific addition to the General Statute of Nyenrode. The language of the R&R/OER is the same as the language in which the program is taught. Article Onderwijs- en examenregeling of the Wet op het hoger onderwijs en wetenschappelijk onderzoek (WHW) 1. Het instellingsbestuur stelt voor elke door de instelling aangeboden opleiding of groep van opleidingen een onderwijs- en examenregeling vast. De onderwijs- en examenregeling bevat adequate en heldere informatie over de opleiding of groep van opleidingen. 2. In de onderwijs- en examenregeling worden, onverminderd het overigens in deze wet terzake bepaalde, per opleiding of groep van opleidingen de geldende procedures en rechten en plichten vastgelegd met betrekking tot het onderwijs en de examens. Daaronder worden ten minste begrepen: a. de inhoud van de opleiding en van de daaraan verbonden examens, b. de inhoud van de afstudeerrichtingen binnen een opleiding, c. de kwaliteiten op het gebied van kennis, inzicht en vaardigheden die een student zich bij beëindiging van de opleiding moet hebben verworven, d. waar nodig, de inrichting van praktische oefeningen, e. de studielast van de opleiding en van elk van de daarvan deel uitmakende onderwijseenheden, f. de nadere regels, bedoeld in de artikelen 7.8b, zesde lid, en 7.9, vijfde lid, g. ten aanzien van welke masteropleidingen toepassing is gegeven aan artikel 7.4a, achtste lid, h. het aantal en de volgtijdelijkheid van de tentamens alsmede de momenten waarop deze afgelegd kunnen worden, i. de voltijdse, deeltijdse of duale inrichting van de opleiding, j. waar nodig, de volgorde waarin, de tijdvakken waarbinnen en het aantal malen per studiejaar dat de gelegenheid wordt geboden tot het afleggen van de tentamens en examens, k. waar nodig, de geldigheidsduur van met goed gevolg afgelegde tentamens, behoudens de bevoegdheid van de examencommissie die geldigheidsduur te verlengen, l. of de tentamens mondeling, schriftelijk of op een andere wijze worden afgelegd, behoudens de bevoegdheid van de examencommissie in bijzondere gevallen anders te bepalen, m. de wijze waarop studenten met een handicap of chronische ziekte redelijkerwijs in de gelegenheid worden gesteld de tentamens af te leggen, n. de openbaarheid van mondeling af te nemen tentamens, behoudens de bevoegdheid van de examencommissie in bijzondere gevallen anders te bepalen, o. de termijn waarbinnen de uitslag van een tentamen bekend wordt gemaakt alsmede of en op welke wijze van deze termijn kan worden afgeweken, Quality Handbook for the Degree Programs (15 March 2014) 30

246 p. de wijze waarop en de termijn gedurende welke degene die een schriftelijk tentamen heeft afgelegd, inzage verkrijgt in zijn beoordeelde werk, q. de wijze waarop en de termijn gedurende welke kennis genomen kan worden van vragen en opdrachten, gesteld of gegeven in het kader van een schriftelijk afgenomen tentamen en van de normen aan de hand waarvan de beoordeling heeft plaatsgevonden, r. de gronden waarop de examencommissie voor eerder met goed gevolg afgelegde tentamens of examens in het hoger onderwijs, dan wel voor buiten het hoger onderwijs opgedane kennis of vaardigheden, vrijstelling kan verlenen van het afleggen van een of meer tentamens, s. waar nodig, dat het met goed gevolg afgelegd hebben van tentamens voorwaarde is voor de toelating tot het afleggen van andere tentamens, t. waar nodig, de verplichting tot het deelnemen aan praktische oefeningen met het oog op de toelating tot het afleggen van het desbetreffende tentamen, behoudens de bevoegdheid van de examencommissie vrijstelling van die verplichting te verlenen, al dan niet onder oplegging van vervangende eisen, u. de bewaking van studievoortgang en de individuele studiebegeleiding, en v. indien van toepassing: de wijze waarop de selectie van studenten voor een speciaal traject binnen een opleiding, bedoeld in artikel 7.9b, plaatsvindt. 3. In de onderwijs- en examenregeling wordt aangegeven hoe een persoon het recht zijn bacheloropleiding in het hoger beroepsonderwijs te vervolgen, bedoeld in artikel 7.8a, vijfde lid, kan effectueren en aan welke eisen hij daarvoor moet voldoen Key program details The figure and the table on the next page shows the degree programs and some of their details. See appendix 2.3 for more key details of the programs. Overview Nyenrode programs Quality Handbook for the Degree Programs (15 March 2014) 31

247 Bachelor Study Start Language BA in Business Administration Fulltime / 4 years September, February English BA in Accountancy Parttime / 4,5 years End of August Dutch Master & Post Master MSc in Management Parttime / 32 months Februari Dutch MSc in Management Fulltime / 16 months September English MSc in Accountancy & Post Master Parttime / 3 years (excl. premaster Feb, May, July, Sept Dutch RA and 1 year post master) MSc in Controlling Parttime / 1,5 year (excl. Premaster January, September Dutch Executive Master of Finance and Parttime / 2,5 years March, September Dutch Control (EMFC/RC) Master Fiscaal Recht Parttime / 2,5 years January 2014 Dutch Masters for RA s Parttime / 1 year August Dutch Managerial Controlling Parttime / 1 year September Dutch Schakeltraject Accounting & Parttime / 1 year September Dutch Controlling Fiscaal recht Parttime / 2+ years February / September Dutch MBA Executive MBA Parttime / 21 months April English International MBA Fulltime / 1 year October English Modular MBA MBA in Business & IT Modular min. 18 months September, January English MBA in Food & Finance Modular min. 18 months September, January Dutch MBA in Public & Private Modular min. 18 months September, January Dutch Doctoral Porgrams Individual PhD Parttime / max. 8 years January English Executive Doctorate Program (EDP Parttime / min. 4 years April English Details Nyenrode degree programs Quality Handbook for the Degree Programs (15 March 2014) 32

248 2.3 Designing a new program or redesigning a program To decide whether Nyenrode should change her program portfolio (either by adding new programs or changing existing program we must answer the following two question: 1. To what extent do the degree programs meet the criteria of the accreditation bodies in question (NVAO, EQUIS, AMBA and CEA) and those of Nyenrode? 2. To what extent is the current program portfolio in need of modification? To answer these questions, Nyenrode has developed a six-step process which is monitored by the Academic Board: 1. Permission from the Academic Board to start the curriculum change 2. PD & PM prepare a new curriculum (formulating the criteria that a program should meet) 3. Assessment of the market 4. Approval Curriculum Committee (CuCo) 5. Approval of the Academic Board 6. Final decision made by the University Board Permission to start the curruiculum change PD & PM prepare a new curriculum Assement of the market Send to for approval to CuCo Send to Academic Board for approval Final decsion by University Board Step 1. Permission from the Academic Board to start the curriculum change A permission from the Dean in consulting with the Academic Board, must be received before the whole process of changing a curriculum can be started. Step 2. PD & PD prepare a new curriculum (formulating criteria) Step 2 concerns the definition of a set of criteria to be used for the assessment of Nyenrode s programs. In this process the mission and vision of Nyenrode will be taken in consideration and the criteria set for the external accreditations (NVAO, EQUIS, AMBA and CEA) and the internal accreditation by Nyenrode s Curriculum Committee (CuCo) in their evaluation of new education programs. Below, we mention the criteria on the basis of which an individual programs is assessed. 1. Strategic choice. To what extent does the program contribute to Nyenrode s strategy? In other words, is this program necessary for the realization of this strategy? 2. NVAO requirements: The 16 NVAO standards stated as in chapter 3.2 Assessment framework for extensive initial accreditations: from the document Assessment frameworks for the higher education accreditation system initial accreditation (limited/extensive) should be taken into account in the proposal (see table below) and the LES standard of the NBU. 3. NBU requirements: o LES trinity: The NBU embraces 3 values: Leadership, Entrepreneurship and Stewardship (see next paragraph). Those values must be incorporated into the curriculum. o International profile. To what extent does the program contribute to Nyenrode s international profile? Globalization has irrevocably shown that today s world is becoming smaller and smaller. It is for this reason that Nyenrode aims to expand its international profile by welcoming international students, by developing international programs and by setting up international departments. For some programs this will taken into account on a lesser degree if the program mostly will operated on a national level. Quality Handbook for the Degree Programs (15 March 2014) 33

249 4. Academic profile. The During their education, to what extent are students trained to develop their academic capabilities? Are they align with the Dublin Descriptors (see chapter 3)? 5. Academic support. The centers must be able to supply the educational support (lecturers). To what extent does the program use internal faculty? In terms of contribution margins and because it leaves Nyenrode facing lower tariffs, involving internal faculty is preferred to using external sources. However, this does not give any information about the desired quality of services rendered by the faculty. 6. Relationship with business practice. To what extent does the program offer links with business practice, and how unique is this relationship? 7. Market share. Does the program have a sufficiently large market share to be competitive? If the program is new, is it sufficiently promising to gain the necessary market share? With a number of its programs, Nyenrode acts as market leader, which means that it owns a relatively large share of the market. 8. Return on investment. Does the program offer sufficient return on investment and does the program attract a sufficient number of students to make it cost effective? At the end of step 2 the Academic Board must give their go-ahead before steps 3 can start. Step 3. Assessment of the market Step 3 is about the assessment of the market. This is largely done based on input from the corporate world, alumni and potential participants in our programs. Some of them may be represented in the Advisory Board (Curatorium) of the various degree programs. This board consist of members who represent different professional sectors the programs are targeting. They will mainly advise on the training of competences of participants in the program See appendix 1.4. In addition, Nyenrode conducts regularly alumni surveys. These can also be a source for changes in the curriculum. Step 4 can only be started after approval of the Academic Board at the end of step 3. Step 4. Approval Curriculum Committee (CuCo) In step 4, an internal accreditation is performed by the CuCo (see paragraph 1.2.6). The members analyze the proposed curriculum on the basis of the criteria formulated in step 2. The CuCo will provide feedback and eventually ask for adjustments prior to give their approval after which the curriculum can be send to the Academic Board. Step 5. Approval of the Academic Board After the CuCo has approved the new curriculum it will go to the Academic Board for approval. Once it is approved, it is send to the University Board. Step 6. Final decision made by the University Board The final step before implementation can take place, is the approval of the University Board. Quality Handbook for the Degree Programs (15 March 2014) 34

250 NVAO Assessment framework for extensive initial accreditations Intended learning outcomes Standard 1 Curriculum Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Staff Standard 8 Standard 9 Standard 10 The intended learning outcomes of the program have been concretized with regard to content, level and orientation; they meet international requirements. Explanation: As for level and orientation (bachelor s or master s; professional or academic), the intended learning outcomes fit into the Dutch qualifications framework. In addition, they tie in with the international perspective of the requirements currently set by the professional field and the discipline with regard to the contents of the program. The orientation of the curriculum assures the development of skills in the field of scientific research and/or the professional practice. Explanation: The curriculum has demonstrable links with current developments in the professional field and the discipline. The contents of the curriculum enable students to achieve the intended learning outcomes. Explanation: The learning outcomes have been adequately translated into attainment targets for (components of) the curriculum. Students follow a study curriculum which is coherent in terms of content. The structure of the curriculum encourages study and enables students to achieve the intended learning outcomes. Explanation: The teaching concept is in line with the intended learning outcomes and the teaching formats tie in with the teaching concept. The curriculum ties in with the qualifications of the incoming students. Explanation: The admission requirements are realistic with a view to the intended learning outcomes. The curriculum is feasible. Explanation: Factors pertaining to the curriculum and hindering students progress are removed as far as possible. In addition, students with functional disabilities receive additional career tutoring. The program meets statutory requirements regarding the scope and duration of the curriculum. Explanation: Scope and duration: Bachelor s programs (professional orientation): 240 credits; Bachelor s programs (academic orientation): in principle, a minimum of 180 credits; Master s programs (professional orientation): in principle, a minimum of 60 credits; Master s programs (academic orientation): in principle, a minimum of 60 credits, depending on the program. The program has an effective staff policy in place. Explanation: The staff policy provides for the qualifications, training, assessment and size of the staff required for the realization of the curriculum. The staff is qualified for the realization of the curriculum in terms of content, educational expertise and organization. Explanation: The factual expertise available among the staff ties in with the requirements set for professional or academic higher education programs. The staff is qualified for the realization of the curriculum in terms of content, educational expertise and organization. Explanation: The factual expertise available among the staff ties in with the requirements set for professional or academic higher education programs. The size of the staff is sufficient for the realization of the curriculum. Quality Handbook for the Degree Programs (15 March 2014) 35

251 Services and facilities Standard 11 The accommodation and the facilities (infrastructure) are sufficient for the realization of the curriculum. Standard 12 Tutoring and student information provision bolster students progress and tie in with the needs of students. Quality assurance Standard 13 The program is evaluated on a regular basis, partly on the basis of assessable targets. Explanation: The program ensures the quality of the intended learning outcomes, the curriculum, the staff, the services and facilities, the assessments and the learning outcomes achieved through regular evaluations. The program also collects management information regarding the success rates and the staff-student ratio. Standard 14 Program committees, examining boards, staff, students, alumni and the relevant professional field of the program are actively involved in the program s internal quality assurance. Assessment Standard 15 The program has an adequate assessment system in place. Explanation: The level achieved is demonstrated by interim and final tests. The tests and assessments are valid, reliable and transparent to the students. Graduation guarantee and financial provisions Standard 16 The institution guarantees students that they can complete the entire curriculum and makes sufficient financial provisions available. Explanation: The graduation guarantee spans a reasonable period of time that is related to the length of the studies. 16 NVAO standards (Assessment framework for extensive initial accreditations) Roles and responsibilities The two models below shows the roles and responsibilities involved concerning program portfolio and program development. Program portfolio [to be updated] Activity/Instrument Responsible Accountable Consulted Informed Frequency Reference Plan Establish policy regarding structure and development program Do Preform program policy Check Evaluate policy Act Adjust policy Every 5 years or in case changes curriculum Every 5 years or in case changes curriculum See program development Quality Handbook for the Degree Programs (15 March 2014) 36

252 Program development Activity/Instrument Responsible Accountable Consulted Informed Frequency Reference Plan Mission and intended learning outcomes according to: Every 5 years or in case changes curriculum NVAO Nyenrode EFMD (EQUIS) Dublin Descriptors AMBA Government CEA Requirements accreditation bodies CPION (NVAO EQUIS AMBA CEA CPION)) Establish intended learning outcomes and incorporate LES Every 5 years or in case changes curriculum Establish clear relation between mission and intended learning outcomes Every 5 years or in case changes curriculum Draft(s) of curriculum Finalizing and approval of curriculum Perform market research Make guidelines for exemptions, optional courses Do Communication with faculty about mission and intended learning outcomes & curriculum program Develop teaching materials Develop exam and grading framework Mention mission and intended learning outcomes in Rules & Regulations (OER) Check Evaluation relevance of the mission, intend learning outcomes & curriculum with the corporate world, lectures and students Evaluate end terms (for example: contact corporate world, alumni, prof. organization (beroepsgroepen en vakverenigingen) Every 5 years or in case changes curriculum Every??? years or in case changes curriculum Yearly yearly Rules & Regulations (OER) is updated every year Every year Every??? Rules & Regulations (OER) Quality Handbook for the Degree Programs (15 March 2014) 37

253 Random check on students if they meet the end terms Evaluate guidelines for exemptions, optional courses Act Adjustments of mission, curriculum and intended learning outcomes Adjust end terms Adjust curriculum Adjust guidelines for exemptions, optional courses Every??? Every??? Every??? years or in case changes curriculum Every??? years or in case changes curriculum Rules & Regulations (OER) is updated every year Quality Handbook for the Degree Programs (15 March 2014) 38

254 2.4 Program evaluation To evaluate a program Nyenrode takes the comments of its stakeholders in consideration. Input for evaluation is provided by the corporate world and those represented in the Advisory Board (see appendix 1.4). The comments of the accreditation bodies and the results of the rankings are also a source for the evaluation of a program. We conduct under our students and alumni several evaluation surveys (see below). 1. Course evaluation Every course is evaluated by students and if multiple lecturers were involved. Students are required to fill in a questionnaire either on paper or electronically. Students are asked to evaluate among other the course outline, the, the literature, the lecturers and other aspects of the course delivery. scaling is done on a Liker-scale (1-5) and the aim is to have courses score at least 3.5, or 7,0 on a scale of Some programs will only release exam grades when 75% of students have answered a questionnaire to evaluate a course. Program director and program management share the results of these evaluation with the faculty involved in course delivery aiming to improve the performance of the course delivery. The portal or verbal feedback is used to inform the students about the findings and follow up to improve course delivery based on the evaluation. Some programs have panel evaluations in which student representatives are invited for a meeting where the on goings of different courses in a module or block are discussed. The aim is to identify bottlenecks in the program before they become problems and use feedback of students to improve the performance of degree programs. 2. Exam evaluation Students can fill in questionnaires about exams. Questions are asked about the link with the course content, the clarity of the exam questions, whether the students had sufficient time. 3. Alumni The alumni survey should be administered every three to five years to all alumni who graduated the past three to five years. Information provided by these alumni can be used in evaluating the academic environment and the added value of graduating at Nyenrode. The survey should contain questions about current employment of alumni, the extent to which that employment is related to the education they received at Nyenrode, their plans for further education, and their satisfaction with Nyenrode. An example can be seen in appendix 2.4. Quality Handbook for the Degree Programs (15 March 2014) 39

255 The figure below shows the evaluation cycle for the degree programs. Quality Cycle Evaluation process Measure 1. Student evaluation (Continuous) Verifiable target: Do the students have problems with the - study process? Input and triggers: Meeting between the Program Manager and student concerned. - Students grades; - SMART action plans. - Information provided by the student. 2. Course Verifiable target: Does the course meet its learning evaluation objectives as listed in the course outline and is the (after every lecturer effective in his/her knowledge transfer? course) Input and triggers: - Student feedback forms; - Class reps midterm evaluations; - Class rep meetings; - Instructor s evaluation; - Evaluation meeting between Program Management and 3. Program evaluation (takes place every year 6 months after professors/lecturers. Verifiable target: Is the program coherent and the curriculum relevant to reach the set of final qualifications? Input and triggers: - Student evaluations; graduation) - Class rep feedback; 4. Five year evaluation - Information obtained from employers, advisory boards, marketing, etc.; - Semester evaluations by professors/lecturers; - Program Director s insights; - Quality assurance committees (OC, EC) evaluation. Verifiable target: Does the program meet the (inter) national standards of an academic education? Input and triggers: - Accreditation and visitation processes (AMBA, EQUIS, NVAO). Evaluation cycle for the degree programs - Redesigning the course. - Making adjustments to the course. - Checking adjustments with a pre-course meeting prior to the next academic year. - Redesigning courses. - Adapting procedures. - Making changes to the curriculum (new courses, rescheduling, etc.). - Restructuring and implementation of the program. Quality Handbook for the Degree Programs (15 March 2014) 40

256 2.5 International experiences within the degree programs Full-time International MBA(IMBA) The mission of IMBA emphasizes leadership through strategic management with a significant practical and international orientation. The term international orientation relates to the fact that we intend to prepare our students for any business environment that has an international dimension, whether this relates to international customers and/or suppliers or an organization, or that the organization is a multi-national in itself. The focus of the Program therefore is on the international dimension of business and the application of management science to practical management problems. Nyenrode IMBA program has participants from all over the globe, with an average number of 17 to 20 nationalities represented in the class. International faculty and faculty with international background are regularly invited to teach in the program. As part of the official curriculum of the program, participants are required to attend three international modules amongst the following five choices: EU module, China module, India module, Stellenbosch (South Africa) module, and Oregon (USA) module. In Meet the CEO course, participants also have opportunities to interact with CEOs and senior representatives from companies both in the Netherlands and abroad, such as TCS, MindTree, Microsoft, etc. Many participants also conduct their final project abroad with international companies. Part-time Executive MBA (EMBA) The EMBA program offers two international modules for our participants to benefit from the expertise offered at academic centers of business excellence in University of Oregon, the United States and Stellenbosch University, South Africa. Both universities were carefully selected to complement Nyenrode s unique strengths in Leadership, Entrepreneurship and Stewardship. Not only will our participants enrich their educational experience, they will also have an opportunity to learn from cultural and social activities in these countries. The program is delivered in two-week modular structure so that international participants can combine their work and study in a more structured manner. The program has international participants from Germany, Belgium, Colombia, India, and Cameroon, etc. Modular MBA Within the Modular MBA programs we aim to meet the following learning outcomes in the area of international/global developments : Participants should understand: how cultures affect business practices and be capable of adapting to/coping with cultural differences in business and personal settings how economies affect each other, and the factors that influence the global economy their potential for international or global influence In order to fulfil these outcomes all tracks have international components in all modules in the program. Although the Modular Executive MBA programs in Food & Finance and Public & Private are basic Dutch language programmes, an international study trip and international study materials Quality Handbook for the Degree Programs (15 March 2014) 41

257 and guest are integrated in the program. MBA in Business & IT is an English language program, and is developing towards a real European programme through cooperation with other European universities and CIO bodies. The study trip is obligatory in all tracks, and takes 8 to 10 days abroad. To learn more about the specific sectors in foreign cultures the participants visit a country outside Western-Europe, accompanied by a Nyenrode professor. In the past we have been to South-Africa (Stellenbosch), China (Shanghai and Chengdu), India (New Delhi), Brazil (São Paulo) and Tanzania (Dar-es-Salaam). To prepare this visit, the students jointly read about the country, and discuss the objective of the study. In the country of our visit, students attend lectures at a local university or business school, have discussions with professors, visit local firms and also points of cultural interest. During the stay and afterwards, they write and present a concluding study report. The total study load of the trip, including preparation and assignment is 80 hours (2,9 ECTS). Full-time MSc in management The program is taught in English and every course is internationally-oriented, from cases to presentations and from teachers to company involvement. Our MSc in Management includes an international study trip to an emerging economy organized by the students themselves. For example in 2013 the students went to Brazil and another group went to Middle-East. A three month internship and thesis is part of the program. Many students decide to go abroad to complete their internships. In most cases this is arranged with the help of our alumni network. Part-time MSc in management The Part-time MSc in Management includes a voluntarily international study trip to an emerging economy. In 2012 and 2013 students have organized the study trip to China (Shanghai and Chengdu). During the last trip, students have followed lectures at the Nordic International Management Institute in Chengdu. In addition, the students have made company visits. Quality Handbook for the Degree Programs (15 March 2014) 42

258 3 Quality management system 3.1 Introduction Over the past ten years, the education ministers of currently 46 European countries have made numerous agreements on the development of a system of internationally comparable qualifications to make higher education systems more transparent and to bring them into better harmony with one another. With the signing of the Bologna Declartion in 1999, the European education ministers laid the foundations for the establishment of the European Higher Education Area (EHEA) which aims to: facilitate mobility of students, graduates and higher education staff; prepare students for their future careers and for life as active citizens in democratic societies, and support their personal development; and offer broad access to high-quality higher education, based on democratic principles and academic freedom. Each participating country will develop a national higher education qualifications framework which is compatible with the overarching European framework. They shall observe a comparable structure of qualifications uses the same credits system (ECTS) and awards graduates a Diploma Supplement in accordance with a European model. The starting point is that the level of the programs meets the generic competencies requirements as agreed for bachelor s degrees, master s degrees and PhDs (the three cycles of higher education). These generic competencies are set down in the Dublin descriptors. The generic Dublin descriptors describe per cycle the learning outcomes in terms of knowledge, skills and competences in order to increase understanding of the higher education system at home and abroad. The Diploma Supplement describes the exit level and the learning outcomes of a study program. It also specifies the higher level to which the diploma grants access. It is formulated in English and is issued automatically by the educational institution to all its graduates, free of charge. The Diploma Supplement is not only of paramount importance in order to be admitted to a subsequent study program at another educational institution, but also when applying for jobs Dutch National Qualifications Framework (NQF) When programs are accredited, an investigation is conducted into whether or not the required level is being met. The Netherlands has also developed a national qualifications framework. This Qualifications Framework (NQF) describes the structure of the Dutch higher education system. It indicates what prior education is required of students entering higher education, what types of higher education there are, how long the programs at the various levels take to complete and how students can transfer from lower to higher levels. The figure below is a summary of the Dutch Qualifications Framework. Quality Handbook for the Degree Programs (15 March 2014) 43

259 Summary of Dutch National Qualification Framework higher education Admission from First cycle Second cycle Third cycle MBO/HAVO/VWO Level 5 [1] level 6 Associate degree 120 ECT Bachelor Degree 240 ECT Vocational oriented (former title of ing.) Level 7 Masters degree ECT (former title of drs, ir, mr etc.) Level 8 Doctorate (standard 4 years) Desing engineer (standard 2 years) 180 ECT Academically oriented 180 ECT [2] 240 ECT [3] Medical specialist (standard 3-6 years) [4] [1] The levels correspond with the European Framework Lifelong Learning [2] Including masters program for the first level teachers, humanities, arts, veterinary science, pharmacology, clinical technology an dentistry with effect from 2010 [3] Including master programs form professionally oriented degrees in architecture, urban planning, and landscape architecture (formerly post-graduates program) [4] On completion of master of medicine degree, candidate can continue to become medical specialists. These programs vary in length from 3-6 years. The scope of the programs for specialist is not included in ECT credits. The Ministry of Education, Culture and Science commissioned the development of the Dutch Qualifications Framework (NLQF) which was constructed in close cooperation with experts and stakeholders in the field of education and training. The National Coordination Point NLQF (NCP) is an independent body which is responsible for the development and implementation of the NLQF. The Dutch Qualifications Framework (NLQF) is a new way of describing Dutch qualification levels. It is a systematic organization of all existing qualification levels in the Netherlands, from Level 1 basic education to the Master s degree at level 8. Qualifications are classified in NLQF levels and are given a level indication. The framework consists of an Entry Level followed by 8 levels, Level 1 being the least complex and Level 8 the most complex. The NLQF and EQF scheme of the by government regulated education qualifications level Quality Handbook for the Degree Programs (15 March 2014) 44

260 The NLQF aims to facilitate students and labor market mobility by providing an insight into the levels of all qualifications recorded by the National Coordination Point NLQF in the NCP register. The NLQF provides transparency in that it facilitates a comparison of qualification levels nationally and, thus, national mobility. The Dutch Qualifications Framework offers providers of qualifications which are not regulated by the Government the possibility of having such training programs and qualifications classified at a level of the NLQF. Procedures and criteria for this process are in place. The NLQF is referenced to the European Qualifications Framework (EQF). EQF aims to enable qualifications from different countries within Europe to be compared by means of a single reference framework to which they are all referenced. Thus, EQF will contribute to greater transparency in the education systems of EU countries, thereby increasing the international mobility of individuals. However, there are many things the NLQF does NOT do. NLQF is not a revision of the Dutch education system. An NLQF level indicator does not give an entitlement to a title or a degree. The right to enter and transfer to education sectors is not regulated by NLQF Dublin Descriptors The Dublin Descriptors are general statements about the ordinary outcomes that are achieved by students after completing a curriculum of studies and obtaining a qualification. They are neither meant to be prescriptive rules, nor do they represent benchmarks or minimal requirements, since they are not comprehensive. The descriptors are conceived to describe the overall nature of the qualification. Furthermore, they are not to be considered disciplines and they are not limited to specific academic or professional areas. The Dublin Descriptors consist of the following elements: 1. Knowledge and understanding 2. Applying knowledge and understanding 3. Making judgments 4. Communication skills 5. Learning skills Knowledge and understanding 1st cycle -Bachelor [Is] supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study. 2 nd cycle - Master Provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context 3 rd cycle - Have demonstrated a systematic understanding of a field of study and Doctorate mastery of the skills and methods of research associated with that field Quality Handbook for the Degree Programs (15 March 2014) 45

261 Applying knowledge and understanding 1st cycle -Bachelor [though] devising and sustaining arguments that indicates a professional approach to their work or vocation 2 nd cycle - Master [though] problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study 3 rd cycle - [is demonstrated the] ability to conceive, design, implement and adapt a Doctorate substantial process of research with scholarly integrity. [is in the context of] a contribution that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication. Making judgments 1st cycle -Bachelor [involves] gathering and interpreting relevant data 2 nd cycle - Master [demonstrates] the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information 3 rd cycle - Doctorate [requires being] capable of critical analysis, evaluation and synthesis of new and complex ideas Communication skills 1st cycle -Bachelor [of] information, ideas, problems and solutions to both specialist and nonspecialist audiences. 2 nd cycle - Master [of] their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously 3 rd cycle - Doctorate with their peers, the larger scholarly community and with society in general about their areas of expertise (broad scope) Learning skills 1st cycle -Bachelor have developed those learning skills needed to further study with a high degree of autonomy. 2 nd cycle - Master have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous 3 rd cycle - Doctorate expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society Glossary The word professional is used in the descriptors in its broadest sense, relating to those attributes relevant to undertaking work or a vocation and that involves the application of some aspects of advanced learning. It is not used with regard to those specific requirements relating to regulated professions. The latter may be identified with the profile / specification. The word competence is used in the descriptors in its broadest sense, allowing for gradation of abilities or skills. It is not used in the narrower sense identified solely on the basis of a yes/no assessment. The word research is used to cover a wide variety of activities, with the context often related to a field of study; the term is used here to represent a careful study or investigation based on a Quality Handbook for the Degree Programs (15 March 2014) 46

262 systematic understanding and critical awareness of knowledge. The word is used in an inclusive way to accommodate the range of activities that support original and innovative work in the whole range of academic, professional and technological fields, including the humanities, and traditional, performing, and other creative arts. It is not used in any limited or restricted sense, or relating solely to a traditional 'scientific method'. 3.2 Internal quality assurance The quality of the Nyenrode education is overseen at the level of the Dean and the Academic Board, but naturally the ultimate responsibility is with the University Board. It is measured within all programs and it is makes use of several internal and external quality control systems. The internal (this paragraph) and external quality control systems (next paragraph) are: Internal quality control systems 1. Quality assurance board & committees 2. Evaluations 3. Quality control system of educational staff 4. Quality control department External quality control systems 1. Accreditations 2. Rankings 3. Advisory boards with external representatives Quality assurance board & committees To assure quality within our academic education several committees are installed to monitor the academic performance of Nyenrode. See chapter 1 and appendix Academic Board: consists of the Rector Magnificus, Dean, Associate Deans, the Head of Faculty, the Research Director and the Financial Director. It was established to monitor all issues concerning the academic performance of the University, including the quality of the processes involved. 2. Program Committee: consists of faculty members and students. The committee gives the Program Management, the Associate Dean of Degree Programs and the Dean advice concerning the rules and regulations for the program and formulate advices concerning all educational aspects of the program. 3. Exam Committee: composed of faculty members, is responsible for all issues related to assessment, such as the setting of exams, the organization and coordination of the exams, the nomination of examiners and setting of assignments. 4. Assessment Committee: has the task of guaranteeing the quality procedures and policy regarding examination. This task are delegated to the Assessment Committee by the central Exam Committee. It will also advise the Exam Committee regarding complaints about exams. The committee will also produce an annual report concerning the quality of examination, to be discussed annually in the central Exam Committee meeting. 5. Curriculum Committee: The Curriculum Committee is an internal quality assurance committee, that reviews the various NBU programs. Quality Handbook for the Degree Programs (15 March 2014) 47

263 3.2.2 Evaluations To monitor and improve the quality of a program as a whole, Nyenrode uses four quality cycles: (1) student evaluation; (2) course evaluation; (3) program evaluation; and (4) five year evaluation. See paragraph Quality of the educational faculty The educational staff are appointed based on their academic and (potential) teaching merits and their commitment to a program. All faculty members hold a combined teaching and research appointment. They take part in faculty research programs and contribute to the development of the discipline. The Head of Faculty, in coordination with the Rector Magnificus, are responsible for faculty recruitment. They make sure that the appointment of new faculty staff is in line with the overall strategic plan of Nyenrode. Clear requirements for each vacancy are defined in coordination with Center Directors and result in a carefully designed profile, based on the following guidelines: Faculty members should have a PhD or be in the process of pursuing a PhD Newly appointed faculty members need to have demonstrated excellent teaching skills or agreed to get a BKO qualification Each faculty member should preferably combine four activities: teaching, research, contributions to the institute, and contributions to the community at large. Depending on the faculty member's situation, the allotment of time might vary. However the standard division is 65% teaching, 30% research and 5% contribution to the institute and community at large Faculty members preferably have a strong connection with the corporate world The quality of faculty is controlled through: 1. The yearly appraisal interviews held with the direct superior (usually the Center Director or the Head of Faculty for the Center Directors) and ideally a second person (Dean, Head of Faculty, Head of Research, Professor, Head of HRM) in order to improve the quality and objectiveness of the conversation. The performance cycle follows the academic year. For the appraisals, the standard Nyenrode faculty appraisal form is used. The educational quality (BKO) of the faculty will be discussed and the contribution in the four areas mentioned below. Contributions in at least three out of the following four areas are expected: 1. Research 2. Teaching 3. Acquisition and commercial activities 4. Contribution to the Nyenrode community The appraisal interview is also the moment to review the (yearly) goals and objectives with regard to the above mentioned areas. Setting goals and objectives should be done prior to the start of the academic year or at the start of a new appointment. Ideally the appraisal interview is a conclusion based on ongoing discussions about performance and the outcome should therefore be no Quality Handbook for the Degree Programs (15 March 2014) 48

264 surprise. Logical other moments for discussions are the start of academic year, the end of the calendar year or an evaluation of key programs. 2. Evaluation: Course evaluations are used to monitor and improve the quality of the program. No matter what the results of a course evaluation are, an evaluation meeting is always held between the lecturer concerned and program management to discuss the course. The possible improvements, the strong points of the course and the performance of the lecturer are discussed, recorded and reported back to the students so that they are aware of what has been done with their feedback. Any suggestions for improvement are also recorded for future reference as and when the course is next given in the program. Occasionally an additional meeting is planned with students, the lecturer and program management to discuss the results in greater depth. A score above 3.8 on a five point scale is considered to be very satisfactory. A score between 3.0 and 3.8 requires agreements being made for improvement when the course is next given. A score below 3.0 requires intervention by the program director in coordination with the lecturer and the Center Director. The nature of the intervention depends on the situation. The course evaluations are also referred to during the annual appraisal meetings between faculty and Center Directors. 3. Basis Kwalificatie Onderwijs (BKO) (Basic Educational Qualification): In April 2013, the University Board of Nyenrode decided to introduce the Basis Kwalificatie Onderwijs (BKO) for all faculty. It is Nyenrode s ambition that all faculty members shall receive the BKO certificate within the next two to three years. A BKO policy has been established (see appendix 3.0). The BKO trajectory will start with a self assessment of the faculty to be provided by all faculty members by December Academic Services Center (quality control department) The Academic Services Center offers support on all academic matters (research and educational). The center is supervising the accreditations and is responsible for the learning resources (library). Within the center a specialized quality team has been established. Each team member has a different focus point: education in general (educationalist) educational quality/assessments quality in general. The main responsibilities of the Academic Services Center are: Quality control Accreditations & rankings Monitoring of research Research support Support to the PhD-school and the EDP program Learning resources (library) Support of innovation (for example e-learning) Beadle Support Exam Committee Educational development Based on its renewed strategy, Nyenrode has adopted a structural approach to accreditations and rankings in alignment with that strategy. This approach has been approved by the Academic and Quality Handbook for the Degree Programs (15 March 2014) 49

265 University Board. It among others resulted in prioritizing our ranking efforts and prioritizing actions taken to meet our ranking ambitions to belong to the top 20 of European business schools. At the same time Nyenrode made a comparative analysis between the feedback from the accreditation bodies and ranking requirements. This approach has helped us to structure our approach to increase the performance of our degree programs, faculty, program directors and program management in a joined and coordinated way. 3.3 External quality assurance The external quality control systems are formed by the Accreditations and Rankings. Every Dutch educational institute that wants to offer recognized degrees need to be recognized by the Dutch Minister of Education, Culture and Science as a Legal Body for Higher Education, which entitles them to provide accredited programs. Nyenrode received the status as a Legal Body for Higher Education in According to the Dutch Higher Education and Scientific Research Act (Wet op het Hoger Onderwijs en Wetenschappelijk onderzoek (WHW)), accreditation is "the hallmark expressing that the quality of a program has been assessed positively". It is crucial to programs to have and maintain their accreditation. Programs that loses their accreditation also lose their entitlement to the right of awarding recognized degrees. Students of unaccredited programs are also not entitled to receive study grants. Our degree programs are accredited by the following accreditation bodies: Nederlands Vlaams Accreditatie Orgaan (NVAO): The NVAO is an independent accreditation organization set up by the Dutch and Flemish governments. Association of MBAs (AMBA) : The Association of MBAs is internationally recognized as the global standard for all masters of business administration (MBA), doctorates in business administration (DBA) and masters in business and management (MBM) EFMD (EQUIS): The leading international system of quality assessment, improvement, and accreditation of higher educational Institutes that are primarily devoted to management education. Commissie Eindtermen Accountantsopleiding (CEA): The CEA is the autonomous administrative authority that handles applications for a certificate of professional competence. An educational institute with accountancy programs must comply to the quality terms set up by the CEA. The table below shows the current status of the accreditations per program. Degree programs NVAO AMBA EQUIS CEA BSc in Accountancy BA in Business Administration MSc in Accountancy & Post Master RA MSc in Controlling MSc in Management (full-time & part-time) For the MSc Fiscaal Recht whole Executive Master of Finance and Control (EFMC) university International MBA Executive MBA Quality Handbook for the Degree Programs (15 March 2014) 50

266 Modulair MBA in Business & IT Modulair MBA in Food & Finance Modulair MBA in Public & Private PhD Current status regarding accreditations of the degree programs Accreditation Organization of the Netherlands and Flanders (NVAO) The Accreditation Organization of the Netherlands and Flanders (NVAO) is the independent accreditation organization set up by the Dutch and Flemish governments, whose primary goal it is to provide an expert and objective judgment of the quality of higher education in Flanders and The Netherlands. The table below shows the current status of the NVAO accreditations of de the degree programs. Program Accredited since Current period Reaccreditation process start PLOD New program TNO 2015? SAR ready Summer 2014? MSc FR New program TNO panel visit 27 May 2013 Approved September 2013 BSc TNO spring 2014 current BBA EFMC , April BScA , October 2013 re- accreditation confirmed. Next period starts in MScA MScC MScM Panel visit Nov 2013 The NVAO decides whether or not a program is accredited. It takes a decision on the basis of an assessment report containing the assessment of a committee of external, independent experts (an assessment panel). Such an assessment is largely based on a self-assessment report drafted by the program. The composition of the committee must be approved in advanced by the NVAO. The committee that assesses the program lays down its findings in an assessment report, which can be used by the institution to apply for reaccreditation of the program. Universities can compose an assessment committee and appoint a secretary to the committee. Another option is that they engage an external organization (a quality assessment agency) to convene a committee and to conduct the assessment. Quality Assurance Netherlands Universities (QANU) is such an assessment agency that can be commissioned by universities to conduct a program assessment. According to the rules of the new accreditation system, QANU is only entitled to conduct assessments of existing degree programs. According to the same rules, the NVAO is the only organization that can conduct institutional quality assurance assessments and assessments of new programs (so-called initial accreditations). Since 2011 it is possible to conduct an institutional quality assurance assessment. Accreditation takes place at the program level. Thus, the accreditation system continues to focus on the quality of individual programs. If the NVAO assesses the institution s quality assurance system positively, the institution s programs qualify for a limited assessment based on the Assessment framework for limited program assessments. The institution is placed in a different accreditation regime. Under this regime, an assessment panel of independent experts assesses each program on a limited number of Quality Handbook for the Degree Programs (15 March 2014) 51

267 standards. On the basis of this assessment, NVAO decides whether or not to accredit that program. The figure below displays the new NVAO Dutch accreditation system. Nyenrode currently does not have the institutional audit assessment and therefore we have to follow the extensive program assessment procedure for the existent programs and the extensive initial program accreditation procedure for the new programs. This means we must follow the extensive assessments for the programs instead of the limited (less extensive) assessment because Nyenrode have not received the NVAO accreditation on university level. Start procedure for Legal Body for Higher Education NO n/a Nyenrode is a legal body Is Nyenrode as regonized as Legal Body for Higher Education? YES YES Is the proram registerd in CROHO? NO (because it is a new program) YES Do we have a Institutional Audit Assessment procedure? NO YES Do we have a Institutional Audit Assessment procedure? NO Limited Program Assesment Extentive Program Assement Limited Initial Accreditation Extentive Initial Program Accredition Flow chart of the new Dutch accreditation system Initial accreditation (new programs) Initial accreditation concerns proposals for new programs. Programs are considered new programs if they are not registered in the CROHO register. Initial accreditation relates to the assessment of the potential quality of the program including, when possible, a focus on achieved quality. For programs offered by publicly funded institutions in Flanders and the Netherlands a macro-efficiency check takes place before the initial accreditation procedure (so this does not apply to Nyenrode). If the initial accreditation decision is positive, the program is initially accredited. This means that the program is included in the relevant official register (i.e. CROHO). This registration means that the degree awarded by the program is recognized by the national authorities Re-accreditation concerns existing programs These programs are included in the CROHO register. Accreditation relates to the assessment of the quality of the program and focuses on learning outcomes. The accreditation procedure consists of three consecutive steps: the self evaluation, the external assessment and the accreditation. 1. Self evaluation: The institution and/or the program is responsible for carrying out a self- Quality Handbook for the Degree Programs (15 March 2014) 52

268 evaluation of the program(s) concerned. This process is concluded with a self-evaluation report. 2. External assessment by a panel of experts: They use the relevant assessment framework to assess the quality of the program. The external assessment focuses on learning outcomes. The panel writes down their (objective) findings, (subjective) considerations and conclusions in their assessment report. 3. Accreditation: The institution submits an application for accreditation of a program to NVAO. The latter uses the criteria in the accreditation framework to evaluate the assessment report and the overall conclusions expressed in it, the panel composition and the methodology used. This means that NVAO verifies whether the program offers generic quality. Subsequently, NVAO takes an accreditation decision and lays down its findings in an accreditation report. Finally, the panel's assessment report and NVAO's accreditation report (including the accreditation decision) are published by NVAO. Decision-making: 1. If the assessment report provides insufficient or unclear information regarding the program, NVAO can decide to reject the report. Since NVAO cannot decide whether the program offers generic quality, it has no other choice than to reject the report 2. If the assessment report provides sufficient information regarding the program but offers insufficient basis for NVAO to decide whether or not the program fulfills the accreditation criteria and/or offers generic quality, NVAO can take additional measures. NVAO can first interview (selected) members of the assessment panel. If this doesn't provide sufficient additional information, the institution can be requested to provide an additional assessment within a period set by NVAO or NVAO can decide to undertake a verification procedure. The verification procedure consists of an extra external assessment by an assessment panel convened by NVAO 3. If the accreditation decision is positive, the program is accredited. The program is included in the CROHO register and this means that the degree awarded by the program is recognized by the national authorities 4. If the accreditation decision is negative, the program looses accreditation. This means the program is deleted from the relevant official register and can no longer be offered. There is however a possibility of temporary recognition during a recovery period Recently, NVAO has developed frameworks for the assessment of the following distinctive (quality) features. Nyenrode will apply these in the next self assessment report. See appendix 3.1 for more information regarding the distinctive (quality) features, the institutional audit assessment. Links to various relevant NVAO documents see link: Institutional audit framework manual 2011 Assessment frameworks for the higher education accreditation system - program assessment limited/extensive Definitions of dropout rates, success rates, student-teacher ratio, qualifications of teaching staff and education intensity NVAO guideline for final projects assessments by panels during the external assessment process for accreditation (The Netherlands) Requirements regarding panel composition within the framework of the accreditation system Handreiking aanvraag opleidingsbeoordeling met tabellen basisgegevens (hoofdstuk 3) Leidraad beoordelingen Nederlandse opleidingen door AACSB Quality Handbook for the Degree Programs (15 March 2014) 53

269 3.2.2 EQUIS EFMD (EQUIS) is the leading international system of quality assessment, improvement, and accreditation of higher education institutions that are primarily devoted to management education. They assess institutions as a whole. EQUIS is much more than an accreditation scheme. It was in fact conceived as a quality improvement system, providing a combination of accreditation as a recognition of high international quality and a full strategic review regarding a school s future development. The scheme is designed to approach quality as an ongoing process in which schools benchmark each other s performance and open their doors to evaluation by peers and professional stakeholders. The EQUIS assessment framework is organized into ten key interrelated areas as shown in the figure below. Each of these areas is the subject of a separate chapter in the document entitled EQUIS Standards and Criteria. The principal features of the EQUIS process can be summarized as follows: 1. EQUIS evaluates the performance of a school taken as a whole, including all of its programs. 2. EQUIS offers an international and intercultural approach to quality assessment. 3. EQUIS recognizes the growing importance of ethics, responsibility and sustainability. 4. EQUIS places a great emphasis on relevance to corporate concerns, both in the standards and in the assessment processes. 5. Special attention is paid to executive education with a separate chapter devoted to this area (if the School states that it carries out such activities). 6. EQUIS stresses the personal development of managers with particular emphasis on the acquisition of entrepreneurial and managerial skills. 7. EQUIS uses outcome-based perspectives and criteria. 8. EQUIS is conceived as a learning process involving an international forum for defining the relevant quality criteria. 9. EQUIS is dynamic and forward looking with a concern for fostering and evaluating innovative approaches to management education. Quality Handbook for the Degree Programs (15 March 2014) 54

270 The EQUIS accreditation process The main stages of the EQUIS accreditation process are indicated in the flowchart below. The EQUIS accreditation is granted for a limited period of either 5 years or 3 years. See appendix 3.2 for the differences. Self-Assessment Report (SAR) & Peer Review Visit The Self-Assessment Report itself should be drafted in accordance with the guidelines established in guidelines. Currently the ten EQUIS areas are: 1. Context, Governance and Strategy 2. Programs 3. Students 4. Faculty 5. Research and development 6. Executive education 7. Resources ad administration 8. Internationalization 9. Ethics, responsibility and sustainability 10. Corporate connections The Peer Review Team will be composed of three academics and one representative from the corporate world. The focus of the Peer Review Visit will be adapted to the objectives of reaccreditation. For example, for a visit after a five-year accreditation, the Peer Review Team will Quality Handbook for the Degree Programs (15 March 2014) 55

271 usually spend more time with the School s top management team than in an initial accreditation. A single meeting with a selection of administrative staff may replace the sessions devoted to support services. In all cases, the visit will be organized in such a way that priority is given to quality improvement and strategic development issues. In a visit following a three-year accreditation, the meetings will reflect the need to thoroughly check progress in the areas of improvement specified by the awarding body. EFMD documents and website See appendix 3.2 for more information about EQUIS and the website of the EFMD. EFMD website EQUIS standards and criteria 2013 EQUIS Process Manual 2013 EQUIS Process Manual Annexes AMBA The Association of MBAs is the international impartial authority on postgraduate business education and was established in AMBA is focused on individual programs rather than whole schools or institutions. They provide accreditations for the following programs: Master in Business Administrations (MBA) Master in Business & Management (MBM) Doctor of Business Administration (DBA) Currently the following Nyenrode degree programs received the AMBA accreditation: IMBA, EMBA, the modular MBAs, MSc in Management (full-time and part-time). The AMBA accreditation scheme is designed to provide stakeholders including potential MBA students and employers with a quality indicator so that they can make informed choices and decisions. The AMBA accreditation criteria and process are overseen by the International Accreditation Advisory Board (IAAB) which is formed of deans and senior academics from AMBA s global accredited business schools. Relevance and consistency is key to the accreditation process; the accreditation criteria are reviewed fully every five years. The IAAB conducted the last full review of the AMBA accreditation criteria in 2010, following extensive consultation with key stakeholders; employers, MBA graduate students and business schools. Key changes included a renewed focus on ethics, corporate social responsibility and risk management. Further revision was made to better recognize provision for flexible delivery modes such as distance or blended learning and to enhance the focus on areas such as program outcomes and student diversity The AMBA criteria for MBA programs The institution offering an MBA: should have a clear strategy and mission, explicitly expressed and reflecting its key strengths. It will have a clear understanding of the market for its products, including a means of regular access to employer opinion. The institution should have its own identity and an adequate degree of independence from any larger institutional structure of which it may be a part, as well as secured financial viability and institutional continuity. Faculty teaching at masters level must be appropriately qualified and credible. At least 75% of teaching staff should have a relevant postgraduate degree, and the majority of faculty should hold a doctorate. Research should be of a high quality in all areas of activity and show some evidence of an international dimension. Quality Handbook for the Degree Programs (15 March 2014) 56

272 Program management & student engagement: The institution should be able to provide strong academic leadership and administrative support for the program. There must be evidence of action taken as a result of student feedback. A well-developed and effective career service is expected, both for placements and career enhancement, and an active alumni association should provide extensive opportunities for networking and life-long learning. Students: As the MBA is a post-experience, postgraduate degree, students admitted onto an accredited MBA must have a minimum of three years work experience, with the cohort averaging 5 years experience. Evidence will be required to show rigor in admissions standards, which must include academic criteria as well as work experience. The student body must be substantial and varied enough to form a critical mass and emphasis is placed on the value of peer group exposure, therefore a minimum annual intake of 20 students is sought. Purpose & Outcomes: The program must have clearly stated aims and outcomes. AMBA expects that accredited programs: 1. enhance and develop previous relevant experience in business and management; 2. prepare students for leadership and transformational roles in business; 3. develop strategic thinking, innovation and entrepreneurial skills; 4. develop an understanding and provide experience of global business issues, including the potential contribution that business can make to solving these issues; 5. develop the ability to apply previous and newly acquired knowledge and experience to complex business issues in a range of contexts; 6. develop knowledge, at an advanced level, of organizations, their management and the environment in which they operate; 7. develop an understanding of responsible risk management and sustainable value creation on the basis of the environmental, social and governance impacts of business 8. develop interpersonal and group-working skills; and 9. encourage lifelong learning and personal development. It is important that MBA graduates understand organizations and their stakeholders, the external context in which they operate and how they are managed from a sustainable and long term perspective, as well as understanding the important role of ethical decision-making in business. The institution must be able to provide evidence that MBA graduates are achieving these outcomes in the workplace. Curriculum structure & assessment: the curriculum should be generalist in nature and must cover the core business skills: marketing, the economic and legal environment of a business, accounting and quantitative methods, finance, organizational theory, interpersonal skills, information technology, risk, ethics, CSR, entrepreneurship, and the processes and practices of management. The program must be designed to build on the significant work experience and diversity amongst the student cohort. Particular attention should be paid to the international dimension of contemporary management. Each core subject should be addressed by a course of instruction, although integration of these core subjects is vital for accreditation. The program must also have a rigorous, appropriate and well implemented assessment strategy Mode & duration: Programs should be equivalent to at least one year of full-time study or two years part-time. This should include a minimum of 500 contact hours and 1,800 student learning hours (or 90 ECTS equivalent). Programs offered by more flexible modes of delivery must provide substantial evidence that program design and delivery allow all the criteria to be met; even distance learning programs must contain some element of face-to-face contact. Quality Handbook for the Degree Programs (15 March 2014) 57

273 AMBA accreditation process 1. Initial Stage (Internal Eligibility) Institution expresses interest in accreditation Institution sends formal letter of intent agreeing to assessment terms & conditions Institution pays non-refundable registration fee (valid for one year) Institution completes application form Institution invited to be a formal candidate for accreditation 2. Pre-Assessment Stage (IAAB Eligibility) Institution pays non-refundable pre-assessment fee (valid for three years) Institution completes self assessment form Application sent to IAAB Eligibility Committee Pre-assessment visit takes place 3. Assessment Stage School completes self-audit report Preparation of assessment visit Institution pays assessment fee Official assessment visit Initial feedback/recommendation given to institution Institution pays assessor expenses invoice 4. Post-Assessment Stage Report compiled by assessment team Factual checking of report by school Report considered by IAAB for endorsement Final accreditation decision of 3 or 5 years for new schools or deferral of one year. For re-accreditation 1, 2, 3, or 5 years may be awarded or removal of accreditation. Payment of annual accreditation subscription Full re-assessment due at the end of accreditation cycle AMBA re-accreditation Schools which have previously been accredited by AMBA, and who are due for re-accreditation will follow the last 2 stages of the accreditation process: Assessment stage & Post-Assessment Stage. Assessment stage: AMBA will send a reminder before the re-accreditation visit is due requesting potential dates for the accreditation visit to take place. Nyenrode has to submit the Self- Assessment Form (SAF) and Self-Audit Report (SAR) to AMBA. Before the accreditation visit Nyenrode receives the names of the panel members and an agenda which will contain an indication of which members of our staff will need to be present and when. Post-Assessment Stage: Once the assessment visit is completed the panel will produce a final report, usually within six weeks after the accreditation visit. Nyenrode will be asked to check this report on facts and it is not possible to change any opinions or analysis in the panel s report. Once AMBA have received our feedback the report will be submitted to the IAAB Endorsement Committee who will review the recommendations from the assessment panel and make a final decision. Additionally, AMBA members must send a yearly report (up to now only student numbers) to AMBA. Documents and website AMBA website AMBA Accreditation Guidance for Business Schools 2013 MBA Accreditation Guidelines and Criteria Quality Handbook for the Degree Programs (15 March 2014) 58

274 3.2.4 Commissie Eindtermen Accountantsopleiding (CEA) The accountancy profession in the Netherlands is regulated by the government in two acts. The Commissie Eindtermen Accountantsopleiding (CEA) is the appointed autonomous administrative authority that handles applications for a certificate of professional competence. The two acts are the: Audit Firms Supervision Act (in Dutch Wet toezicht accountantsorganisaties - Wta); Auditors Profession Act (in Dutch: Wet op het accountantsberoep - Wab). An educational institute with accountancy programs must comply with the quality terms set up by the CEA according the Auditors Profession Act and therefore all accountancy programs have to make sure that the courses comply with the CEA quality terms (CEA eindtermen). Appendix 3.3 shows a table of the CEA quality terms (CEA eindtermen) in relations with the courses of the accountancy programs. See website: Appendix CC CEA Beleidregels inzake aanwijzing accountansopleidingen Time schedule accreditations The following time schedule regarding the accreditations for Nyenrode is based on estimates. Accreditation time schedule (based on estimates) 2014 April Start CPION traject for EEOD FMA CPION May Prepare for BBA reaccreditation process (training, base room) NVAO June/July Internal evaluation NVAO SAR PLOD NVAO June/July Prestart EQUIS decide who is going to do what EQUIS August Submit panel report MScM to NVAO NVAO August Start BBA reaccreditation process NVAO August Start BBA reaccreditation process NVAO September Start EQUIS SAR, student report and datasheet & 2nd annual report) EQUIS November Submit BBA SAR to panel NVAO November Submit second EQUIS annual report EQUIS December Submit EQUIS SAR, student report and datasheet EQUIS December Submit SAR PLOD to CPION CPION 2015 January Request for EQUIS reaccreditation EQUIS January NVAO panel visit PLOD NVAO Spring Prepare for BBA panel (training, base room) NVAO Spring NVAO panel visit BBA NVAO March Submit EQUIS SAR, student report and datasheet EQUIS May Internal preparation visit EQUIS panel (training, base room) EQUIS June Visit EQUIS panel EQUIS August Formal reaccreditation request BBA including panel report to NVAO NVAO Quality Handbook for the Degree Programs (15 March 2014) 59

275 August Prepare EFMC reaccreditation process (internal planning, external support NVAO November Start AMBA reaccreditation process AMBA December Start EFMC reaccreditation process NVAO 2016 March Internal evaluation AMBA SAR AMBA April Submit evaluation AMBA SAR AMBA May/June Internal evaluation EFMC SAR NVAO June Visit AMBA panel AMBA July Submit EFMC SAR to panel NVAO October Internal preparation EFMC panel (training, base room) NVAO November Visit EFMC panel NVAO 2017 April Formal reaccreditation request EFMC including panel report to NVAO NVAO 3.3 Rankings University rankings have become increasingly important worldwide. The number of rankings are growing since the rankings went global in 2003 when Shanghai Jiao Tong University published the results of the first global university ranking. The results of any ranking depend on the used indicators and the weights assigned to them. Rankings also make use of various proxies and some of them are rather distant from the actual quality of teaching or research. It was decided that Nyenrode focuses on three rankings because their indicators also appear in other rankings that the institute participates in. All of the rankings make use of student surveys and in most cases also a survey that most be filled in by the school. The rankings that Nyenrode has marked as priority are: 1. Financial Times 2. Nationale Studenten Enquête (Studiekeuze123) 3. Edunivesal This does not mean that these are the only rankings Nyenrode participates in. It simply means that Nyenrode has marked them with priority as they are considered important for the institute and their indicators are also used by other rankings that Nyenrode participates in. The rankings and their ranking method will be explained in the paragraphs below and more information can be found in the appendix 3.4 and appendix 3.5. The following figure shows a time schedule for the rankings and also provide an overview of which programs are involved. Not all degree programs are able to participate in all of the three rankings. Quality Handbook for the Degree Programs (15 March 2014) 60

276 Start-end date survey Ranking body Program(s) involved Result published Jan-March Nationale Studenten All BSc and MSc programs April Enquête (Studiekeuze123) Feb-March Financial Times EEOD open programs May EEOD customized programs (2 separate rankings) April-May Financial Times MSc in management September April-June Eduniversal MSc in Management December MSc Accountancy MSc Controlling EMBA IMBA MMBA Food & Finance MMBA Public & Private MBA Business & IT (7 separate rankings) June-July Financial Times EMBA October September-October Financial Times IMBA January (based on the FT surveys) Financial Times Nyenrode Business School December The Financial Times (FT) ranking The Financial Times (FT) has been publishing business school rankings since The objectives are "to produce a listing of business schools that are producing the global managers for the 21st century". It consist of several different sub-rankings which are being published and spread out over the whole year. Nyenrode is participating in five out of the six surveys. Programs Surveys open Survey close Publication Global MBA IMBA* September October January Executive education EEOD (open & customized) February March May Masters in finance n/a March April June Masters in management MSc April May September EMBA EMBA June July October European Business Schools Nyenrode (whole) n/a n/a December Note: * IMBA can start participating again in 2014 (program has to been running for 4 years) The criteria to be able to participate in the FT ranking differ per survey, but the common ones are: To be eligible to participate, a school should be accredited by AACSB or EQUIS It must have a certain program that has been running for at least 3 to 5 years Graduated its first class at least three years before the ranking publication date A response rate of at least 20% is required with a minimum (20) of complete responses The next table shows the results of the FT rankings for Nyenrode for the period 2008 to The first number is the position that we reached and the last number is number of positions. A question marks means that the results of the rankings are not yet published. Not listed means that we did not make the rating. Quality Handbook for the Degree Programs (15 March 2014) 61

277 EMBA Not listed Not listed 85/100 Not listed 69/95 Not listed IMBA n/a n/a n/a n/a 82/100 MSc 64/70 59/70 62/65 53/65 40/65 44/65 Open 48/70 50/70 53/65 49/55 50/55 46/50 Customized Not listed 70/70 64/65 63/65 59/65 - European Bus. School? 33/79 35/75 49/75 27/70 28/65 Results of the FT rankings for Nyenrode for the period 2008 to 2013 How the surveys are conducted An is sent to the contact person of Nyenrode (Academic Services Center) with the question if we want to participate in a specific survey. This will be forwarded to program management to inform them that the survey is going to start soon. They need to start gathering the required information. All of the rankings make use of two surveys for gathering the data, except the ranking for the European Business School. The other rankings form the base for this ranking. All the other rankings make use of a survey that must be completed by the school and survey for the alumni who completed the program in a certain year (3 years prior to the current year). After the ASC has confirmed the participation the FT will send a FT-approved letter that should be sent to the alumni in advance informing them of the survey process. Program management is responsible for collecting the addresses. They send the file immediately to the ASC who forward the file (via an upload) to the FT. The sooner the better because this will provide the alumni more time to respond. The school must provide the addresses of participants in the selected programs that ran during the previous year. The FT will contact the alumni directly and point them to the online survey. In the meantime the ASC starts collecting the required data for the school survey. For this they need certain information from PM but also other information including for example faculty data. The ASC will take care of the school survey once the required data have been received. ACS receive FT coming survey FT send student letter to ACS (Letter is annoucement survey) ASC in lead for school survey and start collecting data ASC fills in school survey ASC Informs PM ASC confirms FT participation and wait for further instructions ASC send letter to PM ASC ask student infor from PM PM delivers required student info to ASC PM decide to participate Yes NO PM start collecting alumni addresses PM s letter to alumni Alumni wait for an from the FT telling them that the survey is open Alumni fills in survey Flow chart for the school and student FT surveys Quality Handbook for the Degree Programs (15 March 2014) 62

278 Please keep in mind that Nyenrode is expressly forbidden to perform any lobbying towards our alumni or clients to participate, any schools that do this will be subject to exclusion from the rankings. Nyenrode receives an when the survey is about to be published. This is several months after the survey is closed. See schedule above. Financial Times research rank Both the MBA and EMBA rankings include a research rank. This is calculated according to the number of faculty publications published in 45 academic and practitioner journals. Points are awarded to the business school at which the author is currently employed. The total is then weighted for faculty size. The full list of journals is available via this link: FT journal list European Business Schools survey This survey is being held without direct participation of Nyenrode. The data is gathered via the results of the other FT we do participate in. Key to the FT European Business Schools Ranking 2012 MBA: o European Rank 2012: position among European schools within the FT MBA 2012 ranking. o Salary today ($): average MBA alumni salary three years after graduation US$ PPP. Includes weighted data from the current and two previous years, if available. o Salary increase (%): percentage increase in average alumni salary pre-mba to today, three years after graduation. Includes weighted data from the current and two previous years, if available. EMBA: o European Rank 2012: position among European schools within the FT EMBA 2012 ranking. o Salary today ($): average EMBA alumni salary three years after graduation US$ PPP. Includes weighted data from the current and two previous years, if available. o Salary increase (%): percentage increase in average alumni salary pre-emba to today, three years after graduation. Includes weighted data from the current and two previous years, if available. Masters in Management: o European Rank 2012: position among European schools within the FT Masters in Management 2012 ranking. o Salary today ($): average masters in management alumni salary three years after graduation US$ PPP. Includes weighted data from the current and two previous years, if available. Executive Education - Open programs o position among European schools within the FT Executive Education ranking of open-enrolment programs in Executive Education - Custom programs: o position among European schools within the FT Executive Education ranking of customized programs in Faculty o Female faculty (%): percentage of female faculty. o International faculty (%): percentage of faculty whose citizenship differs from their country of employment. o Faculty with doctorates (%): percentage of faculty with a doctoral degree. Quality Handbook for the Degree Programs (15 March 2014) 63

279 Overview of the used ranking criteria There are some criteria used in the different rankings, addressing the overarching goal of customer satisfaction. The ranking criteria vary, but they are mostly based on five general aspects: 1. Career progress of alumni 2. International focus of the program 3. Research strength of the faculty 4. Gender diversity with regard to participants, faculty and board 5. Program / course The table on the next page shows all the different criteria the FT is using per survey/program. Some criteria have a different definition / weights when used for another survey. Information about the FT ranking outcome and procedure can be found on the Financial Times website. In appendix 3.4 criteria is described per survey (program). Quality Handbook for the Degree Programs (15 March 2014) 64

280 PROGRAM / COURSE FT criteria for the surveys of 2012 Executive education Master in EMBA IMBA Open Custom management Preparation 7,6 8,4 Course/program design 8,5 8,4 Teaching methods and materials 8,3 8 Future use 8 Course fee (local currency) no weight Course lenghts (months) no weight Number enrolled past year no weight Relevant degree no weight Languages New skills and learning 8,8 8,4 Placement success rank (CLPD) 5 2 International course experience (rank) Overseas programs 4 International location 3 Partner schools 3 3 Company internships last year data FACULTY varia PARTICIPANTS / STUDENTS BOARD ALUMNI FINANCE Faculty 8,8 8,5 Women faculty International faculty Faculty with doctorates Faculty diversity 4 5 FT doctoral rank 5 5 FT research rankt Food and accommodation 6,7 Facilities 7,5 7 Quality of participants 7,9 Women participants/students International participants/students International clients (company) 5 Work experience 5 Woman board International board Salary today US$ no weight 20 no weight Weighted salary US$ Salary increase Value for money Employed at 3 months 5 2 Careers rank 10 Career progress 5 3 Aims achieved 8,6 8, Follow-up 7,3 6,7 International mobility (rank) 10 6 Alumni recommended 2 Audit year no weight no weight Custom revenues no weight Open-enrolment revenues no weight Repeat business and growth 5 Quality Handbook for the Degree Programs (15 March 2014) 65

281 3.3.2 Nationale Studenten Enquete (NSE) - Studiekeuze123 The National Student Survey (Nationale Studenten Enquête, NSE) is a national large-scale survey conducted annually in which tens of thousands of students give their opinion on study programs, universities of applied sciences and research universities. All higher education institutes with a NVAO accreditation are invited to participate with their bachelor and master programs. The NSE is a wide-ranging survey on the various aspects of the learning experience, such as the content of the degree program; teachers; information provision by the program; learning and study facilities; study load; and assessment and grading. The results of the National Student Survey provide schools and students insight into student opinions on study programs and will enable universities to improve their quality. The survey is organized by Studiekeuze123. They published the results on their website and in their annual handbooks. The procedure is as follows: beginning of October mid November end of November mid December January-March mid March mid April End of April Mid of May End of May Beginning of June End of June Studiekeuze123 contacts Nyenrode regarding our participating with the survey. Nyenrode returns the signed contract to Studiekeuze123 The survey questions will be communicated to Nyenrode. It is possible to add extra question to the survey. Questions we would like to ask our students and that are specific to Nyenrode. Those extra question may not take more then 5 minutes of the response time. (cost extra) Nyenrode needs to send a Excel file (in a specific forma) with the details of our students. The survey is open to the students for 8 weeks. Nyenrode receives a message before the survey is open so that we can communicate this to our students. During the period Nyenrode and the students shall receive several reminders and we can monitor the response rate. A final reminder will be send to students who until then did not respond to the survey. Students can stop the reminders. Before the results are announced the participating students shall receive a thank you for your participating . Nyenrode receives the codebook with the description and structures of the benchmark. Nyenrode receive a preliminary dataset of the benchmark. Nyenrode receives a preliminary dataset of the benchmark of the extra Nyenrode specific question (if applicable). We receive the definitive benchmark set and extra questions set. The embargo period of the benchmark sets is over We receive the answers of the open questions. Websites Studiekeuze123 NSE Quality Handbook for the Degree Programs (15 March 2014) 66

282 3.3.3 Eduniversal Masters Ranking's Eduniversal ranking is a university ranking by the French consulting company and rating agency SMBG specialized in Higher Education. One of the main goals of Eduniversal is to provide a tool, for students all around the world, which provide information on the Best Business Schools, located in Eduniversal's nine geographical regions. The Eduniversal ranking agency establishes an official selection of the Best 1000 Business Schools in more than 150 countries around the world. This ranking includes the following programs: Masters - Masters of Science - Masters of Arts - MBA and specialized MBA - Executive MBA. Overview of the Time Table Opening of the survey : mid April Closure of the Survey : mid June Submission of the Ranking : October Updating the website with the detailed information about the ranked masters in upcoming academic year. Official announcement of the results and publication of the ranking: December. The official selection is the result of the work of an International Scientific Committee gathered at the initiative of the Eduniversal Company. The International Scientific Committee is composed of twelve members; nine members coming from nine different geographic zones (Africa, Central Asia, Eastern Europe, Eurasia and Middle East, Far East Asia, Latin America, North America, Oceania and Western Europe), and two members from the Eduniversal Company (The CEO and the International Coordinator. The selection is classified in terms of palms and ratings, issued from the Deans' votes. The aim of this official selection is to provide sufficient information for students about a range of academic institutions, sorted by their reputations and international ambitions and located in nine different zones. The Eduniversal Palmes indicate the level of an academic institution's international reputation. They are awarded on the basis of the research work carried out by the International Scientific Committee, which compiles the list of criteria, together with the assessments made by peers: The deans vote. They help student to make their choice within the official selection and rate the reputation of the school or university within the country, its geographical zone, or even at the global level. The Palmes are divided into a league system, which allows horizontal intercontinental comparison, different from the vertical comparison made by most of the international classification systems. This segmentation is presented as a normal probability curve: 100 schools in the 5 Palmes league 200 schools in the 4 Palmes league 400 schools in the 3 Palmes league 200 schools in the 2 Palmes league 100 schools in the 1 Palme league See appendix 3.5 for more information about the Eduniversal ranking methodology. Quality Handbook for the Degree Programs (15 March 2014) 67

283 4 Marketing and recruitment 4.1 CRM instructions CRM refers to the Customer Relationship Management system used within Nyenrode (see the manuals in on CRM workspace on Intranet). This system is the administrative database of the marketing and recruitment processes. All information and the history of leads should be saved in CRM and it should be the only tool for reporting purposes. The figure below shows the roles and the flow that is used in the system. It should be standardized across all degree programs as far as possible to avoid any misunderstanding amongst different stakeholders. Some programs have a slightly different view on at what moment somebody qualify for a particular role and some programs even do not use all the role, but it is crucial for reporting that the programs uses the different roles in the same way. This is indicated in the table below the figure. Suspect Lead Potentional Applicant Participant Alumnus CRM role and explanation Suspect: Unidentified data Contact details obtained e.g. through buying address file & LinkedIn etc. Person has not yet requested anything (history is blank) Lead: Identified data Person has applied through brochure, request, event registration, mail phone etc. There is latent need (sales signal) Potential: Reviewed data: Recruitment has talked to the person and on the basis of the conservation & extra data like a CV, LinkedIn profile, is found to be promising. Applicant: Sales data Person has indicated wishing to follow a course (enrollment form). The necessary tests and personal interviews are scheduled. Data is record in SAN Participant: Admitted data Person is admitted (student) and begins the course (a financial relationship is created) Alumnus: Secured data Student has completed the course successfully. Data is retained for an indeterminate period (added to VCV data). Comment program when the explanation of the role is not sufficient or needs to be clarified. Not used in Controlling & Accountancy MMBA: All people in the Nyenrode database that have not yet shown interest in a specific program. Not used in Controlling & Accountancy MMBA: All people that have shown interest in a program via mail, brochure request, program related seminar etc. MMBA: All people that we (recruiter or PM) have spoken and determined as good match with the program and that have serious interest. Could be divided in two groups: potential and hot potential (hot = those who, with a little help, have a large likeliness to register for the program soon). Fiscaal: Registration for info session MMBA: All people who send in the application form Fiscaal: Appointment for intake interview. MMBA: Those who are accepted after an interview are automatically registered as participant. Fiscaal: Signed the contract MMBA Those who successfully completed the full MMBA program (including the thesis module) and are awarded the title MBA. Quality Handbook for the Degree Programs (15 March 2014) 68

284 4.2 Marketing activities for the degree programs [to be included] 4.3 Recruitment The Recruitment team is responsible for following-up on leads who have shown interest in a particular program and for turning leads into prospective students. For some programs like Accountancy and Controlling, there is no dedicated Recruiter. This role is assumed by Marketing and Program Management jointly. This includes providing further information about the program and letting them experience the program and Nyenrode itself. The purpose of recruitment is to achieve personal contact with prospects and understanding their goals, thereby increasing the possibility of generating a strong fit between suitable students and the programs. The Degree Program teams are supported by a member of the marketing department dedicated to a particular degree program. The program teams work towards a class of a targeted number of quality students in each academic year. Recruitment involves listening to stakeholders and building relationships. Recruitment pillars are: Quality control Prospect Management Program Management is responsible for turning the applicants into enrolled students who arrive on campus at the program start date. Admissions is responsible for providing information about the total number of applications received and the number of students who have enrolled in the programs. These applying students should be put in the CRM system under the program they are applying for. Admissions focuses primarily on sharing and increasing the enrolled student numbers, as well as keeping track of the conversion percentage (number of applying students who sign the registration form for the program.) The recruitment cycle (illustrated on the right) starts from Marketing where leads are generated, then to Recruitment who goes through the leads and converts them into solid applications. Admissions handles the applications and the Program Management decides on who joins the program. In order to reflect a united Nyenrode front, every staff member, especially Recruiters and Admissions Quality Handbook for the Degree Programs (15 March 2014) 69

285 officers, should be aware of the key facts of all programs. This will also help in our cross-selling efforts and also display a good and deep knowledge of our programs/products. See appendix Roles and responsibilities recruitment This paragraph clearly lists the expectations and roles and responsibilities of Admissions, Recruitment as to allow a wholesome view and understanding of the entire process. Every task is important and hence it is vital that members of the team take ownership of her or his functional area. There are those tasks that should be done jointly and as such the team members should be able to multi-task if needed and have a general view of the entire process. For programs with no distinct Recruitment and Admissions functions, it is up to Program Management to take the lead in determining how these two roles should be fulfilled and who should fulfill these roles. Program Management Define the admission criteria and keep all persons involved updated of them Take the lead in and coordinate the recruitment and marketing activities Communicate the set targets and the selection criteria for leads, for campus weekends and so on. Monitor the developments concerning the leads Communicate or keep all parties involved updated on crucial program changes Identify speakers for (recruitment) events like webinars, campus weekend and such Process student s application file, avoiding delays Involve students and alumni in the marketing and recruitment process Marketing Develop, implementing and maintaining marketing strategies in conjunction with other teams Generate leads Lead the implementation of strategic advertising, work and approve the advertising texts like the Webinar pages so at to maintain consistent message Arrange (participation in) fairs together with recruitment Communicate to recruitment on the expected number of participants to campus weekends, info sessions and webinars Market research on how best we can market our programs Spearheading the marketing campaigns (campus weekends, info sessions, webinars and other events) Report of the marketing campaigns, leads and updating the same on the Nyenrode website and NPI marketing lists Recruitment Design recruitment plan in consultation with PM and Marketing Follow up on leads so as to maximize the conversion rates Assess the quality of the leads based on the minimum key requirements and encourage the students to apply by availing information or advising them on the programs that best fit them Handle the logistics and other arrangements associated with recruitment events like the campus Quality Handbook for the Degree Programs (15 March 2014) 70

286 weekends, webinars, info sessions and others Report on potentials and updating the CRM recruitment numbers in conjunction with admissions Team up with marketing in promoting the programs in fairs and meeting prospective students Handle the prospective student enquiry service Avail the relevant information to prospective students and guide them on the application process Sending invitations to student who meet the criteria of attending Nyenrode recruitment events like campus weekends The recruitment and admission flow chart on the next page depicts the flow of the process, starting from generating leads up to enrolling the lead into our program as a student. Intermediate goals should be set and each team should try as much as possible to avail information to the rest of the team. For programs with no distinct Recruitment and Admissions functions, it is up to Program Management to take the lead in determining how these two roles should be fulfilled and who should fulfill these roles. Quality Handbook for the Degree Programs (15 March 2014) 71

287 Recruitment and admission flow chart Quality Handbook for the Degree Programs (15 March 2014) 72

288 4.3.2 Values of recruitment: The values of recruitment are important principles that should form the basis of any communication with all stakeholders. They are: Building and managing relationships through trusted and open communication with the leads. Open communication entails a recruiter opening up about his personal life the same way a lead does. This leads to a connection and more points of discussion. Trust comes from a recruiter matching his/her words with actions/deeds Prompt, friendly, reliable and personalized approach Combination of strategic and tactical approaches with regards to prospect management. Recruitment adopts a more advisory role, understanding the position (needs and challenges related to decision making) of the lead Accessibility and agility. Leads should be able to easily reach the recruiters Everyone is involved in and has responsibility for recruitment, including marketing and program management, leading to close cooperation and clear communications to the lead/prospect Dos and Don ts of recruitment: The Do s and Don ts of Recruitment are general guidelines that each Recruiter should adhere to in order to ensure a high standard of quality when servicing our contacts. Do s of recruitment Provide accurate information and clear path about the next step(s) Ensure information is correctly entered in CRM so that everyone (Program Management, Marketing, Recruiters) is on the same page about the contact Keep in contact/track with the leads even after they apply. They should not feel that you are done with them once they enroll. You may need them to assist in the events or refer their contacts Embrace a smart blend between sales and advisory role. Candidates should not get the feeling that recruitment is purely selling the program to them. Candidates should feel that recruitment is there to advise and assist them make the best choice Exhibit passion about the Nyenrode brand and know the program/product very well In our initial contact we approach our leads with a formal you (when using Dutch) Respond to any contact within one (1) business day, even if just to confirm that their has been received in good order. Don ts of recruitment Avoid pillar to post approach. Relationships can only be build if there is a continuous communication between recruitment and the lead. Thus, we should try to ensure that there are few key people who stay in touch with the leads till they apply/enroll. In the past candidates have expressed dissatisfaction in being contacted by many people from Nyenrode about the same subject Avoid looking overly eager. Candidates should feel/know that they are among the many prospective candidates who are interested in our program(s) Do not promise what you cannot deliver. Words must match actions. Quality Handbook for the Degree Programs (15 March 2014) 73

289 4.3.4 Alumni involved in recruitment (Ambassadorship) Nyenrode prides itself on strong ties with her alumni network. The alumni office or VCV in Dutch works together with programs to reach out to alumni and to strengthen alumni ambassadorship of our programs. (See also chapter 8 Alumni) List of recruitment avenues: Nyenrode website: it is important that the information on the website is constantly updated and corrected where necessary. Social media, e.g. Facebook, Twitter, LinkedIn Traditional media, e.g. radio and print media University-wide events Joint-program events, e.g. Campus Weekend, Ladies Event, Nyenrode Career Challenge Program-specific events, e.g. IMBA Challenge, MSc Business Games, MMBA Experience Sessions, Accountancy and Controlling info sessions Referrals, e.g. via alumni or via companies One-on-one, e.g. phone and personal info sessions via phone, skype or in person It is worthwhile for us to assess past marketing and recruitment campaigns via evaluation forms or from speaking to participants (from 2011 to date). The key points are; 1. Personal approach, good prospect management, agility and flexibility in our team leads to a favorable conversion rate (from applicants to registrants) 2. Lack of company support is the biggest barrier to the EMBA campaign and subsequent conversion rates (from leads to applicants, and ultimately to registrants). 3. Lack of feeder companies hence a greater role for Corporate Relations/Account Management, also focusing on SME companies. 4. EMBA Candidates needs substantial amount of time to negotiate with their employers(min. 3 months), thus our campaigns should adopt early campaigns 5. We are faced with high unit costs in some events, that have less than 15 participants. We should strive to have a minim of 30 participants in group events 6. Some remarkable progress in co-ordination, but there is room for greater improvements between internal stakeholders 7. Clarity on direct and indirect sales channels, coupled with measurable and realistic targets 8. Late campaigns make it difficult to enforce strict quality control Quality Handbook for the Degree Programs (15 March 2014) 74

290 5 Admission The admission procedure is not the same for all degree programs. For example tests are not necessary for the accountancy and controlling programs. Also the way interviews/intakes are being held can be different. Therefore the application steps shown below can only be seen as the general steps. 1. Step 1: Applicant must complete and submit the application package o For those taking the Nyenrode Admission Test o For those who would like to do the Nyenrode Admissions Test instead of the GMAT Once the application has been screened, qualified candidates will be invited to complete a scheduled Nyenrode Admissions Test. 2. Step 2: Pay the application fee. The applicant will receive information about the payment process via , once they have submitted the application form. 3. Step 3: Complete the admissions interview Once the complete application package is received, it will be reviewed by members of the Admissions Committee. They will get back to the applicant as soon as possible to let them know whether the applicant has been selected for an interview. Interviews are either conducted face to face on-campus, via telephone or online via Skype. The interview will be conducted usually by two people, typically members of faculty, staff (program management) or alumni. The objective of the admissions interview is to determine the motivation for the program and to assess the capabilities to successfully complete the program. Throughout the entire admissions process, we aim to develop a feel for how well our program fits what the applicant is looking for and whether they fit our program. The interview will be in person on-campus if the applicant who is located in or near the Netherlands. Otherwise the interview will be conducted through an online service such as Skype or over the telephone. 4. Step 4: Acceptance to the program A letter of acceptance will be sent if the application is successful. If applicants are accepted conditionally, then they need to hand in further paperwork or grades. In some cases the applicant is required to take a Math or English course. 5. Step 5: Confirmation of the enrollment Applicants need to fill out and return the registration form that was sent to them with the letter of acceptance. After we receive the signed letter of acceptance, they will receive an invoice from Nyenrode for the non-refundable down-payment. After paying this amount, they will be enrolled into the program. The figure on the next page shows the workflow from recruitment to applicant and from participant (student) to graduate (alumni). Quality Handbook for the Degree Programs (15 March 2014) 75

291 The work flow from recruitment to admission. 5.1 Admissions criteria In order to reflect an united Nyenrode front, every staff member, especially recruiters and admissions officers, should be aware of the key facts of all programs and the admission criteria set by the Program Director. This will also help in our cross-selling efforts and also display a good and deep knowledge of our programs / products (see appendix 2.3) Tests Nyenrode Business Universiteit accepts quality candidates who have proven to be academically and professionally capable. As part of the Admissions procedure, applicants need to submit information about a possible deficiency program a student needs to follow before being accepted to the program. Controlling department has a deficiency program with seven topics: 1. Management Accounting 2. Tax 3. Accountancy 4. Finance 5. Financial Accounting 6. Business Law 7. BIV Quality Handbook for the Degree Programs (15 March 2014) 76

292 GMAT test Please note that a strong application to the program will include a GMAT score report indicating a score of at least 600 or a GRE revised General Test score report with an equivalent score. See the comparison table here: If an applicant submits their complete application package including the GMAT score or GRE equivalent report indicating a score of 700 or higher by the application deadline, then Nyenrode will waive 80 Euro of the application fee English tests Since some programs are taught in English, non-native English speaking candidates or candidates that did not undertake their previous degree in English need to demonstrate proficiency in the English language. NBU has signed the Gedragscode internationale student hoger onderwijs (Code of Conduct) (see appendix 5.1), which in its present form is valid from March 1, The main purpose of the Code of Conduct is to protect the interests of the foreign students. In a practical way signing the Code of Conduct is a requirement to provide our non-dutch NBU students with a residence permit. Article 4.2 of this Code of Conduct stipulates that the only English language tests accepted are IELTS and TOEFL (see also appendix 5.2). Note that a strong application to the program will include an original score report indicating the following scores: 1. TOEFL (Test of English as a Foreign Language): Internet-based 90 or higher, Computer-based 250 or higher. The TOEFL test results of the applicant should be sent to Nyenrode by the testing organization. Login codes for Nyenrode: The Nyenrode institutional code =is 7194 (department code is XXX). TOEFL Information & registration materials see: 2. IELTS (International English Language Testing system) Overall band 6.5 The request for IELTS score to be sent directly to Nyenrode. For information and registration materials see: For FT MSc Management, Babel English test is also valid for Dutch students LTP test For some program a computer based psychology test conducted by the independent consulting firm LTP. The primary goal of a selection assessment is to determine the probability of successfully finishing the program. The report itself has two parts. The first part gives an estimation of the intellectual abilities. The higher your score, the better. Is the score be 'below average' or lower, then this indicates that the Master of Science or the MBA program will be a heavy burden for the applicant and he may struggle to follow the lessons at the required tempo. The next part of the report presents an overview of what one might call the characteristic behavior, or the personality of applicant. This describes how other people see them. For this part of the test, higher scores are not necessarily better. People with a particular personality profile fit well in certain types of situations, but not in others. This report does not determine whether the applicant will be admitted to the program, but it will be used to make that decision. Quality Handbook for the Degree Programs (15 March 2014) 77

293 Mathematics courses For MSc Management program. Every candidate, whose knowledge of mathematics does not meet the necessary requirements as set forth by Nyenrode Business Universiteit, has to successfully fulfill the mathematics course (5,5) to be formally accepted to the Pre-Master of the Master of Science (MSc) in Management Program Nyenrode Business Universiteit offers 2 mathematics courses (one in June and one in July) with 3 exam possibilities. Students of all programs may enroll at any time in one of these courses. Students may only take the exams offered with the Mathematics Course. It is the candidate own responsibility to pass the exam with a sufficient grade before the start of the MSc program. The costs for 2013 admissions are as following: 95 for exams only (when a student chooses not to follow the course); 290 per mathematics course (including the three exams); These fees are non-refundable even where the student fails the course and/or exams. For the IMBA and EMBA programs : Math refresher course takes place 1 week before the start of the program. 5.2 Scholarships Only applicants for the IMBA Program who secured (conditional) admission to the program, will be offered a scholarship. All other scholarship offers are pending successful application and will be revoked in case admission is denied or deferred upon candidate s request. The scholarships offers are not negotiable, unless there is an objective reason to reconsider (e.g., new, higher test result). A separate letter of scholarship award will be sent to the winners. There are 3 different ways how an IMBA student can apply for/be awarded a scholarship: 1. Main prize in a competition - participate in event/compete (e.g. FD Career Challenge, IMBA Challenge, OTS Competition), become a winner or a runner up. a. These events/competitions should be widely marketed and promoted to attract participation and lead talented candidates to Nyenrode. b. This is a preferred way to award scholarships to the worthy candidates. c. Though a limited number of scholarships is advertised, we are free to select high potentials as runners-up and make individual offers, maximizing the effect of each event and bringing as many application is as possible. d. Revolving scholarship. 2. Company scholarship - apply through Nyenrode or the employer (company (relations) scholarships). a. This is a great way to establish/enhance corporate relations with companies that are/can be strategic partners for Nyenrode. b. The companies can reward/develop their high potentials through Nyenrode MBA program, while Nyenrode, in turn, gets to have their alumni/ambassadors in key positions in these companies, strengthening the tie with Nyenrode further. c. This is a first step in cooperation, which, once well established and proved to be mutually beneficial, will ideally lead to these companies (co)paying the scholarships Quality Handbook for the Degree Programs (15 March 2014) 78

294 amounts to Nyenrode. Thus, should be seen as investment in the future. d. Not-revolving scholarship 3. Merit based scholarships, offered on individual basis Applicants are asked to indicate in the IMBA Application form a need for a scholarship, and prove to us what their merits and added value to the group are. a. Guiding principle here is: Academic Excellence scholarship i.e. a GMAT of 650. b. This form of scholarship granting will not be actively promoted on the website, brochures and other communication channels, but instead can be used in personal conversations with candidates, where we feel such a candidate adds a great value/diversity to the MBA group (e.g. geographical, gender, professional and academic diversity). c. This is a flexible and effective way of encouraging application and brining in great, strong candidates (esp. in cases when we need to beat the competition from other Business Schools). d. The decision on scholarship is made by PD, Scholarship Officer and PM, based on the strength of the candidate s profile, added value and diversity, with financial situation of the candidate in mind, but not as a leading motive. e. Revolving scholarship. 5.3 Visa application information and deadline (for international students) This sub-chapter is relevant for programs who have international students applying. The three main programs who deal with international students are IMBA, EMBA and MSc Management. To protect the interests of foreign students in the Netherlands, the Dutch universities and other institutions of higher education have drawn up a Code of Conduct International Student Higher Education regulating various aspects of their relations with international students. Nyenrode has signed the code and we therefore must comply with all its regulations (see appendix 5.1). The website Study in Holland ( is a very helpful website to find information for international students. They also have a visa wizard to check what kind of visa a student need. It depends on the country of origin from the applicant. Once a student been accepted, the Admissions Office sends him/her the MVV pre-application form, which needs to be completed and returned with all the required accompanying documents. Please note that Nyenrode can only apply for the MVV at the Immigration and Naturalization Office in the Netherlands once we have all the documents and the students cannot apply for this particular study visa themselves. Nyenrode must to do so on their behalf. See appendix 4.1 for the MSc management Visa application procedure. For the Conduct International Student Higher Education seer appendix 5.1 or the link below. Quality Handbook for the Degree Programs (15 March 2014) 79

295 The table below shows the roles and responsibilities regarding international students. This model needs to be up dated since the visa procedure has been recently changed and leaves Nyenrode with more responsibilities. International students [under construction] Activity/Instrument Responsible Accountable Consulted Informed Frequency Reference Plan Information request Prospect management and conversion to application Application package (test scores, photo s, transcripts etc.) Review of application Admissions interview Scholarships Do Inform potential students about VISA procedure Student progress Check Inform IND of student progress Evaluate program Act Follow up of findings evaluation of program Roles and responsibilities regarding international students Quality Handbook for the Degree Programs (15 March 2014) 80

296 6 program preparation and program delivery 6.1 Program Preparation In order to deliver high quality programs, preparation is key. A lot of departments at Nyenrode have a stake in this. Good cooperation and clarity on supporting processes is important. This chapter describes the processes with regard to program planning, briefing teachers, informing and preparing new students, preparation of study materials and administrative processing of the hiring of teachers Planning The flow chart below shows the usual steps in the planning process. Influencing factor Action Contact Curriculum/Course Outlines Promises to students on planning based on their needs Set exact dates for the program and/or exams Inform students about dates (recruitment purpose) Availability faculty Target group needs Planning lecturers / supervisors Via centers or lecturers directly Availability rooms Expected # students Educational format Technical needs Costs (external location) Accessibility (external location) Based on # students (Influenced by marketing and sales results, student progress, personal/work situation students, geography) Reservation rooms, hotel, catering facilities Preliminary program Decision go/no go Events department (or external???) Vineyard catering Students via portal Students via portal Lecturers Events Vineyard Final program planning Students via portal Lecturers Events Vineyard Start of program Illness of lecturers Changes in program Students via portal Flow chart in the planning process Quality Handbook for the Degree Programs (15 March 2014) 81

297 Planning guidelines Potential students are informed about the dates of the program before they register Students are at least 3 months in advance informed about the expected date the final planning will be available Program management has the freedom to set dates. Program management takes into account the availability of facilities and teachers, and the target group needs (holidays, professional obligations et cetera) The format of a day schedule can be determined by program management, no regular format is obliged In case of a dispute about the availability of teachers and/or facilities the case can be escalated to 1. the head of the specific department first and 2. later to the Nyenrode management. In case of absence of a teacher, Nyenrode guarantees replacement by an other teacher or an other date, a lesson can never be cancelled. The model below shows the roles and responsibilities regarding planning. Actor Program Director Program Manager Student Affairs Program Coordinator Center/teacher Events/ Catering (Potential) Students Proces 1. Set dates A,I R R I 2. Planning lecturers A,I R R C 3. Reservation facilities A,I R R C 4. Preliminary program A,I R I 5. Decision go/no go A,I R I 6. Final program A,I R I I I 7. Start of program A,I R R I I I 8. Changes in program A,I R R I I I Roles and responsibilities regarding planning Quality Handbook for the Degree Programs (15 March 2014) 82

298 6.1.2 Informing and preparing new students Student Accepted to program Student receives information before the start / on the start of the program (via different channels) Hard-copy Student Portal -my.nyenrode / sharepoint Via Kick-off / Introduction Day - Guided tour - Library Tour - Meet Nyenrode (rector) - - Program Guide (handbook practical details) - Rules & Regulations (study guide) - Instructions portal / my.nyenrode including contract ICT account - Curriculum - Nyenrode branding (map, other courses offered at Nyenrode, notepad/writing booklet etc.) - Student Card - Course Outlines (including literature list) - Class details (photo gallery, class profile) - Information on Extra Workshops Quality Handbook for the Degree Programs (15 March 2014) 83

299 Preparing new students Promises to students: All students will get access to the electronic platform (sharepoint or my.nyenrode) prior to the start of the program All required information to prepare for the courses and during courses will be provided by program management via the electronic platform All students get a Nyenrode ICT account; a contract has to be signed for this All students will receive the Rules & Regulations All students will receive a handbook with general information on Nyenrode facilities All students will receive the code of conduct All students will have access to the corporate Nyenrode site, where information about all Nyenrode programs can be found (life long learning) Every program offers an introduction course/day (varies 1-3 days); in general this includes an introduction to the program, a guided tour on the premises and a library tour. Sustainability: All documents should be provided digitally; as a university wide policy Preparation of study materials Guidelines for deadlines/promises to students: o literature: publication of literature: -> 2-4 weeks before start of the course o course outlines: -> 2 4 weeks before start of the course o reader: -> 2 weeks before start of the course. To encourage sustainability these readers are no longer automatically printed for all students. Students receive the readers online. Readers are only printed on demand. o slides/hand-outs: online - up to seven days before the start of the course/or afterwards so students and lecturers know in time what to expect and are able to prepare accordingly Sustainability: to aim for digital study-materials whenever possible Technical Enhanced learning should be used/ introduced if possible. The philosophy should be mentioned and one should share experiences. A Taskforce Blended Learning is researching the steps to take to incorporate technology into the educational processes. The figure on the next page shows the steps and influencing factors regarding the preparation of study material. Quality Handbook for the Degree Programs (15 March 2014) 84

300 Influencing factor Action Contact Different regulations institutes (for instance CEA for Accountancy) ECTS/guidelines studyload Budget Curriculum Assembly of study-materials (literature, reader, slides, course outlines and handouts) PM/PC with (academically responsible) teacher (if necessary the committee of education/curriculum committee) Links: Flow chart check copyright protected material Protocol PRO Assessment of copyright protected material and checking availability literature PM/PC with Academic Services PM/PC with recommended suppliers (Academic Book Import or Study Store) Budget Possible alternatives Adjustment and final determination of study materials PM/PC PM/PC with (academically responsible) teacher Request of copyrights and confirmation of literature Academic Services with PRO PM/PC with recommended supplier Guidelines for deadlines Standard layout/format for course outlines and slides Final formatting study materials (reader, slides, course outlines and handouts) PM/PC with (academically responsible) teacher Number of students Online possibilities Ordering/production of studymaterials Delivery/publication of studymaterials PM/PC/SA with Repro PM/PC with recommended suppliers (Academic Book Import or Study Store) The steps and influencing factors regarding the preparation of study material. Quality Handbook for the Degree Programs (15 March 2014) 85

301 6.2 Educational staff Educational quality New lecturers will enroll in the BKO-program: a set of courses/trainings to enhance the teaching abilities. The program BKO-program is in development but is designed to develop six competencies: 1 Development of teaching 2 Delivery of teaching 3 Assessment 4 Supervising students 5 Organization and administration 6 Professional attitude and development The vast number of external lecturers in the accountancy programs is given an introductory training in educational skills prior to their first lessons/classes. These lecturers are invited to take part in additional training in teaching skills organized by the Onderwijsbureau. The model below shows the roles and responsibilities regarding the educational quality of the lectures. Since the BKO program is in development the model is under construction. Quality educational staff [under construction] Activity/Instrument Responsible Accountable Consulted Informed Frequency Reference Plan Policy quality of educational staff HF, CD Rector AEQ, BKO, HRM AB, Fac yearly Faculty charter, BKO manual Do Perform policy quality of educational staff HF, CD Rector AEQ, BKO AB yearly Check Evaluate quality educational staff (f.e. via appraisal student evaluations) Act Adjust policy quality of educational staff HF, CD Rector AEQ, BKO, HRM HF, CD Rector AEQ, BKO, HRM AB AB, Fac yearly Yearly? Hiring internal and external lecturers Program managers will ask center directors for lecturers to deliver their courses. Hiring external lecturers is based on the following criteria: knowledge, experience and educational experience. Also the drive to be a Nyenrode lecturer is taken into account. These criteria are tested in an interview with the head of a center and program management. For so-called core faculty lecturers that are part of the scientific staff supplementary demands are: experience in scientific research and having published articles in scientific magazines. In the accountancy and controlling programs a lot of external freelance lecturers are involved. An example of an introduction letter can be found in appendix 6.1. Quality Handbook for the Degree Programs (15 March 2014) 86

302 Regarding the hiring lecturers the accountancy and controlling programs make use of three options. See also appendix 6.2. The options are: 1 Hiring hire internal faculty through the centers of Nyenrode and pay them the internal tariff, 2 Hiring lecturers through the kerngroepen (core groups?) of Accountancy, we pay them an external (all in) tariff as mentioned in appendix Hiring external teachers and pay them an external tariff The tariffs for the Fiscal Law program is based on the tariffs of the accountancy and controlling. See appendix 6.3. Budget per course Based on: guidelines Nyenrode <-> program management Fee per lecture: fixed <-> flexible Contracts, if applicable, are provided by centers Fees are paid by the centers Fees differ Internal lecturers Financial Department External lecturers Contracts are provided by programmanagement Fees are paid by the programs Fee per lecture: fixed <-> flexible Fees differ Fees apply to different range of tasks The FD are informed by the program management in many different ways about the fees that have to be paid Problems can occur when payments differ from the standards Quality Handbook for the Degree Programs (15 March 2014) 87

303 6.2.3 Briefing lecturers The figure below shows the actions and influencing factors regarding the briefing of lecturers. Influencing factor Action Contact Representative evaluation Discuss the evaluation outcomes PC/PM with core docent (core groups / coordinating lecturer) Agreement to improve each course Planning Decision making in changes of content program Informing about deadlines for delivery study materials / exams PC/PM with core docent (core groups / coordinating lecturer PC/PM If more than 1 lecturers is involved Hand over ready made material and Briefing of the changes Ask co-lecturer to take care of (correction) work Informing by core group / core docent / coordinator via meeting or . By core group / core lecturer/ coordinator Availability of all lecturers / faculty 1) Additional briefing (optional) on: to come together at the start of Practical information: confirmation the course. of planning / location of course / Organization of a teacher available facilities of classroom / seminar for each program list of participants / other Availability of a Facebook from the Background information: class students profile / knowledge level students Teaching guidelines (RR for / place of the course in the teachers) curriculum / facebook (to get the professors more involved with the program) / guidelines By core group / core docent / coordinator Contact between lecturers of a course but also between lecturers a whole program. Good evaluation form Briefing the lecturer Evaluate the course Comments - Improve each course by taking the evaluation outcomes seriously. (See chapter 3) - PM s keep a close contact with the lecturer and students during the module; just to brief on any required changes and to manage expectations from both sides. - The (freelance) lecturers are responsible for the Nyenrode Accountancy experience. Informing them is necessarily for creating a coherent program instead of freestanding classes. (See appendix 6.1 for an teachers guide for freelance accountancy teachers.) - Bring all participants together at the start of each program to avoid any overlap. - Organize seminars for lecturers to improve the contacts, to get lecturers involved with the program and students, to inform about developments, to discuss didactics etc. Quality Handbook for the Degree Programs (15 March 2014) 88

304 6.3 Support and counseling of student Counseling Counseling in most programs is executed by program managers and coordinators. Due to the larger amount of students in the accountancy programs there are designated student counselors and advisors in the bachelor- and master/post-master programs. Student advisors guard the progress of students and will contact students when they fail tests and exams repeatedly. They either help the students to develop study skills or set up an alternative route through the program Every year a training in study skills will be organized where student learn in small groups. Other counseling will occur in a one-to-one setting. No set amount of time is determined for counseling a student Student career advice and personal development At Nyenrode, the personal development of our students has always been at the heart of our educational approach. Given the demands of the current market, Nyenrode has made this more explicit. The Nyenrode Career Services department has become the Career and Personal Development Center (CPD), and Career & Personal Development journeys have become part of the curricula of the Master of Science in Management, International MBA and Executive MBA programs. We witness two major trends that support this shift: on the demand side, students are actively seeking an education where they develop themselves academically and personally. On the supply side, employers are looking for future talents with academic knowledge, the capacity to apply that knowledge and have a profound understanding of who they are and their objectives in both work and life (CSC European update, February 2013). The Career & Personal development journeys aim to facilitate students in their personal and career growth. In 2012 CPD was able to fully integrate a CPD journey within three degree programs; Full time MSc, International MBA and Executive MBA. The first signs that these journeys are working are showing in the figures of the employability of the IMBA students, the employment rate of the class of was 55% five months after graduation, whereas the class of saw an employment rate of 75% in the five months after graduation. The latest IMBA figures will be available in the Q1, In addition Nyenrode received positive feedback from EQUIS on the CPD journey provided for the EMBA for program. CPD Mission supporting students in their lifelong career management and exposing and linking students and alumni to the corporate business world and vice versa. Facilitating students in pursuing their personal and career growth Enhancing students self-awareness and developing the right attitude and skills to empower, motivate and inspire themselves and others. And therefore be capable of building and maintaining a network, creating Nyenrodians for life. Ensuring that national and international organizations and bodies recognize and value the role Nyenrode has played in the students career and personal growth. Quality Handbook for the Degree Programs (15 March 2014) 89

305 Career and Personal Development mission and practice is informed by the LES trinity. Students are encouraged to explore their personal leadership throughout their study, and are facilitated by CPD in the same. Entrepreneurship and stewardship are visible through students taking responsibility for their own development, and that of their fellow Nyenrodians, conscious of the roles they play across the greater Nyenrode network, and the legacy they will leave on campus, with one another and as future leaders. CPD services: CPD provides services to all degree students and provides graded courses in three programs; ft MSc in Management, International MBA and Executive MBA. Upon request CPD offers services to alumni. Based on current capacity, CPD has two major focuses: ensuring students have the right skills, self awareness, knowledge and attitude to progress in their career; and to build a network within the corporate world and alumni association. See also samples in appendix 6.4 and 6.5. Alumni Guest lectures Alumni Peer Group Coaching Personal meetings Career Tools Alumni events Career Events Career workshops CPD plan Personal values Group values Ft MSc Y N Y Y Y Y Y Y Y Y IMBA Y N Y Y Y Y Y Y Y Y EMBA Y Y Y Y Y Y Y Y Y Y Brief overview of current CPD services per program Student drop out There are several reasons for student drop out: failing to get required grades, temporarily postponing a course, switching to another program within Nyenrode, and (rarely) death of a student. Important: In case of an international students with a visa. Due to new Migration policy Nyenrode has more responsibilities regarding information, administration and care. This means that for instance when the student now longer follow the program (graduates or drops out) Nyenrode needs to notifies the IND about the fact. Nyenrode is responsible for so long the student is connected to the university. If we fail our responsibility it could lead to financial consequences. For more information see the IND website and appendix 4.1 Quality Handbook for the Degree Programs (15 March 2014) 90

306 6.4 Thesis projects The thesis project is included all the curriculum of the degree programs. The rules and regulations of the thesis will differ due to the difference in character of the programs. For example see the difference in ECT below and see appendix 6.6 for a sample thesis guidelines and regulations. Bachelor thesis Accountancy 9 ECTS Master thesis Accountancy 17 ECTS Master Thesis Controlling 16 ECTS Master Thesis MScM 20 ECTS When selecting thesis supervisors the emphasis is on research skills and knowledge of quantitative research methods. Since 2010 every six months a course is organized for thesis supervisors to enhance skills in drafting a problem analysis, the use of conceptual models and using statistical analysis. The thesis/final project is the final proof that a student has achieved the objectives of the program he/she enrolled in. Assessment rules for the thesis are formally established by the Exam Committee, in most cases confirming the thesis guide lines and the assessment rules defined for the program. Each program provides the students with these thesis guidelines. All theses and final projects are checked on plagiarism with Ephorus and are archived in digital form. Nyenrode recognizes four levels of confidentiality: Level 1. The thesis is available to everybody Level 2 The thesis is available for Nyenrode students and staff only Level 3 The thesis has an embargo for two years, after which it becomes available to Nyenrode students and staff (i.e. upgrades to a level 2 thesis). Level 4 The thesis and the data used are only accessible for a limited group. Level 1 theses can be used for marketing purposes and can be made accessible on portals and websites. To be able to do this the permission of the authors of the thesis is required and if applicable from third parties involved. For these theses we also need to have a statement that Nyenrode is not accountable for the contents of the theses involved. Level 2 theses in general are only accessible through the thesis-section of the Nyenrode library catalog for those who have access to the Nyenrode network. An exception can be made for theses that are used as examples of a good thesis; these can be made available on the program portal. Again in these cases formal permission by the authors is required. Level 3 and Level 4 theses are not accessible for others than the authors and the other people directly involved. Contracts/Agreements between a company and Nyenrode are often underlying Level 3 and 4 thesis. N.B. All theses should be available for visiting accreditation panels, this includes the level 4 theses. Quality Handbook for the Degree Programs (15 March 2014) 91

307 6.4.1 Steps in a thesis project Below the general in a thesis project are described. See also appendix 6.7 for the flow chart of a thesis project. Objective: To develop a conceptual foundation to contribute to the solution of a particular managerial issue of problem, preferably, in the context of the international business environment; To apply that foundation to do research, analyze data, synthesize conclusions, gain relevant insights and propose possible solutions to the managerial problem(s) and directions for further academic research relevant to the subject of field of study. Preparations phase: 1. decide on area of study, 2. request a faculty supervisor 3. specify preferred sponsor companies Before starting: 4. PM informs about assigned Faculty Supervisor 5. Student must have secured a company that will sponsor the project Research phase: 1. Preliminary (literature) research resulting in a theoretical framework and research proposal 2. PM assigns second reader to the project 3. Student makes project plan, and presents and discusses this with Faculty Supervisor Before implementing: 4. Faculty Supervisor needs to approve the plan Implementation phase: 1. Actual research and data collection within the company During implementation: 2. Faculty Supervisor guides research and data collection 3. Company Supervisor concentrates on the practical value of the project 4. Student schedules defense date, FS, CS and Second Reader all need to be available (=defence committee) Prior to Thesis Defense 1. FS and Second Reader must be satisfied that the final version of the thesis meets the requirements set by NBU before a defense can take place 2. Student hands in printed copies of the final version at least one week prior to defense date to the FS 3. Upload a digital version of the final version to the portal to be checked by Ephorus, the antiplagiarism software 4. FS and second reader meet at least 48 hours before the defense to discuss their findings and notify Program Management Quality Handbook for the Degree Programs (15 March 2014) 92

308 Thesis Defense 1. Presentation of thesis by the student (app. 20 min.) 2. Questioning by the supervisors and the SR (app. 30 min.) 3. Grading procedure (filling out of scorecards, announcing grade) 4. FS returns Thesis Assessment Form an scorecards to Program management 5. Program Management formally notifies student of Master Thesis grade 6.5 Process of graduation For a graduation ceremony a lot of practical things must be arranged. See appendix 6.8 for a list of activities prior to graduation 6.6 Archives of the degree programs [under construction] Policy to be adjusted in accordance with the Dutch law. 6.7 Students and legal liability The students should always be aware how the legal liabilities are arranged. This can come up for example, during interns, study trips, a thesis project etc. It is the responsibility of program management to communicate to the students how the liability is arranged because this will not always be the same. Sometimes the student should arrange this himself or the thesis company is responsible and sometimes it can be arranged via a group arrangement by Nyenrode. Quality Handbook for the Degree Programs (15 March 2014) 93

309 7 Testing and assessment [under construction] 7.1 Exam committees The tasks and responsibilities of the exam committees can roughly be divided in nine categories: 1. Handing out certificates 2. Determining level of students 3. Ensuring the quality of exams and assignments 4. Establishing guidelines and instructions 5. Exemptions 6. Fraud and irregularities 7. Handling requests 8. Reporting annually to Dean and the Academic Board 9. Appointment of examiners Regulations Exam Committees In the academic year , the central exam committee is establishing new rules and regulations for the exam committees of Nyenrode Business Universiteit ( handreiking examencommissie ). The main goal of this document is to provide clarity about the tasks and responsibilities of the exam committees, profiles of members, procedures et cetera Annual report Exam Committee Every year, the exam committee has to publish an annual report to the University Board. This report also contains the plans and recommendations for the upcoming academic year. 7.2 Appointment of examiners In accordance with WHW 7.12.c 1 the Exam Committees have the responsibility to appoint examiners for all graduate examinations leading to an award of Nyenrode Business Universiteit. The Exam Committee mandated Program Management to appoint examiners. At present the central Exam Committee and Assessment Committee are preparing a specific profile of the Nyenrode Business Universiteit examiner and all examiners will be appointed by the Exam Committee from then on. The assessment committee (commissioned by the central Exam Committee) will design rules and regulations in for: Appointment procedure Profile: who can be examiner? Quality control: securing standards of professionalism Assessment training 1 WHW: Wet op het Hoger Onderwijs en Wetenschappelijk onderzoek/higher Education and Scientific Research Act 94 Quality Handbook for the Degree Programs (15 March 2014)

310 7.3 Quality of testing and assessment Assessment Committee The central Exam Committee of Nyenrode Business Universiteit has established an Assessment Committee in the academic year The Assessment Committee has the task of guaranteeing the quality procedures and policy regarding examination. This task are delegated to the Assessment Committee by the central Exam Committee. Dr. Anne-Marie Kruis has been appointed as chair of the Assessment Committee. From the Academic Services Center the advisor educational quality is available for substantive support and expertise in the field of assessment. The advisor educational quality is also closely involved in the determination of the assessment policy. The current members ( ) of the assessment committee are: Dr. Anne-Marie Kruis (chair) Dr. Marta Berent-Braun Dr. Jaap Schaveling Alvin Mangel The committee is supported by Sascha Winkel MSc (Advisor Educational Quality) and Jonathan Ackley (Quality & Assurance Officer) Assessment policy based on best-practice The Assessment Committee will design and implement a principle based assessment policy in the academic year The first step into designing an assessment policy was researching the current state of affairs: what procedures, documents are already present? The second step was to have a closer look on what has already been done and sharing experience with other faculty and program management of Nyenrode. A general assessment policy will be established based on principles for good assessment including guidelines for the design, conduction and grading of assignments. Besides, the assessment committee will develop practical guidelines and checklists for designing and checking assessments. Within the BKO (Basis Kwalificatie Onderwijs) process also attention is paid towards the development of skills and knowledge for university teachers on assessing. All aspects of the Assessment Cycle and principles for good assessment will be taken into account while designing and implementing the assessment policy. Figure Assessment Cycle Quality Handbook for the Degree Programs (15 March 2014) 95

311 Quality criteria for good assessment: Validity refers to the accuracy of an assessment, whether or not it measures what it is supposed to measure. A valid assessment task will be a measure of student's learning (and not something else). Reliability of assessment refers to the accuracy and precision of measurement and therefore also its reproducibility. An assessment is considered reliable when the same results occur regardless of when the assessment occurs or who does the scoring. Transparency refers to how clear the assessment expectations are for students. The degree of transparency can be gauged by asking did students understand what was required of them to succeed in the task set for them?. Usability. The model below is under construction but the aim is to show the roles and responsibilities regarding assessment. Assessments [under construction/development] Activity/Instrument Responsible Accountable Consulted Informed Frequency Reference Plan Establish assessment AS, PD EC EC, PD AB, Dean policy Establish assessment plan AS, PD EC EC AB, Dean course/module Assessment criteria thesis AS, PD EC EC AB, Dean Do Perform assessment PD, PM, Fac PD AS, AEQ AB, Dean policy Follow assessment plan PD, PM, Fac PD AS, AEQ AB, Dean course/module Follow assessment criteria PD, PM, Fac PD AS, AEQ AB, Dean thesis Check Evaluate assessment EC, PD, PM EC PM, AS AB, Dean policy Evaluate assessment plan EC, PD, PM EC PM, AS AB, Dean course/module Evaluate assessment EC, PD, PM EC PM, AS AB, Dean criteria thesis Act Adjust assessment policy EC, AS EC PM AB, Dean Adjust assessment plan EC, AS, PD EC PM AB, Dean course/module Adjust assessment criteria thesis EC, AS, PD EC PM AB, Dean Quality Handbook for the Degree Programs (15 March 2014) 96

312 7.3.3 Designing the exam In general, the core lecturer or a group of lecturers (vakgroep) is responsible for the design and grading of exams and assignments that fit the learning objectives of the course. Different forms of assessments are used in the degree programs e.g. written exams with open questions, oral examinations, cases, portfolio s and papers. A scorecard (papers) or response model is available before the start of an exam. Four-eyes principle (policy in progress) The four-eyes principle will be part of the (new) assessment policy. In Spring 2013, the Exam Committee announced that they would like to implement the four-eyes principle in all degree programs. The four-eyes principle is a requirement that two individuals review and approve some action before it can be taken. In the context of assessing, it means that any examination or written assignment is always checked by a colleague (peer) before the examination takes place. The name of the examiner who develops the assessment (and scorecard) and the name of the person who has reviewed the exam should be mentioned on the cover of the assessment Conducting the exam Except for papers (MMBA) all written and oral examinations take place at Nyenrode. Program management schedules the exams in cooperation with the teacher and Tom Lantink. Tom Lantink organizes the proctors and makes sure they are aware of all procedures to prevent irregularities. All oral exams are being recorded Determining grades The lecturer or group of lecturers determines the grades of the exams using a scorecard or answer model. Depending on the program, the lecturer or program management fills out the grades in the digital learning environment (portal). Students always have the possibility to request feedback on their exams. The way the feedback is organized varies; digital session, individual session or group session (klassikale inzage). Section 7.3, 7.4 and 7.5 give a very short overview of the current assessment process at Nyenrode. The description is not complete since the programs and their procedures vary. The assessment committee is currently inventorying the different procedures. This chapter will be adjusted in due time. Quality Handbook for the Degree Programs (15 March 2014) 97

313 8 Alumni For business, by business has been our motto from the day our institute was established. It still defines the university and assures that practical relevance is of main importance to our faculty, Nyenrode s close contacts with the business world, its education and its research reinforce and inspire each other. Nyenrode also embraces the concept of life long learning and provides life-long career development at each pivotal moment of a professional s career. This also implies offering programs before or just after the next career step. The people who benefit from this are professionals, managers, directors, executives and non executives. At Nyenrode they can get ready for the next step, just in time, with the most recent insights. With this in mind, our alumni are an important stakeholder group for Nyenrode. They know what it means to be a Nyenrodian (as they still are) and understand the needs of the business world. With other words, they are our ears and eyes in the business. Therefore it is very important to maintain close contact with them. Together with our alumni, we are able to: strengthen our contacts within the business world, facilitate opportunities to create connections between students, employees and alumni, guide life-long career development at each moment of our alumnus/student s professional career, and receive support from active alumni, not only financially, but also in the form of advice and other services. Willing & Able An alumnus who is willing and able, will commit and contribute as an active Nyenrodian. Important is that VCV (alumni body) should have a leading role. However, VCV also should have close contact with Program Management as Program Management is able to identify opportunities to involve alumni within the program and understands the specific needs of their program alumni. Willing Willing is achieved by ensuring that the alumnus: 1. has had a great study experience thanks to Nyenrode, 2. is educated that involvement of alumni in the program is normal (setting example), and 3. understands the added value of being involved for himself and for Nyenrode. To achieve this, activities to increase the willingness of being an active alumnus have to be integrated in the lifecycle of a (potential) student. In every phase there is an opportunity to show the student that you can learn from a representative alumni and to experience it is fun and valuable to be an active alumni. This approach is beneficial for students and alumni. The alumni stay connected by giving advice and share experience and knowledge. The student learns from their role model or peer. Quality Handbook for the Degree Programs (15 March 2014) 98

314 In the figure below examples of involvement of alumni in the alumni lifecycle is shown. Able The objective is ensure the willingness when the student graduates. Next is enabling the alumnus with knowledge and tools. Knowledge and tools o Registration form VCV o Website o Social Media Activities (involvement of alumni in the degree programs) o Life long learning (Discount for other programs, master classes) o Giving guest lectures in the degree programs o Act as a thesis supervisor or coach to one or more students o Being an Nyenrode ambassador on recruitment events Networking Quality Handbook for the Degree Programs (15 March 2014) 99