FIHE Curriculum framework 2010-2013 - Fontys Internationale Hogeschool Economie Fontys International School of Economics University of Applied ...
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FIHE Curriculum framework 2010-2013
Fontys Internationale Hogeschool Economie
Fontys International School of Economics
University of Applied SciencesA common development process This brochure is a fully updated and revised version of the FIHE curriculum framework produced in the spring of 2006. The FIHE curriculum framework 2010-2013 provides an outline description of the latest attitudes, educational aspects and structures and in that way once again contributes to the dynamic, permanently developing corporate identity of FIHE. This curriculum framework was compiled by the FIHE staff headed by Geert H.M. van Brakel. Editor-in-chief was Jos Schilleman. © [2009] Fontys Internationale Hogeschool Economie, Venlo All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the publisher: Fontys University of Applied Sciences. In as much as making copies from this publication is permitted on the basis of article 16b and 17 of the 1912 Copyright Act, the relevant legal payment must be made to Stichting Reprorecht, P.O. Box 882, 1180 AW Amstelveen, Netherlands. The publisher must be con- tacted for permission to copy one or more parts of this publication in anthologies, readers or other compiled works. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher.
Introduction
Since 2005, Fontys University of Applied Sciences has been developing and deploying policy in order to generate innovative, competence-based and more
demand-based education. As part of that process, Fontys International School of Business Economics (Fontys Internationale Hogeschool Economie (FIHE))
has also further renewed its organisation and educational processes.
These innovations have led to clear didactic approaches, a clearer curriculum structure and a more radical shift towards the clients and partners:
• a shift towards the students wishing to develop into professional, internationally-oriented bachelors and masters, through the establishment of mo-
dern, competence-based and vocationally-oriented, flexible courses and education teams.
• a shift towards the organisations with which FIHE operates in partnership on education, in combination with the development targets of those organi-
sations themselves.
FIHE has now acquired several years’ intensive experience with innovative education and the organisational shift towards the market. In addition, the Execu-
tive Board of Fontys has adjusted its general educational policy in a number of areas.
The previous FIHE curriculum framework (Venlo, spring 2006) was therefore due for revision. In this brochure, the staff, students and all partners are given
an up-to-date insight into the state-of-the-art at FIHE for the period 2010 to 2013.
FIHE serves three primary functions: education, research and service provision. All specific quality results in these three areas are cyclically and systematically
evaluated and adjusted. The strategic spearheads of FIHE in the fields of internationalisation and innovative-sustainable business enterprise are further
operationalised within:
• the Fontys International Campus Venlo;
• the associate professorship Innovation management in an International Perspective
• intensification and extension of partnerships above all in Eastern Europe, Asia and North and South America (see appendix 2). Above all the striving to
attract more regular students (primaries) from these areas has been actively encouraged;
• adjusted educational policy: above all testing and study career supervision have been more efficiently and effectively structured;
• a learning route Food & Flower Management as part of the bachelor course in International Marketing.
• the further development of English-language master programmes.
• an alteration to the way in which the course managers are supervised by the management; in addition to their responsibility in the line, the managers
now also bear theme-based responsibility right across the school.
This new curriculum framework demonstrates that FIHE has become a creative, learning, innovative, economic centre of excellence and a transfer point
for development and learning networks between students, educators, consultants, researchers and organisations. Together with students, international
businesses and institutions of higher education, FIHE is constantly working towards the sustainable development of people, society and economy. Students,
university lecturers, consultants and organisation staff can therefore join forces to exchange knowledge and to jointly generate new knowledge. As a con-
sequence, students, staff and external partners receive the necessary impulses to continue to grow in their professional and personal competences. After all,
learning above all takes place in collaboration with others, in constantly changing situations. In this process of learning, the focus is placed on the internati-
onal trends towards globalisation in the economy, whereby sustainability and ethical business practice and personal wellbeing are key core values. Questions
about meaning, value education and professional ethics are an integral part of the FIHE courses.
FIHE aims to offer its partners flexible, modern, tailor-made educational programmes, geared specifically to the diversity of demand for education, consul-
tancy and services. Alongside the value of the human scale and personal supervision, modern information and communication technology, in the form of
e-learning and e-coaching, occupy a key place in the courses.
An essential hub within this innovative strategy is the FIHE associate professorship Innovation management in an International Perspective, with its know-
ledge network. This knowledge network delivers an important quality boost to the three primary task areas of FIHE: training bachelors and masters, research
and service provision.
Venlo, autumn 2009
drs. Jo J. Grouls managing director
dr. Thomas Merz deputy managing director
FIHE Curriculum framework 2010-2013 3Content
1 Mission, vision and strategy 7
1.1 The mission 8
1.2 The vision of FIHE on its mission 8
1.3 Three primary processes 8
1.4 Strategic points of departure for the FIHE courses 9
2 Strategic considerations 13
2.1 Idealism in learning communities 14
2.2 Demographic developments 14
2.3 Fontys International Campus Venlo 15
2.4 Regional anchoring in a globalising environment 16
2.5 Substantive characteristics of the bachelor and master courses at FIHE 18
3 Didactic principles bachelor courses 19
3.1 The dynamic between professional practice and economic theories 20
3.2 The learning cycle by Kolb 20
3.3 Relationship between course learning and internships 20
3.4 Characteristic professional situations for the bachelor 21
3.5 Competences and competence levels in the bachelor courses 21
3.6 The Bodies of Knowledge and Skills of the bachelor 23
3.7 Acquiring self-management capacities in study career management 23
3.8 The bachelor programme: a single coherent combination of three mastery levels in three course phases 23
3.9 The didactic concept at FIHE: the five learning lines model 25
4 The learning environment with intramural and extramural learning arrangements 27
4.1 Learning arrangements 28
4.2 Internationalisation 28
4.3 Globalisation 28
4.4 Intercultural-economic skills 29
4.5 The FIHE language policy 29
5 Curriculum framework FIHE bachelor courses 31
5.1 Largely common foundation course phase 32
5.2 Bespoke education: intake with flexible programmes 32
5.3 The practical learning line: internship main phase and graduation project 33
5.4 Part study abroad: the minor Study abroad 34
6 Test policy bachelor courses 35
6.1 To test is to learn, to learn is to test 36
6.2 Competence-based tests as the starting point for education 36
6.3 The FIHE Testing Board 37
6.4 Quality assurance at bachelor level (Dublin descriptors) 37
6.5 External quality assurance 37
7 Bachelor course International Business Economics (IBE) 39
7.1 The professional profile of the bachelor IBE 40
7.2 The field of work of the bachelor IBE 40
7.3 Knowledge areas (Body of Knowledge and Skills) IBE 40
7.4 The professional core of the bachelor IBE 41
7.5 Developments in the profession of the bachelor IBE 42
7.6 Blueprint curriculum bachelor IBE 43
4 FIHE Curriculum framework 2010-20138 Bachelor course International Business & Management Studies (IBMS) 45
8.1 Professional profile of a bachelor IBMS 46
8.2 General characteristics of the IBMS professional field 46
8.3 Professional profile or IBMS 46
8.4 The Body of Knowledge and Skills of the bachelor IBMS 47
8.5 Competences of the bachelor IBMS 48
8.6 Blueprint curriculum bachelor IBMS 49
9 Bachelor course International Marketing (IM) 51
9.1 The professional profile of the bachelor IM 52
9.2 The professional core of the bachelor IM 52
9.3 Blueprint curriculum bachelor IM 54
9.4 Learning route within International Marketing: Food & Flower Management 55
10 The minor as a component of the bachelor programme 57
10.1 Purpose of the minors 58
10.2 The contribution from FIHE to the range of minors at Fontys 58
11 Study career management in the bachelor courses at FIHE 61
11.1 Study career management 62
11.2 Life Long Learning: working with a digital portfolio and learning contracts 63
12 Master and PhD programmes in collaboration with universities 65
12.1 Overview of FIHE master programmes 66
12.2 Master of Science in Business and Management (MBM) 67
12.3 Master of Business Administration (MBA) 67
12.4 Doctoral degree from the University of West Hungary 68
13 FIHE associate professorship and knowledge network 69
14 The FIHE organisation 71
14.1 Fontys policy, FIHE policy and course policy 72
14.2 The FIHE Management team 72
14.3 The organisation chart of FIHE 73
15 Quality policy FIHE 75
15.1 The FIHE definitions of quality and quality assurance 76
15.2 Quality policy Fontys 76
15.3 Quality policy FIHE 76
16 The alumni network of FIHE 79
Bibliography 83
Appendices 87
1 Minors available within Fontys University of Applied Sciences 88
2 FIHE Strategic International Partnerships 89
3 Dublin descriptors 90
In this document, he/him also refers to she/her.
FIHE Curriculum framework 2010-2013 5Work on yourself and your inspiration; invest sustainably in your relations and your relations will also supply you with sustainable inspiration!
(Peter Senge and Otto Scharmer, MIT)
6 FIHE Curriculum framework 2010-20131 Mission, vision and strategy
1.1 The mission
Fontys Internationale Hogeschool Economie (FIHE) aims to delivery a positive contribution to healthy socio-economic relationships in an international
society. Against that background – in dialogue with the general policy of Fontys University of Applied Sciences – FIHE trains high-quality and socially-
responsible, internationally-oriented bachelors and masters, in economics.
FIHE aims to achieve this in partnership with international organisations and institutions of higher education. In addition, FIHE aims to strengthen the
quality of educational processes through service provision, consultancy and applied scientific research, thereby making a contribution to the develop-
ment of its partners, in open communication.
From the Fontys International Campus Venlo, FIHE works proactively towards its mission, in collaboration with regional, national and international economic
partners. These partners are businesses and institutions for higher education. FIHE hopes to achieve this in the perspective of the professional and personal
development of students and staff in organisations.
Key definitions in the FIHE mission
• international and regional education, service provision and research
• regional and international partnerships
• professional and personal development of individuals
• contributing to healthy socio-economic relations and a sustainable economy
1.2 The vision of FIHE on its mission
FIHE wishes to play a central role in the establishment and expansion of the Fontys International Campus Venlo, based on the international contacts and
economic expertise already acquired.
FIHE, after all, trains people to become internationally-oriented bachelors of economics in three international-economics courses: International Business Eco-
nomics, International Business and Management Studies and International Marketing (including a learning route Food and Flower Management).
In addition, in partnership with internationally-renowned institutes, FIHE trains students within an internationally-oriented master’s degree and/or PhD degree.
FIHE is thoroughly conscious of the breaking down of economic boundaries. With a view to ever increasing globalisation, FIHE places society and economics
in an international and intercultural context and is fully aware of the realisation that aspects such as corporate social responsibility and sustainable develop-
ment make a substantial contribution to the success of organisations.
As a training institute and business, FIHE supports a symbiosis of science and the field of work in order to ensure the successful integration of its social tasks
on the one hand, and economic interests on the other. In that way, FIHE is very much a University of Applied Sciences. Both a theoretical and research input
and an experience and practical input are essential in order to achieve optimum professional focus at bachelor and master level.
1.3 Three primary processes
FIHE focuses on three primary processes:
• education
• service provision and consultancy and
• economic-innovative research.
Education
• Bachelor courses in:
- International Business Economics (IBE);
- International Business and Management Studies (IBMS);
- International Marketing (IM);
- An IM learning route: Food and Flower Management (FFM).
• Master courses in Business and Management and Business Administration.
• The possibility of obtaining a PhD degree in collaboration with the University of West Hungary.
8 FIHE Curriculum framework 2010-2013Service provision and consultancy FIHE offers services and consultancy to international organisations and educational institutions whereby learning processes for all stakeholders – the organi- sations, FIHE students and consultants – form the point of departure. Economic-innovative research FIHE undertakes economic-innovative research above all in an associate professorship with a knowledge network and project assignments based on service provision, whereby students are involved, whenever effective and feasible. 1.4 Strategic points of departure for the FIHE courses FIHE is a practically-oriented and professionally-based centre of excellence In its courses of study, FIHE focuses heavily on professional practice whereby applied knowledge for competent professionals plays an essential role. Educa- tion and learning take place in realistic, meaningful and social situations that tie in with the world of experience of the student. FIHE is a University of Applied Economic Sciences In applied sciences, in addition to the profession-based character of education, scientifically-tested theories are applied in economic practice. FIHE places practically-oriented theories and research data, based on applied economic and social sciences, at the service of education, development, research and consultancy. On the one hand, FIHE aims to do justice to the professional-based and practically-oriented aspects, while on the other leaving space for applied scienti- fic research, for education and service provision. It is against that background that FIHE has also established the associate professorships and knowledge network within the university. FIHE stands for student and competence-based learning and education FIHE is an institution for higher professional education. The higher professional education level required for a bachelor or master of economics determines the professional competence profiles. Professional competences always combine professionalism and personality, and consist of the required knowledge, the required professional skills and the required professional attitudes. At FIHE, the central point of focus is the individual human being, whereby personal conscience, freedom, creativity and social responsibility represent the foundation stones on which each individual is able to generate content and direction for their professional life. As a result, FIHE does not aim to provide conditioned education, but aims to teach the student to take his own responsibility. Learning professional competences is in essence an individual process, whereby the courses of study take account of competences already present – for example those acquired elsewhere, the personality of the student, the individual learning style, the view of the profession and the subjective work concept. The students acquire these professional competences above all through cooperation and on a practical basis. Learning takes place within so-called adaptive education, demand-based according to the student intake, and geared towards the perspective of the profes- sional profile. Through cooperation, reflection and exchange in (simulated) professional practice, students assist and support one another in developing a consciously-operated work concept. The development of economic knowledge, as an important element of the competences, is of primary importance to every FIHE course; as a consequence, each course of study has described the central knowledge that every bachelor economist must have at his fingertips, in its ‘Body of Knowledge and Skills’. The student will learn to direct his (study) career as far as possible subject to his own responsibility. He documents his own development in a digital portfolio and regularly lays down his learning objectives in a learning contract. In this way, he develops to become a good ‘reflective practitioner’ and in turn a pro- fessional economist who continues to learn through proactive and retroactive reflection on all his actions. In directing his own development, the student is supervised and coached on the road to ‘personal professional mastery’ by study career supervisors, subject lecturers, practical trainers and assessors, both internal and external. As the course of studies advances, the level of supervision is gradually reduced, and self-direction by the student increases. A career-based course is not a standard course aimed purely at the ‘average’ student, but is rather a course of studies that responds to the personal ambiti- ons and wishes of the student from the point of his career prospects. Against that background, within their course of studies, students must be given sufficient freedom of choice to realise their personal development wishes. The student-based approach is also essential for the future work environment; intrinsic motivation of employees is a great good! The above principle clearly indicates that ‘student-based’ does not mean that random choices rule. Indeed, students are encouraged to (learn to) take their own responsibility by facing challenges and erecting barriers that specifically stimulate the learning process. FIHE Curriculum framework 2010-2013 9
In all its activities, FIHE maintains an international and intercultural orientation
The courses at FIHE are internationally and interculturally oriented in terms of the content of their curriculum, and live up to the motto: ‘Think global, act
local’.
One essential requirement for an internationally-operating economist is multiculturalism and multilingual ability. As well as focusing attention on the mother
tongue (Dutch or German), there are language skill training programmes for English, German, Dutch and Spanish, and foreign languages have been incre-
asingly integrated in the curriculum during the course of studies, for example in the form of projects. Throughout these projects, students from different
nationalities cooperate. However, internationality does not stop with the command of the (meta) language of potential customers and partners. Against
that background, FIHE strongly focuses on the intercultural competences of its students. Students gain an insight into other cultures, know how to deal
with cultural differences and are aware of the strategic importance of intercultural competences.
FIHE maintains structural contacts with partner universities and organisations in the Netherlands and abroad, all of which favour its students, staff and
partners. FIHE also focuses attention on international political and academic cooperation.
The exchange of knowledge with the professional field and with internationally-operating fellow institutes guarantees the development of knowledge
within FIHE courses.
FIHE stands for corporate social responsibility and sustainable business practice
The terms economy and ethics have for many years seemed to be mutually exclusive. After all, economic activity is above all based on performance thinking
and profit making, while ethics are based on moral yardsticks. The current political, ecological, climatological and financial crises mean that the relationship
between these elements can no longer be denied. Value orientation such as a focus on justice, sustainability, honesty and the wellbeing of all people are
starting to occupy an ever more important place in economic awareness.
FIHE is convinced of the irrevocable economic interface between people, profit, planet and poverty.
The globalisation of the economic system with its open market does not automatically lead to a socially fairer distribution of income or ecologically-sound
economic development. Instead, these call for a greater understanding of mutual dependency and a social awareness for all fellow human beings, be they
entrepreneurs, workers, consumers or investors, in a healthy environment. Business ethics not only affects major multinationals but also the working moral
of employees, the environmentally-aware buying behaviour of consumers and the professional ethics of the entrepreneur and the economist. How does an
economist demonstrate ethically-sound behaviour in a specific business situation? How can he meet his client’s demands in a fair and service-based manner?
In response to these challenges, FIHE is increasingly integrating ethical and sustainability aspects in its courses of study, consultancy and research work, and
focuses attention on the issues of globalisation, questions relating to promoting the generative capacity of the environment and the role of business and
politics in promoting social justice (the question of rich versus poor), on our planet. In addition, the FIHE associate professorship Innovation management in
an International Perspective has developed an explicit learning arrangement on Sustainable Innovation for every bachelor course, and a learning arrange-
ment Business and Ethics.
A best practice for corporate social responsibility and sustainable business practice
Micro credit economy
Against the background of its mission, for years, FIHE has been very positive in its attitude towards corporate social responsibility and banking. Micro
credits are a form of finance that do justice to the basic function of banks as well as successfully promoting the economic opportunities for disadvan-
taged individuals. FIHE feels closely bound to the content of the following summary of a text from Der Spiegel (2008):
‘Micro credits are a way of giving households with a low income the same rights and services open to all others’, was one comment from Kofi Annan,
Secretary General of the UN. Converted into the relevant currency, the loans awarded amount to between 20 and 1500 dollars, and the willingness of
the recipients to make the repayments is considerable: 98% of all micro credits are repaid, according to data from the United Nations. The structure
of the financial aid is always the same: the term is relatively short between 6 and 36 months, the loans are always linked to a business idea, and to
compensate for dropouts, group credits are often awarded. If a loan is not repaid, no new credit will be issued.
At first glance, the interest charged by the institutes of on average 20% per year appears very high. However, this is put into perspective when
compared with local loan sharks who sometimes charge the same interest percentage on a monthly basis. According to estimates by the organisation
Consultative Group to Assist the Poor (CGAP), 80% of all businesses in developing countries only exist today because in the past they received a micro
credit. Over the past 30 years, 500 million people have used this direct aid, for self-help.
One of the pioneers in the field of micro credits is Muhammad Yunus. In the early nineteen seventies, this economics professor from Bangladesh asked
a number of unemployed people from a village close to his workplace how much start-up capital they would need in order to fend for themselves.
At the time, they almost all said they would need less than one dollar. In response, Yunus gave 30 dollars to more than 40 families from southern
10 FIHE Curriculum framework 2010-2013Bangladesh, and the success story of micro credit was born. In 1976, Yunus founded his own bank, and since that time has specialised in awarding micro credits. To date, his Grameen-Bank has loaned more than four billion dollars to almost 6 million people. The bank differs little from any ordinary bank, and has more than 2000 branches. Investments and donations from large American businesses to the Grameen foundation keep the credit cycle for people from the Third World alive. This same capital could soon be originating from European investors, because investment funds have now at last discovered the advantages of doing business with ‘small money’. “We intend to collect 1 billion euro for micro credit between now and 2010, in order to assist 10 million families to escape from poverty by their own efforts, and in an honourable way”, commented Manfred Kastner, head of the Vienna Portfolio Management AG (VPM), an Austrian asset management organisation specialising in Hedge and Absolute Return funds. The objective of Kastner’s management is: to manage the capital deposited by investors to selected micro financing institutes that have been assessed by international rating agencies. These institutions in turn support and monitor a large number of individual projects worldwide. The interest on the capital is between 6% and 10%, so that following deduction of costs, as well as having a good conscience, investors end up with a return of up to 5% Similar results apply for the products from the small investment funds that to date have become involved in micro business. In Germany, the GLS bank and in the Netherlands the Triodosbank and the ASN-Bank have been highly active in ecologically-aware micro financing, since the nineteen seventies. The recent micro credit fund of the Belgian company Dexia has not yet been admitted in Germany, and at present, only institutional investors can invest in the fund. The picture at Axa is the same. Although the company does have its own micro financing department, it invests very little. Manager Xavier Deschamps is only permitted to invest up to twenty percent of the portfolio of the Axa WF Development Debt interest fund in Third World credits. Nonetheless, the Axa manager is convinced of the success of development aid via the capital market. “This relatively new investment object is set to make a similar breakthrough as the sustainability funds.” FIHE***** is a five-star course • a practically-oriented and profession-based centre of excellence • a university of applied sciences • with student and competence-based courses of study • international and intercultural orientation • with a focus on sustainable development and corporate social responsibility FIHE Curriculum framework 2010-2013 11
12 FIHE Curriculum framework 2010-2013
2 Strategic considerations
2.1 Idealism in learning communities In 2008, the Executive Board of Fontys University of Applied Sciences adopted the policy document Idealism in learning communities, a quality strategy. The titles of the chapters in this document provide a clear and concise indication of the new strategy of Fontys: • Boundaries disappearing through globalisation • Uncertainty about new legislation • Working from a European perspective • Education in discussion • Changing economy and social context • Quality as a success factor • Social ties under pressure • Investing in the development of employees • Accountability and alienation in institutions • Attention for study results • Gradual demographic growth • Knowledge as an essential element of competences • Ties with senior general secondary education (havo) • Personal education and value awareness and senior secondary vocational education The Fontys school FIHE on the International Campus Venlo puts this policy into practice as follows: FIHE holds periodic internal and external benchmarks In the framework van quality monitoring, FIHE operates a quality assurance system that generates input for an integrated policy and as a result of which information is available for internal Fontys audits and external accreditations. FIHE delivers educational quality FIHE delivers the quality aspect within the frameworks of the current quality assurance system. Every FIHE member of staff delivers quality within his day-to- day activities. Quality on this small scale is the finishing touch! FIHE matches its own development with regional and international developments in economy and education FIHE maintains contacts with local and provincial government authorities, the Chamber of Trade in Limburg and the equivalent bodies in the German border area in order to acquire the latest information on social and political developments in the region. As a result, FIHE is better able to match its own develop- ments with developments in the region, and is able to fulfil the role of social relevance of education and applied research (Applied Economic Science). Current and future situation • In September 2009, FIHE has 1700 bachelor and 54 master students. Because of the regional demographic situation of Venlo on the border with Germany, the number of German students is high. • In the spring of 2009, FIHE had 5% foreign non-German students. FIHE aims to raise this percentage to 10% by 2012. FIHE is also striving earnestly to increase the number of Dutch students. • By 2012, FIHE intends to grow in size to 2000 bachelor students. • Over the coming period, FIHE aims to recruit 50 master students per year. • Over the coming period, FIHE aims to have three PHD students complete their PHD in Venlo (each year). • In 2012, residential accommodation affiliated to the campus must be available. • Over the coming period, FIHE will be working on a sustainable and well-maintained network of at least 50 formalised partnerships with foreign universities and universities of applied sciences. • FIHE will over the coming period strive to establish a sustainable network with a number of regional and foreign businesses as strategic partners in training, research and service provision. 2.2 Demographic developments The demographic developments in Germany indicate that the number of German students is certainly set to grow through to 2013, also because the regu- lar period of education for school pupils in secondary education in due to be shortened by one year. The attraction of studying in the Netherlands for German students, combined with the population density on the other side of the border, ensure a conti- 14 FIHE Curriculum framework 2010-2013
nuous high influx of German students. Beyond 2013, FIHE will increasingly need to attract students from the international market. FIHE is actively approaching the market in Eastern European countries, Asia and North and South America, and is increasing the number of exchange pro- grammes. These activities tie in with the further development of the international character of FIHE. 2.3 Fontys International Campus Venlo The Executive Board of Fontys University of Applied Sciences has identified the Fontys schools FIHE, Fontys School of Technology and Logistics (FHTenL) and Fontys Primary Teacher Training College Limburg a the Venlo campus as the International Campus. This move has strongly underlined the positioning of these schools as international universities of applied sciences. Fontys International Campus Venlo aims to develop into an international study and compe- tence centre for Fontys University of Applied Sciences. This can only be achieved if the international attraction of the courses at Venlo is increased in every respect. Ambitions of the Fontys International Campus Venlo This results in the following ambitions: • to offer a broad and attractive range of courses of study in English, German and Dutch. • intensive and targeted international marketing for the range of study programmes and courses; • achieving a truly international study, living and residential environment by attracting more regular (primaries) and exchange students in particular from the EEA*, and also non-EEA countries; • using important strategic partners from renowned foreign partner universities in order to further develop the international reputation of the campus. • offering innovative and attractive programmes and learning environments that prepare students for professional practice by active participation in inter- national collaborative projects and networks; • creating an attractive, study and living and residential environment at the International Campus by establishing infrastructure and accommodation. * EEA= European Economic Area, Belgium, Bulgaria, Cyprus, Denmark, Germany, Estonia, Finland, France, Greece, Hungary, Ireland, Italy, Latvia Liechtenstein, Lithuania, Luxembourg, Malta, Norway, Austria, Poland, Portugal, Rumania, Slovenia, Slovakia, Spain, Czech Republic, United Kingdom, Iceland and Sweden. Objectives of the Fontys International Campus Venlo The main objectives of the Fontys International Campus Venlo are based on the increased internationalisation of study in Higher Education and the ambiti- ons of FIHE. These objectives are: • intensification of cooperation between teaching institutes at the campus Venlo; • regional anchoring and balanced distribution of international partnerships across the key market centres in the world; • further promotion of multicultural and intercultural education at and from the campus; • contributing to the international, intercultural experience of participating students and staff members; • strengthening the international and intercultural competences of students and the (international) expertise of the staff; • further international profiling of the courses through intensive internationalisation of the programmes; • further increasing the number of foreign students; • intensifying partnerships with foreign universities, universities of applied sciences and businesses; • creating the physical parameters (facilities) for optimum performance of Fontys International Campus Venlo. At present (2009), the Fontys schools in Venlo offer ten bachelor and four master courses. Of these, five bachelor programmes are available in German. Two bachelor and four master courses are provided in English. In addition, a number of English-language minors are on offer. The following six courses are offered in English: • Bachelor International Business and Management Studies; • Bachelor Mechatronics; • Master of Business Administration (MBA); • Master of Science Business and Management; • Master of Science International Logistics; • Master of Science International Supply Chain Management. FIHE Curriculum framework 2010-2013 15
Growth perspective FIHE bachelor students
With the creation of the Fontys International Campus Venlo, the intention is to above all considerably increase the number of English-language courses. This
approach will make the range of courses at FIHE even more attractive to foreign students, for both exchange students from foreign partner universities and
for regular foreign students (primaries).
The ambitions and targets referred to above will result in growth in the number of bachelor students at the campus as reflected in the table below.
The potential of the Fontys International Campus Venlo is considerable, certainly viewed in the light of the initiatives currently being undertaken in Venlo
(Floriade, Greenpark, Cradle-to-Cradle [C2C], CIOS, etc.).
Numbers of students Fontys International Campus in Venlo
2008 2010 2013
Four-year bachelor course 2500 2700 2900
Primaries (regular EEA and non-EEA students) 50 150 300
Exchange students 50 100 150
Total Campus Venlo 2600 2950 3350
Homies and Jacks
To a greater or lesser extent, individual students may be ‘ripe’ for internationalisation.
We therefore identify two different groups of students within the bachelor courses:
• Homies (‘For the time being I continue to live at home but I do wish to gradually follow lectures in several languages or English, and perhaps spend part
of my study period abroad.’)
• Jacks (‘As quickly as possible I wish to attend all lectures in English and would like to follow a large proportion of my study programme at foreign univer-
sities and complete my internships abroad.’)
FIHE will encourage the homies to study at a foreign institution for at least one semester, or to complete an internship or graduate in a business abroad.
s
mie Jack
s
Ho
International Campus
Associate
Bachelors professorship
of Economics Innovation
& Management
Masters Research and Consulting
of Economics
Regional anchoring
The regional anchoring of FIHE in an international environment
2.4 Regional anchoring in a globalising environment
From a base of the International Campus, FIHE operates within regionally-anchored networks with Dutch and German businesses, institutions and schools
supplying students. In addition, FIHE collaborates with a large number of businesses and institutions all over the world.
The essential criteria for an international profile for the range of courses on offer are the number and quality of international study programmes.
At present, students can choose from Dutch, German and English-language FIHE courses. International Business & Management Studies (IBMS) is currently
offered entirely in English; the remaining courses are to an increasing extent provided in English.
16 FIHE Curriculum framework 2010-2013Based on the current range of internationally-oriented courses at FIHE and Fontys School of Technology and Logistics (FHTenL), the following new English- language courses are gradually being developed and implemented: • bachelor course International Business Economics (FIHE) • bachelor course International Marketing (FIHE) • bachelor course Food & Flower Management (FHTenL/FIHE) • bachelor course Electrical Engineering / Mechatronics (FHTenL) • bachelor course Logistics Management (FHTenL) • and possibly other education sectors. In this way, the Venlo location in just a few years time will in total be offering seven bachelor courses and four master courses in English. In addition, the range of English-language minors is constantly being expanded. All learning arrangements within each course are also increasingly focusing in terms of content on international orientation and corporate social responsi- bility and ecologically-sound business practice. In 2009, the International Summer School Venlo offered its first courses, in particular languages and culture. Finally, steps are being taken to bring together the individual departments of the participating schools to establish a single campus-wide centre of expertise for service provision and relationship mainte- nance. The greatest challenge in developing the International Campus is to increase the number of foreign students (primaries) completing their studies in Venlo. FIHE is implementing an international marketing concept and undertaking worldwide marketing activities in order to achieve this objective. The accent in cooperation with foreign partner universities and universities of applied sciences is currently on the exchange of students. In total, there are now more than 36 universities and universities of applied sciences in Europe, Asia and North and South America with whom exchange contracts have been established. Increasingly, these contacts are in the form of campus-wide partnerships as with Plymouth University, the Universidad de Huelva, the Fach- hochschule Bern and the Hong Kong Institute of Education. FIHE also maintains intensive partnerships with the University of West Hungary, the Lingnan University Hong Kong and the Stout University of Wisconsin. In the future, FIHE intends to establish intensified partnerships with a number of universities of applied sciences and universities that go beyond the traditi- onal exchange of students. Within these partnerships, in each individual case, a determination will be made as to the extent to which mutual recognition of certificates and/or dual certification are possible. Since the summer of 2009, a Summer School at the Fontys International Campus Venlo has been offering language skills training in English, German, Dutch, Spanish and Chinese for current and future students. Intercultural skills training are also included in the programme. The training courses last three weeks. The programme will be expanded in the future to include Japanese and Russian. Between 2010 and 2013, together with other campus schools within the interschool Project Fontys International Campus Venlo, FIHE will be working to achieve the campus objectives described above. Strategic partnerships of FIHE In order to deliver actual form and content to the international dimension of FIHE and the International Campus Venlo, FIHE has for a number of years operated the following criteria for establishing and maintaining its strategic partnerships: • sufficient spread between the Venlo region, the immediate environment in the Netherlands and Germany, Europe, the US and the other (upcoming) markets; • comparability of attainment targets for courses of study; • agreement between study programmes; • possibilities for student exchange; • possibilities for staff exchange; • image of the course; • geographical factors; • already existing contacts. The international environment of FIHE FIHE Curriculum framework 2010-2013 17
2.5 Substantive characteristics of the bachelor and master courses at FIHE
Below is an introduction to the three FIHE courses in key terms:
Bachelor International Business Economics
• Cost calculation and cost distribution • Application of budgeting methods
• Implementing quality assurance systems • Development of management information systems
• Development of key figures (BSC) • Controlling and entrepreneurship
• Financing decisions • Optimisation of logistic processes
• Analyses of goods and money flows
Bachelor International Business & Management Studies
• Marketing • International Trading Relations
• Strategic Marketing and the Global Environment • Managing People
• Finance • Applied Management Projects
• Financial Markets • Quantitative Methods
• Business Communications
Bachelor International Marketing
• Marketing concepts • Marketing controlling
• Sales / Sales planning • Strategic marketing planning
• Market research • Customer Relationship Management
• Marketing communication planning • Deployment of marketing instruments
• Marketing analysis • Institutional marketing (industrial goods, trade, service provision, non-profit)
Master of Economics
In collaboration with foreign institutions for university education, FIHE provides two master courses:
1 Master of Business Administration • General Economics
2 Master of Science in Business and Management • Financial Management
• Marketing Management
• Human Resource Management
• Strategic Management
• Business Law
• Soft Skills & Leadership Qualities
• Research Methodology
• Management Decision Making
Wealth does not create excellence,
but excellence does create wealth
as well as other public and private blessings for mankind.
(Aristotle)
18 FIHE Curriculum framework 2010-20133 Didactic principles bachelor courses
3.1 The dynamic between professional practice and economic theories
FIHE aims to achieve solid, dynamic synergy between current economic practice and the various economic ideas and theories:
Economic theories Economic practice
Economic, social, political, legal, ethical and ecological definitions, Daily economic practice at micro, meso and macro level; economic
concepts, models, relationships, opinions instruments, processes, hypotheses, problems and new forms of business.
Research data, methods and research techniques Practical theories, insights, intuitions, inspirations and feeling, learning by
doing
3.2 The learning cycle by Kolb
The learning cycle by Kolb brings together the four most important steps or components in effective and efficient learning. Learning and education can be
focused on each of the four components: sometimes learning starts through direct experience with a work problem or case study, while on other occasions,
learning starts with a theoretical discussion that generates inspiration or calls for applied research.
Nonetheless, the learner must always pass through the entire cycle in order to achieve the best possible learning effect:
• observation and feeling for economic practice;
• knowledge of economic definitions, theories, models and procedures;
• diagnosis, analysis and interpretation of economic phenomena and theories;
• planning economic processes;
• acting and managing on the basis of meta cognitions;
• evaluation, alteration and adjustment.
Acquire
practical experience
Constructing products Look back,
for practice reflect and structure
Knowledge and skills
The cycle by Kolb with four didactic components for learning and supervision
3.3 Relationship between course learning and internships
As already mentioned, studying at FIHE is characterised by considerable interaction between practice and theory, between experience and reflection. This is
expressed in the didactic learning lines model (see 3.9).
In the initial phases of the courses of study, business contacts and a business internship are provided for (main phase internship). The character of these
internships is that of an introduction, focused on learning through experience. The student concludes his course of studies with a graduation project also
undertaken within a business.
20 FIHE Curriculum framework 2010-2013Knowledge circulation Collaboration with the work field takes place in various areas, whereby the objective of ‘knowledge circulation’ is of key importance. On the one hand this means that knowledge acquired at the university of applied sciences is then put into practice. This offers added value for both the external partners and for the university itself. On the other hand, organisations often have specialist and detailed knowledge which in turn can be of elementary importance for education at the university of applied sciences. This knowledge circulation takes place in three areas: • During their course of studies, students are required to complete an internship and a graduation project within an organisation. At this time, the compe- tences acquired at the university of applied sciences are employed and broadened. • Via these internships and graduation projects, strategic collaboration with organisations is often established. This in turn often leads to the establishment of a network of organisations. The purpose of these networks is to encourage the exchange of knowledge and skills. This further ties in with the philo- sophy of Fontys on the learning community. • FIHE discusses all developments within its courses of studies with representatives from the work field. Managers from various economic sectors hold posts on the Advisory Board and the Board of External Assessors. These bodies continuously assess whether the drawn up job and competence profiles are still up to date. As a consequence, the profiles are adapted to the latest developments in professional practice. This means that FIHE also regularly adapts the curricula of its courses of study. 3.4 Characteristic professional situations for the bachelor Every FIHE course makes use of a large number of professional situations characteristic of a specific profession. Characteristic professional situations describe the key activities of the professional bachelor of economics in a given professional situation, and identify the intended result of the actions of the economist in that situation. Characteristic professional situation A characteristic professional situation is a real-life situation in the professional field which an economist must be able to deal with in a professional manner, and in which he must be able to solve problems. Various competences are employed in characteristic professional situations. Characteristic professional situations determine the programme and assessment. It is they that make the course of studies practically oriented. As soon as a characteristic professional situation is used for assessment, it is described as a professional situation. Every critical professional situation is sup- plied with measurable performance indicators relating to the competence level at which the examination takes place, in order to validate and ensure the reliability of the examination process. 3.5 Competences and competence levels in the bachelor courses The dynamism and complexity of the professional environment in which constant change and increased complexity seem to be the only constants, demand the development of knowledge, skills, attitudes and personal characteristics which make it possible to continue to operate in that professional environment. Knowledge, skills, attitudes and personal characteristics are summarised by the term competence. A competence is therefore the ability to demonstrate adequate professional behaviour in authentic professional situations. From the characteristic professional situations, competences are derived which in turn are recorded in a competence matrix. The Higher Economic Education sector has in fact specified 70% of these competences via national agreements. Within these agreements, knowledge requirements (the so-called Bodies of Knowledge and Skills) have also been determined. The courses at FIHE comply with these national agreements. The 30% ‘free space’ is utilised by FIHE to give form to the international character of the courses of study and FIHE-specific competences such as ethics and sustainability. A competence matrix describes the competences on which students must work during their course of studies. Alongside this description, a competence matrix also indicates by means of performance indicators the level at which the student must master the competence in a given phase of the studies. A competence matrix therefore describes what knowledge, skills, attitudes and personal characteristics a student must offer in order to be able to respond adequately in a characteristic professional situation. A (trainee) economist is competent if he is capable, on the basis of his own knowledge, skills, attitudes and personal characteristics, to make choices from his repertoire of skills, as a consequence of which, in a given (simulated) professional situation he is able to act effectively and competently, and is able in a suitable manner to tackle problems from or in professional practice. This capacity becomes visible by observing the choices made, the way in which those FIHE Curriculum framework 2010-2013 21
choices are accounted for and the reflection on the choices.
For the development of competences, an important precondition is acting with responsibility, and carrying out complex activities in an authentic learning
environment. For the development of competences, however, it is equally important to offer and to allow the trainee economist the opportunity to acquire
insight into the way in which his practical experiences can be linked to theoretical knowledge, and what that could mean for the development of his profes-
sional working methods. In this way, via change and improvement actions, he can continue to work on his own development.
Competence
On the one hand, a competence is the capacity to act in an adequate, professional manner in authentic professional situations. On the other hand, a
competence consists of underlying factors that make a crucial and decisive contribution to successful performance: integration of knowledge, skills,
attitudes and personal characteristics.
Iceberg model, with explanation of relationship between test forms
Personality and professionalism are irrevocably intertwined
FIHE has specifically not opted for an instrument-based approach to competence-based education. It is not Professional
environment
merely a question of knowledge and skills, no matter how important they may be. It is also and above all a
question of powerful, inspirational, self-responsible and empathy-enriched, inspired and competent personali-
behaviour
ties. The so-called iceberg model, in combination with the ‘onion model’ by Fred Korthagen (2004) provides a
skills
visual impression of the term competence. Within a professional environment, various factors combine, such
as behaviour, skills, convictions, identity, involvement and motivation of the specific person are in operation. convictions
In other words, FIHE wishes to maintain a broader view of the definition of competences. identity
involvement
This means that the FIHE culture is a learning culture within learning communities, in which a personal ap-
proach is vital. The staff at FIHE are particularly aware of their role model function, and operate according to
the principle ‘Practise what you preach’.
As demonstrated by Korthagen’s onion model above, the vision at FIHE is clearly personally oriented.
The student is approached and supervised as a developing, individual personality.
3.6 The Bodies of Knowledge and Skills of the bachelor
From within the Higher Professional Education Council, the higher professional education sector economics
– alongside its national competence profile – has also recently formulated so-called Bodies of Knowledge and The onion model by Fred Korthagen
Skills, including those specific to IBE, IBMS and IM.
22 FIHE Curriculum framework 2010-2013These Bodies of Knowledge and Skills provide a summary of the most important areas of expertise, and describe the most important definitions each stu-
dent must have mastered. Three different aspects are identified:
• A Basics competent: the basic knowledge that must be held by every graduate bachelor IBE, IBMS and IM. This refers to a number of key definitions for
each competence.
• A Visions component: the main direction-setting theories, concepts and/or authors within the field of study in question.
• A Trends component: the latest developments and insights relevant for the bachelor in question.
These Bodies of Knowledge and Skills are matched in terms of content to the course competence matrices and the anchoring of these knowledge content
elements in the programmes.
In the first instance, the course manager monitors the knowledge content in the course competence matrix and in the assessments. The Testing Board
monitors the quantity of the knowledge element at random, and the functionality of the acquired knowledge.
3.7 Acquiring self-management capacities in study career management
Characteristic for a professional at high level, a category which certainly includes the bachelor level, alongside knowledge and skills, are self-managing or
self-regulating capacity.
The capacity to perform independently and subject to your own responsibility assumes a learning process based on a basic attitude of wishing to continue
learning throughout one’s career, and therefore a willingness and ability to account for one’s actions to customers, management and colleagues. The central
meta competence therefore is the ability to reflect on and adjust one’s own professional behaviour.
One of the learning lines in the bachelor programme is therefore study career management, in which the student acquires the skill of professional self-
management.
Phased self-management
Throughout the course of a period of study at FIHE, the student to an increasing extent acquires the required professional competences and learns to
manage his own activities, and therefore also to bear and account for his own responsibilities. However, giving the student total freedom right from
the start to structure his studies as he sees fit is considered at FIHE an irresponsible ‘laissez-faire attitude’.
The FIHE courses take their responsibility by teaching these self-management skills, in phases.
3.8 The bachelor programme: a single coherent combination of three mastery levels in three course
phases
All of the individual components of each FIHE bachelor programme come together to form a single coherent whole:
• There is ever increasing intertwining between school activities and practical components.
• Within the course competence matrix, a flexible but clearly demarcated transition has been created between three competence mastery levels, linked to
the three phases of the course of studies.
• The level description of the competences is carried out from the perspective of increased complexity and richness of context in terms of professional
knowledge , ability and action, and professional roles. The mastery levels are described in behavioural terms as so-called performance indicators. These
performance indicators contain elements of the mission of FIHE and the Dublin bachelor descriptors.
• Substantively, the coherence is further strengthened by the central positioning of specific characteristic professional situations and professional themes.
Competence mastery level I: Competence mastery level 2: Competence mastery level 3:
Main phase competent Graduation phase competent Start competent bachelor
economist
Foundation course phase Main phase Graduation phase
During the foundation course phase, the student learns basic self-management skills: estimating his own capacities and comparing them with the performance
indicators in the course competence matrix. For this purpose, the student also learns to reflect on his own study behaviour and personality characteristics.
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