Beschluss der FIBAA- Akkreditierungskommission für Programmestatic.fibaa.org/berichte/progakkred_k2h/B_Zypern_EMU_1779_KB.pdf · ing/promotion, business/industrial marketing, direct

Beschluss der FIBAA-Akkreditierungskommission für Programme

90. Sitzung am 20./21. März 2014

Projektnummer: 12/022

Hochschule: Eastern Mediterranean University (EMU), Turkish Republic of Northern

Cyprus

Studiengang: Marketing (BBA)

Die FIBAA-Akkreditierungskommission für Programme beschließt wie folgt: Der Studiengang wird gemäß § 7 Abs. 2 i.V.m. § 10 Abs. 1 i.V.m. § 10 Abs. 2 der Sonderbe-dingungen für die Vergabe des FIBAA-Qualitätssiegels für Programmakkreditierung vom 11.10.2011 in der zum Vertragsschluss geltenden Fassung unter sechs Auflagen für fünf Jahre akkreditiert. Akkreditierungszeitraum: 21. März 2014 bis Ende Frühlingssemester 2019 Attention: The Accreditation period was prolonged for one year until end of summer semester 2020. Conditions:

1. The admission decision needs to be based on transparent criteria, therefore the rejec-tion letters must contain information on the reasons for rejection (s. chapter 2.1).

Condition has been met.

FIBAA-Accreditation Commission for Programmes on 19 June 2015.

2. The modularisation of the curriculum is to be adapted as follows (s. chapter 3.1): a) EMU needs to prove that the calculations of ECTS-Credits and workload is com-

prehensible, corresponds to one another, and is used consistently and continu-ously in all documentation. Overall, it must be in line with the requirements of the ECTS User’s Guide.

b) The module descriptions need to be revised corresponding to the requirements of the ECTS User’s Guide in terms of information on the year of study the description of the Learning Outcomes.


FIBAA-Accreditation Commission for Programmes on 13 September 2019.

3. The study and examination regulation needs to be both verified by legal experts and revised as follows (s. chapter 3.1): a) EMU needs to prove the implementation of relative grading according to ECTS. b) The mutual recognition of degrees and periods of study needs to follow the re-

quirements of the Lisbon Convention. c) EMU needs to implement an entitlement to compensation for disabilities regarding

disabled students in terms of time and form of examinations.



4. The number and frequency of the assessments is to be reduced (s. chapter 3.1)



5. EMU needs to prove that graduates are empowered to conduct academic work and that there is a defined process of examining the academic and methodological com-petence (s. chapter 3.2).


FIBAA-Accreditation Commission for Programmes on 19 June 2015.

6. A link between theory and practice needs to be ensured in order to promote employ-ability on the programme (s. chapter 3.2).


FIBAA-Accreditation Commission for Programmes on 13 September 2019. Das Qualitätssiegel der FIBAA wird vergeben.

FOUNDATION FOR INTERNATIONAL BUSINESS ADMINISTRATION ACCREDITATION FIBAA – BERLINER FREIHEIT 20-24 – D-53111 BONN

Assessment Report

Higher Education Institution (HEI): Eastern Mediterranean University (EMU) Bachelor programme: Marketing

Qualification awarded on completion: Bachelor of Business Administration (BBA)

Brief description of the study programme: The aim of the Marketing programme is to provide students with knowledge and skills in marketing as well as a solid foundation in business and management in order to prepare them for entry-level and subsequent leadership positions in such areas as advertis-ing/promotion, business/industrial marketing, direct marketing, international marketing, mar-keting research, retailing, professional selling, sales management, transportation, and logis-tics. Date of opening of the procedure: September 28th, 2012 Date of filing the self-documentation: August 26th, 2013 Date of the site visit: October 22nd and 23rd, 2013 Type of accreditation: Accreditation Accredited in Cluster 1 with: Cluster 1: Business Administration (BBA) Human Resource Management (BBA) International Trade and Business (BBA) Management Information Systems (BBA) Public Administration (BA) Cluster 2: Economics (B.S.) Banking and Finance (B.S.) International Finance (B.S.) Banking and Insurance (B.S.) Cluster 3: International Relations (BA) Political Science (BA) Type of Programme: undergraduate Intended length of programme: 8 semesters Mode of study: Full-time Initial Start of the programme: 2007 Student intake: 14

Programme cycle starts in: both fall and spring semester Speed (planned number of parallel years): 1 Number of ECTS point assigned to programme: 240 Hours (workload) per ECTS point: 30 Statistical data: Statistical data is to be found on page 8. Date of the Meeting of FIBAA-Accreditation Commission: March 20th and 21st, 2014 Resolution:

The accreditation of the programme is under six conditions and is valid for five years.

Duration of Accreditation: March 21st, 2014 until end of spring semester 2019 Conditions:

1. The admission decision needs to be based on transparent criteria, therefore the rejec-tion letters must contain information on the reasons for rejection (s. chapter 2.1).

2. The modularisation of the curriculum is to be adapted as follows (s. chapter 3.1): c) EMU needs to prove that the calculations of ECTS-Credits and workload is com-

prehensible, corresponds to one another, and is used consistently and continu-ously in all documentation. Overall, it must be in line with the requirements of the ECTS User’s Guide.

d) The module descriptions need to be revised corresponding to the requirements of the ECTS User’s Guide in terms of information on the year of study the description of the Learning Outcomes.

3. The study and examination regulation needs to be both verified by legal experts and

revised as follows (s. chapter 3.1): d) EMU needs to prove the implementation of relative grading according to ECTS. e) The mutual recognition of degrees and periods of study needs to follow the re-

quirements of the Lisbon Convention. f) EMU needs to implement an entitlement to compensation for disabilities regarding

disabled students in terms of time and form of examinations.

4. The number and frequency of the assessments is to be reduced (s. chapter 3.1)

5. EMU needs to prove that graduates are empowered to conduct academic work and that there is a defined process of examining the academic and methodological com-petence (s. chapter 3.2).

6. A link between theory and practice needs to be ensured in order to promote employ-ability on the programme (s. chapter 3.2).

Proof of meeting these requirements is to be supplied by December 21st, 2014.

Project Manager: Karin Legerlotz Panel members:

Prof. Dr. Dennis Hilgers Johannes Kepler University Linz Institute for Public and Nonprofit Management Professor for Public Management Prof. Dr. Reinhard Hünerberg University of Kassel Professor for International Marketing, Business Administration Guest Lecturer in Turkey Prof. Dr. Wolfgang Renninger University of Applied Sciences Amberg-Weiden Professor for Organisation and Information Management Prof. Dr. Lutz H Schminke University of Applied Sciences Fulda Professor for International Management, Marketing, Business Administration, Sales and Dis-tribution Dipl.-Ing. Peter Schüller Peter Schüller Consulting (e-Commerce, online-Marketing, Sale) Magdalena Wittmann University of Applied Science Amberg-Weiden Student of Trade and Service Management (BA)

Summary

© FIBAA-Akkreditierungsbericht Seite 7

Summary

The panels’ assessment takes into account the self-assessment and the results of the on-site visit and the statement of the HEI to the assessment report dated March 5th, 2014.

The Bachelor programme Marketing (BBA) of the Eastern Mediterranean University fulfils with seven exceptions the FIBAA quality requirements for Bachelor programmes and can be accredited by the Foundation for International Business Administration Accreditation (FIBAA) under six conditions. It is in accordance with the National and the European Qualifications Framework in their applicable version valid at the time of opening of the procedure. It has a modular structure, has been assigned ECTS points and leads to the academic degree of “Bachelor of Business Administration”. The degree is awarded by the higher education insti-tution. The panel members identify need for action regarding the transparency of the admission decision, the consideration of ECTS, the study and examination regulations, the workload, the integration of theory and practice and the academic competence. Therefore, they rec-ommend the accreditation on condition of meeting the following requirements:

1. The admission decision needs to be based on transparent criteria, therefore the rejec-tion letters must contain information on the reasons for rejection (s. chapter 2.1). 2. The modularisation of the curriculum is to be adapted as follows (s. chapter 3.1):

a) EMU needs to prove that the calculations of ECTS-Credits and workload is com-prehensible, corresponds to one another, and is used consistently and continu-ously in all documentation. Overall, it must be in line with the requirements of the ECTS User’s Guide.

b) The module descriptions need to be revised corresponding to the requirements of the ECTS User’s Guide in terms of information on the year of study the description of the Learning Outcomes.

3. The study and examination regulation needs to be both verified by legal experts and revised as follows (s. chapter 3.1):

a) EMU needs to prove the implementation of relative grading according to ECTS. b) The mutual recognition of degrees and periods of study needs to follow the re-

quirements of the Lisbon Convention. c) EMU needs to implement an entitlement to compensation for disabilities regarding

disabled students in terms of time and form of examinations. 4. The number and frequency of the assessments is to be reduced (s. chapter 3.1) 5. EMU needs to prove that graduates are empowered to conduct academic work and that there is a defined process of examining the academic and methodological compe-tence (s. chapter 3.2). 6. A link between theory and practice needs to be ensured in order to promote employ-ability on the programme (s. chapter 3.2).

Proof of meeting these requirements is to be supplied by December 21st, 2014.

The further not fulfilled quality requirement [programme description (s. chapter 5.4)] is not an asterisk criteria, so that a further condition is not necessary and the measures the HEI takes to solve the identified problems are to be considered in the context of the re-accreditation.

Summary


The panel members identify furthermore development potential for the programme in:

Programme-related alumni-tracking studies should be conducted (s. chapter 1.1) The website links for undergraduate TRNC admission should be revised (s. chapter

2.1). The module descriptions should be provided course-specifically (s. chapter 3.1). The module descriptions should be standardised regarding the level of detail and to

extend the literature references to recommended literature (s. chapter 3.1). The curriculum with its materials and examinations should be geared more towards

outcome orientation (s. chapter 3.2). The list of university electives should be restricted to modules that are suitable for the

programme or convey key qualifications (chapter 3.2). The teaching and learning methodology should be written down in a formalized con-

cept to fully ensure its further development (s. chapter 3.5). The lecturer’s practical business experiences should be strengthened, for example by

offering sabbaticals (s. chapter 4.1). EMU should systematically communicate the outcome of the respective evaluations

to both students and lecturers, for example via electronic feedback (s. chapter 5). The measures the HEI eventually takes in order to implement the recommendations of the panel members are to be considered in the context of the re-accreditation. Furthermore a set of criteria exists, which exceed the quality requirements:

Internationality of student community (s. chapter 3.3), Foreign language content (s. chapter 3.3), Provision of student support (s. chapter 4.1), Number of and Technical equipment at Library Workstations for students (s. chapter

4.4), Individual Counselling and Welfare services for students (s. chapter 4.5), Programme description (s. chapter 5).

For the overall assessment please refer to the quality profile at the end of this report.

Institutions Details



Eastern Mediterranean University (EMU) was established in 1979 as former Higher Techno-logical Institute with the Departments of Electrical and Electronic Engineering and Mechani-cal Engineering. The transformation to EMU officially took place in 1986 when the new law passed in the Turkish Republic of Northern Cyprus (TRNC) Parliament and EMU was estab-lished as State University, which was to be funded and governed by a foundation appointed by the Government of TRNC. Since then, EMU grants degrees and has produced more than 32.000 graduates from different countries and cultures. As a State University EMU is super-vised by the Ministry of Education. Besides, all study programmes have been approved by the Higher Education Council of Turkey. EMU counts the following eleven faculties:

Faculty of Business & Economics Faculty of Engineering Faculty of Arts & Sciences Faculty of Law Faculty of Architecture Faculty of Communication Faculty of Education Faculty of Health Sciences Faculty of Pharmacy Faculty of Medicine Faculty of Tourism

Apart from the named faculties the University consists of five schools, an English Preparatory School and three institutes with 88 associate and undergraduate programmes, 64 Master and Ph.D. programmes. All programmes are fully recognised by the Council of Higher Edu-cation in Turkey North Cyprus and Ministry of Education. With students coming from 74 countries and faculty members from 35 different nations a multicultural environment is creat-ed by the University. It is EMU’s mission to offer contemporary, sustainable and quality education at international standards, to conduct research, to contribute to the needs of the society, to meet the needs of stakeholders and graduate students in a multicultural environment having international knowledge and competencies. Except for some study programmes being taught in Turkish, classes are mainly conducted in English. Among others, EMU is a member of The World Association for Hospitality and Tourism Edu-cation and Training (AMFORTH), American Society for Engineering Education, Community of Mediterranean University (CMU), European Communication Research and Education As-sociation (ECREA), European University Association (EUA) and International Association of Universities (IAU). The Faculty of Business and Economics (FBE) was inaugurated in 1986. It is one of the eleven faculties and four schools of the university. The Faculty initially started with two un-dergraduate programmes in business and economics. Meanwhile, as of spring 2013, the Faculty of Business and Economics offers twelve undergraduate, six Master’s and four doc-toral programmes in four academic departments and has also started a School of Applied Disciplines.



Further development of the programme and statistical data and evaluation results

The programme is offered by the Business Administration Department. It started admitting students in 2007. EMU provides the following statistical data:

The study duration according to the HEI averages 9 semesters. Distribution of grades:

Appraisal


Appraisal

The overall development of the programme is difficult to estimate. The programme runs since 2007. The number of applicants placed has been decreasing in the first three years and in-creased until 2011/12. Since 2012/13 the number of applicants placed is at a consistent level while the enrolments are decreasing again. According to EMU the fluctuating student figures are attributable to the poor economic situation of Northern Cyprus. The panel is pleased to note the high and increasing rate of female students, which recently rose to 100 % and that confirms EMU’s commitment to gender equality (compare chapter 1.4). The remarkable high rate of foreign students is consistent at more than 70 percent and demonstrates the attrac-tiveness of the programme for international students. The average success rate is with 85 percent also remarkably high, especially in comparison to the other programmes of the Busi-ness Administration Department. The average duration of study is 9 semester. According to the panel this remains within appropriate levels. There is no information on the average grade of final degree, but on the distribution of grades for taught courses in the programme. The distribution shows that a variety of grades has been awarded. The panel comes to the conclusion that the grading is based on a realistic setting. Because the development of the study programme so far has not been very consistent and in order to enhance the develop-ment, the panel recommends Emu to systematically collect and monitor the statistical data and to pay special attention to the wor.

Description and appraisal in Detail



1. Strategy and Objectives

1.1 Logic and transparency of programme objectives (Asterisk Criteri-on)

The aim of the Marketing programme is to provide students with an knowledge and skills in marketing as well as a solid foundation in business and management in order to prepare them for entry-level and subsequent leadership positions in such areas as advertis-ing/promotion, business/industrial marketing, direct marketing, international marketing, mar-keting research, retailing, professional selling, sales management, transportation, and logis-tics. Therefore, the programme’s learning outcomes aim at

identifying the core concepts of marketing and the role of marketing in business and society,

applying knowledge and skills to utilize “the four Ps” of marketing, possessing the ability to collect, process, and analyse consumer data to make in-

formed marketing decisions as well as analysing skills regarding marketing problems and solutions based on a critical exam-

ination of marketing information. In addition to the specific learning outcomes, EMU also identified generic learning outcomes for all of the programmes of the faculty. These include demonstration of (oral and written) communication skills, analytical and problem solving skills and awareness of both ethical and global issues. EMU conducts an online survey to solicit alumni evaluation. This alumni eval-uation provides valuable feedback about the courses and missing topics.

Appraisal: EMU clearly defines the programme objective in an intelligible manner and in accordance with the learning outcomes and the targeted vocational field. The defined outcomes properly take into account academic and professional ability as well as comprehensive employability. Personal development is adequately addressed through the mentioned generic outcomes, though the reviewers recommend to clarify it in the respective module descriptions. The panel comes to the overall conclusion that the described objective of this Marketing pro-gramme meets the academic state of the art and the required level of qualification to be awarded on completion and to perform in the envisaged areas of the business sector. Alt-hough EMU has not conducted a vocational field analysis (s. chapter 1.2), the panel is posi-tive about the defined objective. EMU does take into account alumni-evaluations and provided a report for all Faculty gradu-ates. However, these evaluation findings do not contain enough information on alumni-tracking. The panel therefore recommends EMU to involve information on the alumni where-abouts and to break these information down programme-related in order to further enhance the programme.

Quality Ratings Exceptional Exceeds quality

requirements Meets quality requirements

Does not meet quality requirements

not relevant

1. STRATEGY AND OBJECTIVES

1.1* Logic and Transparency of Programme Objectives x



1.2 Positioning of the programme

Regarding the positioning of the programme on Education Market as well as on Job Market for graduates, the Department of Business Administration offers a programme

with a good staff-student-ratio serving an internationally diverse student body where the medium of instruction is English which provides opportunities to acquire cultural and language skills where the curriculum has a global focus

which has a focus on application of theory to marketing practices in organisations which provides opportunities to develop an appreciation of various economic, social,

psychological, and political processes that impact marketing issues in organisations around the globe

which provides students with analytical, planning, implementation, and process con-trol skills

which acquaints students with current marketing realities and the categories used to analyse and evaluate these realities

which provides students with knowledge of marketing practices in the world which prepares its students both be better able rationally to argue for favoured mar-

keting strategies against their competitors, and be more effective in working for the defence or implementation of these strategies

prepares its students to work effectively a marketing and sales units in private sector businesses and in national and multinational companies, national and international banks, and insurance companies as managerial director

which helps students to identify customer needs through market research, segment-ing markets, targeting and positioning products and services, new product manage-ment, making the product or service available to customers, and communicating the benefits of the product or service to customers

In terms of the positioning of the programme within EMU’s overall strategy, EMU claims the Faculty’s mission statement to be in line with the EMU mission statement. Thus, the Faculty of Business and Economics on the one hand distinguishes itself by a high quality education and learning experience, a diverse student body in an international setting and the fostering of collaborative ties with EMU’s Stakeholders. On the other hand, according to the overall mission statement, EMU offers contemporary and sustainable education at international standards and contributes to the needs of society and graduates students in a multicultural environment. As stated in its Strategic Plan 2012-2015, EMU aims to provide student-centred education to an international student body. The university is currently adopting new quality assurance principles and guidelines to improve quality in education and administrative affairs parallel to European Standards and Guidelines for International Quality Assurance in Higher Education. Although the universities of Northern Cyprus do not officially participate in the Bologna Process, EMU has dedicated itself to follow the principles set by Leuven Commu-nique of 2009.

Appraisal: The described profile and the competence goals of the programme are comparable to other programmes on the education market. Nevertheless, based on the international atmosphere (especially in comparison to universities in Turkey), the small class sizes, the academic guidance by the teaching staff the panel considers that the programme can compete on the education market. Furthermore the panel agrees, that the described profile and the competence goals are such that the graduates of the programme can compete on the job market. EMU is in constant and close contact to corporations and organisations, so that the demand for graduates is based on this exchange of experiences. Although programme-related alumni-tracking studies have



not been conducted, the future fields of employment for graduates are described plausibly and correspond to the foreseeable demand. Due to the programme being incorporated into the Faculty of Business and Economics, its mission statement is in line with EMU’s overall strategy and with the Strategic Plan. The pro-gramme especially pursues student-centred education and focuses on international stand-ards and an international student body. So far, these goals are in accordance with EMU’s strategic planning. However, the panel has some concerns, because the study programme is quite similar to the business administration programme and the differentiation of the pro-grammes could be improved (s. chapter 3.2).

Quality Ratings Exceptional Exceeds

quality re-quirements

Meets quality requirements


not relevant


1.2 Positioning of Programme

1.2.1 Positioning of the Programme on Edu-cation Market x

1.2.2 Positioning of the Programme on Job Market (Employability of Graduates) x

1.2.3 Positioning within HEI's overall Strategy x

1.3 International orientation of the programme (Asterisk Criterion)

According to its own mission statement, internationality is one of EMU’s core values. There-fore, internationality is built into the programme in different ways. First of all, the university and the Faculty of Business and Economics serve an internationally diverse student body (see also chapter 3.3). Secondly, EMU further promotes internationality by hiring faculty members with diverse backgrounds and experience. Furthermore, the curriculum is held in English and also combines both local and global focus (s. chapter 3.3). Students can also take elective courses from different departments to strengthen their global focus and to ena-ble them to increase their employability at the international level. Also, EMU has signed col-laboration agreements with HEIs in different parts of the world.

Appraisal: It is beyond doubt that the programme has an international focus especially in terms of teaching. The panel comes to the conclusion that the internationally diverse student body, the use of English as language of instruction, international contents in many courses and existing collaboration agreements promote the employability of the graduates in a convincing manner and equip them with skills needed to perform well in an international environment.





not relevant

1.3* International Dimension of the Pro-gramme x



1.4 Gender equality and equality of opportunity

EMU’s commitment to equality and diversity is stated as one of the main objectives that the university strives to achieve. The Faculty re-emphasises its commitment to equality and pre-vention of discrimination and harassment furthermore by introducing an Anti-Discrimination Policy: “The Faculty of Business and Economics is committed to promoting equal opportunity and providing a working and learning environment free from discrimination and harassment that may, amongst other things, be based upon race, national or ethnic origin, political affiliation, religion, sex, sexual orientation, disability, familial and/or marital status, or any other factor prohibited by law. Conduct or behaviour of such kind, whether by students or staff, will be treated in the most serious manner and should, wherever possible, be reported to the Dean or to any other person of authority within the University. Any such complaints received by the Dean shall be investigated promptly and forwarded to the University’s disciplinary bodies whenever circumstances require.” Furthermore, scholarships are provided for students with financial problems (s. section “Further development of the programme”).

Appraisal: The Anti-Discrimination Policy clearly demonstrates EMU’s commitment to promoting gender equality and equal opportunities. During the discussions on-site with lecturers and students the panel has been convinced that this commitment is living reality. As stated above, stu-dents in particular life situations are supported by scholarships EMU is providing. However, there is no entitlement to compensation for disabilities in terms of time and form on the pro-gramme (s. chapter 3.1).


requirements



not relevant

1.4 Gender equality and equality of oppor-tunity x



2. ADMISSION (ADMISSION PROCESS AND PROCEDURE)

The University’s Registrar’s Office manages undergraduate admissions. EMU Admissions by-laws specify the minimum requirements for students to be able to study at the University. Admissions may also be made with credit; this recognises prior study at other universities or jurisdictions as giving equivalent status to the University courses or programs. Overall, stu-dents from different countries and education systems can be admitted to the programme. Regulations regarding the student admissions are categorised for different nationalities as follows:

a) Nationals of Turkish Republic of Northern Cyprus (TRNC): TRNC nationals who are high school graduates are admitted if they show a satisfac-tory performance at the university entrance examination administered by EMU. Alter-natively, TRNC students are admitted if they hold UK-based GCE/IGCSE/GCFE Or-dinary level (or equivalent) examination results in five different subjects, of which one must be Mathematics with minimum grade of “C” or above.

b) Turkish Nationals:

Students from mainland Turkey are admitted to EMU through a central Turkish Uni-versity Entrance Examination administered by the Office of Student Selection and Placement. This examination is organised by Turkish Authorities for the placement of the Turkish students into Turkish Universities in Turkey and the Turkish Cypriot Uni-versities in TRNC. Successful students who include the programme in their list of preferences are placed to the programme based on their scores.

c) Foreign Nationals (non-Turkish, non-TRNC)

International students other than Turkish/TRNC nationals who have a high school di-ploma/certificate or equivalent obtain acceptance according to their academic perfor-mance. An international student with a minimum average diploma grade of “C” is ad-mitted to the programme. Alternatively, international students are admitted, if they hold GCE/IGCSE/GCFE Ordinary Level (or equivalent) examination results in five dif-ferent subjects, of which one must be Mathematics with minimum grade “C” or above.

Citizens of the Turkish Republic are admitted to EMU according to a set quota and based on scored obtained from the Student Selection and Placement Exam by the Turkish Republic Higher Education Board. Students from countries other than the Turkish Republic of Northern Cyprus and Turkish Republic are admitted to the University based on the set quota for third countries and their performance in high school. All students are required to take the English Language Proficiency Test and achieve the min-imum English Language requirements. This requirement is waived for students with interna-tionally accepted English language certificates. Students with minimum IELTS score of 6.0 and TOEFL score of 537/203/75 (paper based/computerised/internet based) are exempted from the English Language Proficiency Test. GCE/IGCSE/GCFE English subject core of min-imum grade “C” can also be used for the English Language Proficiency Test exemption. The exempted students are directly admitted to the freshman year. Students who do not have the required level of English to follow the courses (that is 60 points and above) have to complete additional English courses (“English Preparatory School”) for one year and are allowed to follow less courses (for example with less than 40 points in the English Proficiency Test they are allowed to do just one freshman course and the Turkish History course and have to com-plete 12 additional hours of English courses):



According to EMU, admission policies are published in the “Entrance Exams and Student Admission By-Law”, university promotion materials, on the EMU website and in publications supporting individual programmes. They also are supported by admission advice provided by representatives employed in Promotion Offices of the university located in different countries. The admission decision is communicated to the student in writing.

Appraisal: Due to categorisation of the different kinds of admission requirements by nationalities, EMU ensures that these admission requirements are defined and transparent. In this regard, the particular national requirements (such as Central Turkish University Entrance Examination) are taken into consideration appropriately. Overall, qualified students are admitted. The pos-sibility of recognising prior studies sufficiently ensures transfers from other types of pro-grammes, although the requirements of the Lisbon Convention are not sufficiently taken into account (s. chapter 3.1). For Turkish students a selection procedure is carried out according to national regulations. It ensures the acquisition of particularly qualified students in line with the programme’s goals. TRNC-students are admitted based on the results of an EMU en-trance exam and for students from third countries there are defined selection criteria that ensure comparability of the admission’s requirements. The panel comes to the conclusion that the admission requirements are sufficient. Both by clearly defining minimum scores for English language requirements (TOEFL, IELTS etc.) and by conducting the English Proficiency Test, EMU ensures that the students enrolled are able to actively participate in the classes that are held in English. Additionally, EMU pro-vides one-year English Preparatory School with several steps to achieve the required English language skills (s. figure above), so language competence is ensured. Though the reviewers expressed their concerns about discrepancies regarding the level of English in the freshman courses, because the courses can at least partially be taken by students, who do not have the required level of English to follow the courses. Therefore, they recommend to reconsider the admission to the freshman courses of students who did not score sufficiently at the Eng-lish Proficiency Test. Overall, EMU’s “Entrance Exams and Student Admission By-Law” and EMU’s website de-scribe and explain the admission procedure in a transparent manner. However, on the pro-vided website link for TRNC undergraduate admissions, there only is information on the ad-mission for master programmes. The panel therefore recommends EMU to revise the web-site links. Regarding the transparency of the admission decision, the panel had the oppor-tunity to inspect examples of positive as well as negative admission decision letters. The admission decision is communicated in writing. However, the rejection letters do not contain information on the reasons for the rejection and are therefore not sufficiently based on trans-parent criteria. For these reasons, the panel recommends the accreditation under the condi-



tion that the admission decision needs to be based on transparent criteria and therefore the rejection letters must contain information on the reasons for rejection.


requirements


Does not meet quality re-

quirements

not rele-vant

2. ADMISSION (REQUIREMENTS AND PROCEDURE) AND OBJECTIVES

2.1* Admission Requirements x

2.2 Selection Procedure (if available) x

2.3 Professional Experience (* for Master Programmes of the "further Educa-tion" Type)

x

2.4* Ensuring Foreign Language Compe-tence x

2.5* Transparency of Admission Proce-dure x

2.6* Transparency of Admission Decision condition

3. Implementation

3.1 Structure

According to EMU, the study programme provides a four-year (8 semesters) education with a total of 240 ECTS-Points. Each academic year consists of two academic semesters. The total of courses and examination days cannot be less than 80 days for each semester. Each regular semester lasts about 17 weeks and 2-3 weeks are taken up by midterm and final exams. One ECTS-Point is based on 30 hours of student workload. No Bachelor’s-Thesis is written. Each course of the programme is considered as a separate module. The progamme requires 122 credit hours to be taken for a successful completion. More specifically, the stu-dents take six courses in the first semester and five courses in each of the other semesters. Thirty courses can be considered core courses. Additionally, the students take a 2-credit History/Turkish language course in the first semester. Three of all courses are University Electives, that can be chosen from a list of other courses at EMU, usually taken from the arts, humanities and social sciences. Seven courses are so-called Area Electives, which must be taken from the courses offered by the Faculty. Regarding the application of the European Transfer and Accumulation System (ECTS) and modularization, EMU claims the university courses to be credited with three ECTS-Points according to the EMU Curriculum Principles and Guidelines (University Senate decision). This means that the course will have three hours of classroom contact duration. Courses with laboratory or tutorial work can have one hour extra class time and this may contribute to the credit by ½ hours. The correspondences between EMU credit hours, ECTS-Points and the number of hours students may be expected to spend on the programme are as follows:



Student course performance is evaluated by using continuous assessment mechanisms that include midterm and final examination(s), quizzes, assignments, in-class activities/exercises and course projects. These mechanisms are organised in order to check the students’ ability in meeting the course and programme outcomes. The student is given a mark (which is typi-cally out of 100) and at the end of the semester the student’s cumulative average mark is converted to a letter grade by the course instructor. According to the study and examination regulations, in every academic semester a minimum of one and a maximum of three mid-terms and a final examination are given to students each course. The module descriptions contain, amongst others, the learning outcomes. EMU also con-ducts evaluations regarding the student workload, alumni and programme success rate. The workload evaluation is conducted online for every course at the end of every semester to see if the course load is manageable. Besides, all course requirements must adhere to the study and examination regulations of the FBE and EMU. The rules and regulations contain, amongst other things, the Credit-System, regulations for repeating courses, student status, horizontal and vertical student transfers as well as graduation and diploma fees. According to 5. (4) of the study and exami-nation regulation, students who are admitted to EMU through transfer from other universities must take a minimum of half of the total credit-hours required by the relevant programme in order to graduate from EMU. Plus, recognition of prior study at other universities or jurisdic-tions will be possible if the University courses or programs are equal to EMU’s. EMU offers student support through Academic Assistance, Academic Advising, Career Ad-vising and through office hours.

Appraisal: According to the panel, the structure of the programme is appropriate. By combining thirty-one core subjects from the fields of Business and Marketing, seven Area electives offered by the Faculty of Business and Economics and three University Electives that can be chosen from any courses, the structure focuses on business know-how, but still is quite balanced and, due to the Area and University Electives, helps the students to acquire the skills related to the programme’s objective in an individual way. The electives constitute a large part of the curriculum, so the panel recommends restrictions regarding the contents of the elective courses (s. chapter 3.2). The panel, however, criticizes the lack of application of the European Transfer and Accumu-lation System. First of all, the calculation of the ECTS-Points is incomprehensible and does not accommodate to the requirements of the ECTS User’s Guide and the envisaged work-load. According to that, one credit point is awarded if a student workload of 25 to 30 hours is accomplished. Therefore, a total sum of 240 ECTS-Points would be 6,000-7,200 hours of student workload (contact hours as well as self-study time). According to EMU, one course usually includes three hours in class and three hours of self-studying per week. Given a 15-week-semester, one course usually has a workload of 90 hours and therefore is credited with three ECTS-Points (calculating with 30 hours per credit). Students normally take five courses per semester. Following this calculation, 15 ECTS credits per semester are awarded (plus, in the first semester two additional credits are awarded for the course “Turkish as a Second Language” or “History of Turkish Reforms”). The eight semester study programme therefore consists of 122 ECTS-Points. Considering that one class hour takes, according to the infor-mations during the on-site-visit, just 50 minutes and not a full hour, these calculations are



even less comprehensible. The panel cannot comprehend how EMU calculates the awarding of 240 ECTS-Points. Furthermore, the provided curriculum overview does state Credit-Hours whereas in the course descriptions ECTS-Points are indicated. On the one hand, this presentation is non-transparent, on the other hand it suggests that ECTS-Points are not the basic awarding-scheme. According to the ECTS User’s Guide the workload needs to be evaluated, that is the estima-tion of the workload (including self-study time) should be regularly refined through monitoring and student feedback. A positive feature is that EMU provided a student feedback form that indicates a question on workload (“The approximate number of hours spent each week studying for this course”) and an evaluation that confirms the considered three hours of self-study time. Also the student success rate and alumni surveys are conducted (compare chap-ter 1). The curriculum is modularised (one course per module) and workload indications are made (see above). EMU provided module descriptions. However, these descriptions lack sufficient information on the year of study (that is the semester in which the course is being held). Ad-ditionally, the learning outcomes are described in a too general manner and are not suffi-ciently in terms of outcome orientation. During the on-site visit the panel had the opportunity to get access to EMU’s learning platform. There, programme syllabi were provided. Accord-ing to the panel, these syllabi were well elaborated and contained detailed course infor-mations. Therefore, EMU could base its module descriptions (of course in line with the re-quired informations according to the ECTS User’s Guide) on these syllabi. Although all course descriptions are available, the Area and University Electives are not provided in a course-specific manner but as descriptions (e.g. mandatory courses) for their respective main study programme. In order to improve transparency, the panel recommends EMU to revise the module descriptions course-specifically. Overall, the panel recommends the accreditation of the programme under the condition to adapt the modularisation of the curriculum as follows:

EMU needs to prove that the calculations of ECTS-Credits and workload is compre-hensible, corresponds to one another, and is used consistently and continuously in all documentation. Overall, it must be in line with the requirements of the ECTS User’s Guide.

The module descriptions need to be revised regarding the information on the year of study and the description of the Learning Outcomes.

In addition, the panel recommends to standardise the module descriptions regarding the lev-el of detail and to extend the literature references to recommended literature. The provided study and examination regulation properly takes into account both the structur-al and national requirements for the programme, although, it has not been verified by legal experts yet. Mutual recognition of modules in term of vertical and horizontal changing the study programme are regulated with manageable rules. However, the handling of recognition of prior studies in case of equivalence is opposed to the regulations of the Lisbon Convention and therefore does not meet the requirements. The convention stipulates that degrees and periods of study must be recognised unless substantial differences can be proved by the institution in charge of recognition. Moreover, there must not be a recognition limit (contrary to 5 (4) of the existing study and examination regulation). In order to improve transparency of performance levels, in addition to their national scale, Higher Education Institutions should use a Grading Scale as translation device into other grading systems. Therefore, relative ECTS grading (an ECTS grading table that provides a statistical distribution for each degree programme or group of homogenous programmes) needs to be implemented. EMU’s study and examination regulations, however, are missing arrangements in terms of relative grading or regarding an ECTS grading table. Neither is a relative grade awarded on the sample diploma supplements provided by EMU. Furthermore, the panel misses reliable rules for en entitlement to compensation for disabili-ties regarding disabled students in terms of time and form of examinations. The panel there-



fore recommends the accreditation of the programme under the condition that the study and examination regulation needs to be both verified by legal experts and revised as follows:

EMU needs to prove the implementation of relative grading according to ECTS. The mutual recognition of degrees and periods of study needs to follow the require-

ments of the Lisbon Convention. EMU needs to implement an entitlement to compensation for disabilities regarding

disabled students in terms of time and form of examinations. Due to the fact that all courses last one semester and the students have the possibility to stay one semester abroad (s. chapter 4.3), the option of spending periods of time at other HEIs and in practice without any loss of time can be realised appropriately. As stated in chapter 2, the panel comes to the conclusion that the expected admission quali-fications are properly considered. The programme’s curriculum is designed suitable. Yet, integrated module examinations have not been implemented in the study programme at hand, since the modules continuously consist of at least two examinations: mid-term and final examinations. The reviewers consider this examination load as too high and therefore recommend the accreditation under the condition that EMU visibly reduces the number and frequency of assessments, especially throughout the semester. All relevant documents are to be adjusted accordingly. In addition, the panel advises EMU to consider combining some of the modules (which are now subdivided into Part I and II) in order to reduce the examination burden. On-site the students confirmed the described student support services to meet their needs. EMU also takes into account evaluation findings in terms of student workload and success rate (see above). The workload calculations, as criticised above (s. condition 3 a), need to meet the requirements of the ECTS User’s Guide.





quirements

not rele-vant

3. PROGRAMME DESIGN

3.1 Structure

3.1.1 Structure of the Programme (Core Subjects / or Specialisations (Com-pulsory Electives) / optional Electives/ practical Components)

x

3.1.2* Application of the "European Credit Transfer and Accumulation System (ECTS)" and the Modularisation

condition

3.1.3* Study and Examination Regulations condition

3.1.4* Student workload condition

3.2 Content

Regarding the programme’s content, EMU states that the students first take courses that provide them with a general framework that can be used to understand business environ-ment (e.g. “Introduction to Economics”, “Introduction to Information Technology”, “Statistics”). This introductory phase is followed by more advanced business courses (e.g. “Business Law”, “Money and Banking”, “Production Management”, “Financial Management”) and spe-cialised marketing management courses (“Marketing”, “Sales Management”, “Advertising”, “International Marketing Strategy”, “Consumer Behavior” and “Marketing Research”). Addi-



tionally, mathematics, computer skills and English language courses are mandatory, as are courses on political science and accounting. The choices regarding the area electives are extensive. The students can select any course from FBE, but EMU states that the students should consult their academic advisors first, so that an effective combination of required and elective courses depending on the student’s further career plans is selected. The elective courses are aimed at further equipping students with tools and techniques needed to solve business administration problems and issues. The university electives include a variety of courses of diverse contents (e.g. academic speech, badminton, modeling of clay). The curriculum overview is shown in the following illustration:





Legend: L: Lecture, T: Tutorial



EMU stated in the self documentation and during the on-site-visit that the title for the Market-ing programme is BBA. According to EMU, the qualification title is a widely used and accept-ed degree title for such programmes. Due to the fact that the curriculum covers general business courses and specialised market-ing courses, EMU decided the programme description to be “Marketing”. In terms of integration of theory and practice, EMU states that at the earlier stages in the programme a general framework focusing on business theories and concepts accompanied by simple applications of theories and concepts is established. At the later stages in the pro-gramme the theoretical part is supported by practical application of theories and use of tools and techniques. The programme includes numerous interdisciplinary courses such as “Introduction to Infor-mation Technology” and “Introduction to Political Science”. In addition, three University Elec-tive courses and seven Area Elective courses can be chosen from various departments, add-ing multidisciplinarity to the programme. The students develop their research competencies by completing research assignments and individual/group projects in their courses. These research assignments also enables them to apply theories and concepts. Faculty members are encouraged to prepare exams that re-quire students to apply theories and concepts that have been covered in class. Plus, the course “Academic English” enables the students to explore and evaluate research tech-niques by writing two essays. Regarding the examinations, each instructor determines the course requirements in alignment with the respective learning outcomes and follows the guidelines established by EMU and the Faculty of Business and Economics. According to EMU, exams should test the students’ understanding of theories and concepts covered in the course. Every effort is made to ensure that learning assignment methods are based on course and programme learning outcomes.

Appraisal: The content of the Marketing programme is arranged in a logical sequence from introductory modules to specialisations, but regarding the programme objectives offers too many general business courses and not enough marketing courses. Only six of the courses cover solely marketing related issues and problems. Therefore, the panel recommends to place a greater emphasis in the curriculum towards the specialised courses. Furthermore, the courses could be geared more towards learning outcomes. In this regard the panel recommends EMU to revise the content of the curriculum with its materials and examinations in terms of outcome orientation. Moreover, the panel appreciates the existence of university electives but considers, even bearing in mind the multidisciplinarity, not all of the optional modules appropriate to a market-ing programme. Hence, the panel recommends to restrict the list of university electives to courses that are suitable for the programme or convey key qualifications. The qualification title corresponds to the content of the curriculum, but on EMU’s website the title quoted is B.S. (s.chapter 5.4). Regarding the programme description the panel has con-cerns, because the FBE’s study programmes are quite similar and therefore lack an individu-al profile. As mentioned above, there are not enough specific courses covering marketing related issues and problems, but they do not consider the programme description as obvi-ously false. In terms of integration of theory and practice there is a lack of practical components in the programme. Even though internships are supported they are not a mandatory part of the curriculum. Neither are there any projects working with real life cases. Indeed case studies are implemented in some of the courses, but the quantity and profoundness of the case stud-ies assessed by the panel did not indicate to be adequate in terms of promoting employability by linking theory and practice. Therefore, the panel recommends the accreditation under the condition that EMU ensures a link between theory and practice in order to promote employ-ability of the programme.



Both the University Electives and several of the core courses give evidence that the pro-gramme properly promotes interdisciplinary thinking. Regarding the methodological competence and academic work, the panel acknowledges that the programme contains research assignments to empower students to conduct academic work and that the course “Academic English” picks up some research items. Due to the fact that there neither is a final thesis nor a particular compulsory course for academic work and writing (“Academic English” is an Elective that can be chosen instead of “Communication in English”), the panel comes to the conclusion that the programme does not sufficiently ensure that graduates are empowered to conduct academic work and that the programme lacks a defined process of examining the academic and methodological competence. The panel therefore recommends the accreditation of the programme under a corresponding condition. The submitted selection of examinations on-site demonstrate a sufficient level of perfor-mance to attain the respective qualifications and the panel considers the variety of examina-tion types as adequately, although the examinations should be more geared towards learning outcomes, as stated above. In regard to the large number of examinations see chapter 3.1.





quirements not relevant

3. PROGRAMME DESIGN

3.2 Content

3.2.1* Logic and conceptual Coherence of Programme / Curriculum x

3.2.2* Rationale for the Qualification Title x

3.2.3* Reasons given for programme de-scription x

3.2.4* Integration of Theory and Practice condition

3.2.5 Interdisciplinarity x

3.2.6* Methodological Competence and Academic Work condition

3.2.7* Performance in Examinations and Thesis

x

3.3 Internationality

In terms of internationality, EMU claims the curriculum to combine local and global focus. Examples of courses with such global focus are “Business Communication”, “International Business” and “International Marketing Strategy”. Throughout all of the courses explanations are given in an international context. In addition, students can chose electives with an inter-national focus from FBE or from different departments. The International Centre also pro-vides students with opportunities to practice such skills as management, negotiation, com-munication and conflict management in order to equip them with skills required in an interna-tional and cross-cultural environment. Moreover, EMU has signed collaboration agreements with universities in numerous countries (USA, Canada, Czech Republic, Ukraine, Kyrgyz-stan, Russia, Austria, Germany, Poland, Italy, Morocco, Iran, Uganda, Tanzania and China). These exchange programmes help students to improve their skills in terms of international tasks. There is a multicultural environment on campus with students coming from 68 coun-



tries and faculty members from 35 different nations. In the Marketing programme approxi-mately 85 % of the students are international students, a great quantity of them coming from Turkey and Nigeria but also from other countries (e.g. Azerbaijan, Palestine, Tajikistan, Ka-zakhstan, Syria or Simbabwe). Such a diverse population enables the students to familiarize themselves with different cultures, understand cultural differences and learn how to live and work with individuals from different ethnic and cultural backgrounds. The faculty members are well qualified academics with PhD degrees from universities in different countries. The lecturers transfer their global experience to the classroom in order to create an effective learning environment. English is the programme’s medium of instruction, therefore all cours-es are taught in English. Additionally, students have the possibility of taking foreign language courses as electives.

Appraisal: The international and intercultural aspects of the curriculum are in line with the international orientation of the programme. The panel particularly would like to highlight the international composition of the student community. The distribution of the student’s nationalities demon-strates that a significant proportion of the student community comes from abroad. On-site, the students confirmed that EMU even celebrates each nationality’s holidays. According to the panel, this highly promotes the international employability and the international student life experience of the graduates, who, without any doubt, are equipped with the skills they need to perform the tasks required in an international environment. The CVs of the teaching staff as well as discussion with lecturers on-site have shown that most of the lecturers have experience abroad. Therefore, the international composition of the teaching staff corre-sponds to the requirements of the programme. By solely using English as language of in-struction, in terms of course materials and due to the possibility of choosing other foreign languages as electives, the foreign language content plays an important role and can be as-sessed above-average.





not relevant

3. PROGRAMME DESIGN


3.3.1* International and intercultural aspects x

3.3.2 Internationality of Student Community x

3.3.3 Internationality of Teaching Community x

3.3.4 Foreign language content x

3.4 Additional acquisition of knowledge and skills

The FBE Assurance and Learning Committee identified generic learning outcomes for its programmes. Amongst others, these are communication skills, analytical and problem solv-ing skills, understanding ethical dimensions of problems and having an understanding of global issues. These generic outcomes can be found in several courses. In “Business Com-munication” interpersonal communication skills and business communication skills are direct-ly addressed. In “Organizational Behavior” the students are introduced to theories, concepts,



issues and themes related to the behaviour of individuals and groups in organisations in or-der to strengthen their competencies in communication, critical thinking and problem solving. Furthermore, the course “Communication in English” is designed to improve the students’ communication skills in English. According to EMU, students also improve their communica-tion skills by presenting their papers or projects. Plus, in many courses, students work on group projects that help them to effectively work in teams, experience team dynamics and practise conflict resolution skills.

Appraisal: The curriculum as well as the module descriptions show that generic skills are provided and are in line with the programme’s objectives. These skills include ethical aspects as well as managerial skills sufficiently. Also, the development of communication skills and public speaking skills as well as team work and conflict resolution skills are ensured through cours-es like “Business Communication” and through team projects and presentations.





not relevant

3. PROGRAMME DESIGN

3.4 Additional Acquisition of Knowledge and Skills

3.4.1* Acquisition of application and / or re-search-oriented skills (only for Master programmes)

x

3.4.2* Generic Skills x

3.4.3* Communication skills and public speaking skills / team-work and conflict handling

x

3.5 Teaching Methodology

According to its own statement, EMU places great emphasis on teaching effectiveness. It encourages the faculty members to use interactive teaching methods such as projects, case studies, exercises, and group work or class discussions. The specific teaching method to use in a course depends on the subject matter. FBE promotes the philosophy that students must become active learners and that learning is more effective when students actively participate in the course rather than are passively listening to lecturers. EMU avoids the use of large lecture halls, but places students in classes that typically have an enrollment of less than 40. Furthermore, teaching can take place in different venues such as computer laboratory or can be conducted in a tutorial oriented session. Also, the FBE Moodle system allows instructors to establish links to websites on issues that have a direct relevance to the topics covered in class. Most instructors use international editions of American textbooks. These textbooks and other accompanying materials are available in the University Bookstore on campus. Many instruc-tors also use case studies, journals, newspapers or magazine articles. These materials are either distributed to students or made available through the course website or on the Moodle Course Management System. Every course has a mandatory textbook that is usually sup-



plemented with online support. Some lecturers also prepare lecture notes, handouts and study material to further support the learning process. The FBE encourages instructors to invite guest lecturers to their class. The faculty and stu-dent clubs also invite managers and leaders from businesses, public institutions and non-governmental organisations. Student assistants are employed and allocated in the programme. They are full-time or part-time research assistants (doctoral or (post) graduate students), who, among other things, give courses, carry out tutorials, help to prepare lessons, assess homework or provide help regarding student registration. There also are Computer Lab Assistants, who provide help to IT staff, and Student Assistants who provide administrative support.

Appraisal: The teaching and learning methodology with its focus on interactive teaching methods is de-scribed and explained in a logical and transparent manner and is in line with the pro-gramme’s objective which, amongst others, states to be strong in teachings of theory and in developing analytical skills, that are both needed for independent research and a successful career. However, the panel recommends to write it down in a formalized concept to fully en-sure its further development. The discussions on-site with students and lecturers show that EMU puts great emphasis on an active learning environment, although the teaching often seems to be quite teacher-centered. Although a valuable approach in terms of teaching and learning methodology is clearly visible and a proper range of methods is used in the courses, the panel recommends to invigorate case studies and class discussions. The accompanying course materials that could be inspected on-site mostly consist of textbooks, but are easily available online via Moodle. They also are sufficient in terms of quantity and quality. Moreo-ver, the panel had the opportunity to get access to the Moodle Course Management System that is very user-friendly. According to the panel, the materials could focus more on learning outcomes. By revising the learning outcomes in the course descriptions as stated in chapter 3.1, the panel assumes the materials to be improved in the future. EMU includes guest lec-turers with experience in businesses to teach on the programme, which clearly contributes to the students’ development of skills. There is no doubt that student assistants are part of the support strategy for students and help them to develop skills in the described manner. The discussions on-site with some research assistants additionally prove this assessment.





not relevant

3. PROGRAMME DESIGN


3.5.1* Logic and Transparency of Teaching and Learning Methodology x

3.5.2 Accompanying course materials x

3.5.3 Guest Lecturers x

3.5.4 Student Assistants involved in Teach-ing x



3.6 Skills for employment / Employability (Asterisk Criterion)

According to EMU, the Marketing programme has a global focus and supports students’ em-ployability in both national and international job market. Therefore, the internationality of the programme as well as the intercultural environment equip students to be employed by corpo-rations or organisations both in public and private sectors. After completion of the pro-gramme, students are equipped with the following professional competences:

functional knowledge of business areas (accounting, finance, marketing etc.) computer skills to productively use office software packages business language skills, both oral and written ability to identify and evaluate opportunities in international markets ability to adapt marketing tactics in relation to specific national market needs and

constraints and to develop and coordinate strategies in world markets ability to identify both the consumer and organisational buyer behaviour analytical skills and knowledge of marketing research techniques ability to consider the ethical implications of decision‐making in a global setting

EMU continues to monitor the professional and personal development of their students after graduation by an exit survey. This survey conducts the education experience in the faculty. EMU uses this data set to improve the learning environment at FBE. Business owners are another source of information. In periodic meetings with business people, the performance of the graduates is discussed and skills are identified in order to improve the student’s employ-ability.

Appraisal: The content of the programme and the reachable learning outcomes are such that the stu-dents achieve employability, but again the panel recommends to systematically combine theory and practice throughout the curriculum (s. chapter 3.2). Moreover, the panel recom-mends investigating employability on national and international markets by evaluating the careers of the Alumni constantly and programme related (s. chapter 1.1).





not relevant

3. PROGRAMME DESIGN

3.6* Skills for Employment / Employability x

4. Academic environment and framework conditions

4.1 Teaching staff

The programme employs both full-time and part-time academics. Moreover, FBE aims to recruit and retain academically or professionally qualified faculty and intends to maintain a balance between full-time and part-time faculty members. Thus, almost all teaching is under-taken by full-time faculty that is expected to participate actively in the process of continuous curriculum development. This is supplemented by a part-time faculty hired only for teaching responsibilities and primarily used in multiple group courses under the academic coordination of a full-time faculty member. The FBE also employs teaching assistants (s. chapter 3.5) to run tutorials and mark related undergraduate work. These are usually postgraduate students employed on short term contracts to support specified courses. The teaching assistants op-



erate under the supervision of academic staff members, but are excluded from the definition of academic staff. Therefore, all examination scripts are marked by academic staff members. In 2012/13 fourteen full-time members (152 hours in sum), nineteen part-time members (183 hours in sum) and ten research assistants were involved in the programme. Most of the part-time and full-time faculty members hold a PhD degree. EMU does have a tenure track with assistant professors, associate professors and full-time professors. The track is based on collecting points for publications in international journals. EMU sees itself as teaching institu-tion, so most of the faculty members have had prior teaching experience in different institu-tions. The effectiveness of instruction is assessed in an ongoing basis through a number of initiatives such as teaching evaluations for all courses that contain questions related to both course and instructor performance. The professionals (as part-time faculty members) bring their experience to the classroom and provide students with a holistic view of economics and the business world. Most of the core faculty members also have experience in their fields and maintain their relationship with their practical fields through research projects. The faculty members share their practical experi-ence in the classroom to improve the teaching effectiveness. Internal cooperation is institutionalised through departmental councils, instructor meetings, joint committee work and multi-group coordination. In terms of provision of student support and coaching by teaching staff, EMU claims to rec-ognise the fact that the first step in ensuring academic progress is appropriate course advice provided by faculty members, department chairs, programme directors and staff. Every stu-dent is assigned a faculty advisor who helps students with their programme of study. New students meet their advisor in the orientation week. This advisor-student relationship contin-ues through all four years of the programme. Further advice is offered in an individual basis by the Registrar’s office staff, programme directors, course coordinators and other relevant staff. Faculty members maintain regular office hours and an open door policy with students. All faculty members are available to receive students in their offices and help them with course materials and assignments. Students are encouraged to meet their advisors regularly to review their academic performance and progress, to discuss problems and/or to receive scholarly and career advice. Faculty members also are encouraged to give prompt feedback to e-mails sent by students. According to EMU, measures for the personal development of the teaching staff are available in terms of funding seminars or regarding support for re-search.

Appraisal: Although the CVs inspected have been elaborated inconsistently, they indeed showed that the structure and number of teaching staff are in line with the programme requirements. The panel welcomes the balanced combination of full-time and part-time staff because it guaran-tees that practical requirements are taken into account sufficiently. Paragraph 35 (5) of Cy-prus Law of Higher Education claims that 2/5 of the teaching staff need to be full-time lectur-ers. With fourteen full-time lecturers and nineteen part-time lecturers (= 42 % full-time lectur-ers) EMU meets this national requirement. Moreover, the inspected table shows that the necessary capacity is available for this programme. Through the tenure track and due to the fact that teaching performance is explicitly considered in reappointment and promotion deci-sions, the appointment procedures properly take account of the strategic and professional requirements mentioned above. Measures for personal development are available mostly by providing support for research. The CVs and the discussions with lecturers on-site demon-strated that the teaching’s staff academic qualifications as well as pedagogical/teaching qual-ifications are in line with the requirements and objectives of the programme. Also, the practi-cal business experience of the teaching staff is in line with the requirements of the pro-gramme for teaching. However, the panel comes to the conclusion that the respective practi-cal business experiences are quite diverse and heterogeneous and should be improved. The panel therefore recommends EMU to strengthen the practical business experiences, for ex-



ample by offering sabbaticals. Measures for the personal development are sufficiently pro-vided, for example through funding seminars. By regularly hosting departmental councils and meetings, instructor meetings, joint committee work and multi-group coordination, EMU properly ensures internal collaboration and coordination to agree on the courses. The panel recognises the commitment of the lecturers and the good collaborative relationship within the department, but sees potential for improvement regarding the collaboration among the de-partments. Regarding the provision of student support, the panel comes to conclusion that not only are support and coaching an integral part of the services provided by the teaching staff and of-fered on a regular basis, moreover, the advisors are available outside the specified office hours as well. The on-site visit showed, that the students have no serious complaints and are given above-average support with academic and related issues.





not relevant

4. ACADEMIC ENVIRONMENT AND FRAMEWORK CONDITIONS

4.1 Teaching Staff

4.1.1* Structure and Number of Teaching Staff in Relation to Curricular Re-quirements

x

4.1.2* Teaching Staff's Academic Qualifica-tions x

4.1.3* Teaching Staff's Pedagogical / Teach-ing Qualifications x

4.1.4 Practical Business Experience of the Teaching Staff x

4.1.5* Internal Cooperation x

4.1.6* Provision of Student Support / Coach-ing by Teaching Staff x

4.2 Programme Management

According, to EMU, the Business Administration Department Head is responsible for all study programmes offered by the department. The Department Head has programme coordinators for each programme. The administrative support for students and teaching staff consists of the following units:

Academic Assistance (EMU offers Moodle Discussion Groups run by instructors, access to academic staff by e-mail or in person, access to tutoring and teaching assistance).

Academic Advising (Every student is assigned a faculty advisor who helps students with their pro-grammes of study. The students can also approach to other faculty members for fur-ther advice).

Career Advising



(Faculty academic advisors provide career advice to the students who have been as-signed to them. The FBE Career Development Office helps students to identify career opportunities (s. chapter 4.5)).

Library Support (FBE students use the main University Library. The service model is to maintain as much journal and database content as possible online. Information specialists are available to assist students and faculty in library research. These specialists also pro-vide group instruction on the effective use of library resources).

Information Technology Support (All of the courses offered by FBE are supplemented with Moodle Course Manage-ment System. The system allows faculty members to provide course materials as well as utilize online quizzes and discussion forums. According to EMU, the students use the system with around 7.000 transactions per day).

The FBE’s advisory board consists of five members that include representatives from indus-try, government and NGOs who have periodic meetings. It aims to further develop the pro-grammes by sharing feedback. According to EMU, measures for the personal development of the administrative staff is provided in terms of supporting research activities.

Appraisal: Through discussions on-site with the programme management and administrative staff, the panel comes to the conclusion that the Department Head as well as the programme coordi-nator properly organise the activities of everyone involved and ensure that the programme runs smoothly. Moreover, by offering Academic Assistance and Advising as well as Library and Information Technology Support, EMU adequately demonstrates that the process organ-isation, administrative support as well as responsibilities are determined transparently and that sufficient staff is available in terms of both quantity and quality in order to implement the processes in an appropriate manner. Measures for the personal development of the adminis-trative staff is available in terms of research activities, but could be strengthened according to the panel. The discussions on-site indicated that lecturers and students are involved in the decision-making processes (such as curriculum improvement, s. chapter 5). An advisory board has been installed in order to further develop the programme.





not relevant



4.2.1 Programme Directors x

4.2.2 Process Organisation and administra-tive Support for Students and Teaching Staff

x

4.2.3 Advisory Body (Advisory Board) and its Structure and Responsibilities x



4.3 Cooperation and partnerships

EMU cooperates with the following HEIs in terms of collaboration agreements, so students have the possibility to stay one semester abroad: North Dakota State University, USA; California State University, Long Beach; Central Con-necticut State University, USA; Eastern Illinois University, USA; San Diego State University, USA; University of Incarnate Word, USA; Mount Royal University, Canada; Upper Austria Applied Sciences, Austria; Trier University of Applied Sciences, Germany; Poznan Universi-ty, Poland; Salerno University, Italy; Tambov State Technical University, Russia; Ukraine Academy of Banking, Ukraine; Kherson State University, Ukraine; International Ataturk Alatoo University, Kyrgyztan; Zhejiang Gongshang University, China; Institute for Leadership and Communications Studies, Morocco; Vancouver Island University, Canada; Kerman Med-ical School, Iran; Masarykova Universita, Czech Republic; Academia Rerum Civilum, Czech Republic; Architecural Institute in Prague, Czech Republic; German Sport University Co-logne, Germany; Islamic University in Uganda, Uganda and The Institute of Finance Man-agement, Tanzania. Through its Career Centre, EMU keeps contact with enterprises and businesses by organis-ing job fairs (s. chapter 4.5) or by involving guest lecturers (s. chapter 3.5).

Appraisal: The scope and nature of both existing cooperation with other HEI and with enterprises and other institutions are described and these cooperation are actively pursued. The panel en-courages EMU to intensify the efforts to cooperate with universities of European countries in order to meet the rising demand of students for a semester abroad in Europe. Due to the possibility of student exchange and by hosting job affairs, the panel has no doubt that these cooperation promote the development of the student’s skills on a permanent basis.





not relevant


4.3 Cooperation and Partnerships

4.3.1* Cooperation with HEIs and other aca-demic institutions or networks (Aster-isk-Criterion for cooperation pro-grammes)

x

4.3.2* Cooperation with enterprises and other organisation (Asterisk-Criterion for educational and vocational pro-grammes, franchise programmes)

x

4.4 Facilities

All lectures take place in the Faculty buildings. The facilities consist of two main buildings containing an overall amount of 20 classrooms, four computer labs and three large seminar rooms. In addition, the Central Lecture Hall has lecture theatres and numerous smaller semi-nar rooms available for FBE’s use. All classrooms are equipped with the full range of modern audiovisual facilities. Wireless network access has been established at many points and co-vers all of the FBE buildings and cafeterias.



The FBE students use the main University Library. Users can access all kinds of information through the variety of materials available. The service model is to maintain as much journal and database content as possible online, with high-demand books and recent issues of jour-nals kept physically on site. The collections can be accessed in person or by using the online access. The library houses a collection of more than 150.000 books, thousands of audiovisuals and around 150 periodic subscriptions. Memberships in more than 50 Online Databases allow access to full-text Journals, Reports, Abstracts, E-Books, Reviews, Indicators, Statistical Da-ta, Working papers, Standards as well as bibliographical information resources via catalogue search terminals. The Library has a sitting capacity of 900 seats. Additionally, there is a multi-purpose auditori-um with 240 seats, an audio-visual room with a 60-seat capacity, and a special exhibition hall to serve different needs ranging from art exhibitions to book shows. The facilities can be reached by elevators without barrier. Students and the faculty have also right to gain access from outside the campus via Library’s Virtual Private Network service. In addition, the library offers Interlibrary Loan Service to the University community. The Interlibrary Loan Service is a valuable process creating an opportunity to the researchers of accessing information being not available in the library. EMU Library’s institutional memberships are as follows:

TÜBİTAK – ULAKBİM ( National Academic Network and Information Center )

ANKOS (Consortium of Anatolian Universities‟ Libraries)

ÜNAK (University and Research Librarians Association)

OCLC (Online Computer Library Center )

LİBER (Ligue Des Bibliotheques Europeennes De Recherche

Information specialists are available to assist students and faculty in library research. These specialists also provide group instruction on the effective use of library resources. The li-brary’s opening hours are Monday-Friday 09:00-22:30 and Saturday-Sunday 10:00-20:00. During the examination periods: Monday to Sunday 24/7. The development plan of the library is, according to EMU, being constantly reviewed to ensure that the library stock reflects the needs of the programme.

Appraisal: In the view of the panel, the number and size of teaching rooms, the equipment of all learn-ing facilities are in line with the needs described for the study programme at hand, also tak-ing into account of the use of resources for other programmes. The campus is fully equipped with modern information technology. Free access to a Wi-Fi network is available for students. Furthermore, the buildings are equipped with elevators. Therefore, the study rooms can be reached sufficiently without barrier. Access to literature and journals as well as digital media, e.g. electronic media, databases and journals, is coordinated with the course content, is fully ensured and up to date. Opening hours and staffing entirely fulfil the students’ needs. There is ample access to literature and journals as well as digital media including databases. Sufficient library workstations are available to students with appropriate technical equipment and rooms for group work. The panel moreover appreciates the extended opening hours during midterm and final examina-tion periods as they are aligned to the student’s needs. Relevant digital media can be ac-cessed from home. With its 900 seats and the various study rooms for group work, a suffi-cient amount of library workstations is available. Like the equipment of all of EMU’s study rooms, the library’s workstation also meets the technical requirements. Via wireless network the students get access to the internet free of charge. Also, qualified staff is available to pro-vide ad-hoc advice and training regarding information literacy.







not relevant


4.4 Facilities

4.4.1* Quantity, Quality and Media and IT Facilities of Teaching Rooms x

4.4.2* Library Resources x

4.4.3 Number of Technical Equipement at Library Workstations for Students x

4.5 Additional Services

Faculty academic advisors provide career advice to the students who have been assigned to them. Also, the FBE Career Development Office helps students to identify career opportuni-ties and EMU’s central Career Center organises job fairs on campus and assist students in job search activities (including CV writing, improving interview skills). The Career Develop-ment Office has an open door policy and also reaches out to the students using social net-working sites and leaflets. MIKA (Directorate of Alumni Communication and Career Centre) aims to create a network among EMU graduates. It tries to raise awareness and understanding of the benefits univer-sity provides to the society to maximize that benefit through the involvement, advocacy and philanthropic support of alumni, other individuals and organisations. FBE also has its own Facebook group aimed at communicating with its graduates. In terms of individual counselling and welfare services for students, EMU provides free coun-selling services conducted by professional psychotherapists/psychiatrists to all students, fac-ulty members and staff. The Psychological Counselling Centre accepts appointments and walk-in patients.

Appraisal: With its Career Development Office and the respective activities such as job fairs, EMU clearly shows that it provides sufficient resources regarding career advice and placement service. An alumni organisation has been set up with the aim of developing an alumni net-work. This year, an alumni reunion and an international career opportunities fair for students and alumni have been organised. On-site the reviewers heard about EMU’s various liaison offices and the effort that has been made in order to promote alumni activities in other coun-tries as well. However, apart from the alumni-reunion and the international career opportuni-ties fair those activities are not documented on EMU’s website. Presently the alumni activi-ties are still under development and the panel encourages EMU to further extend and illus-trate their alumni activities. The individual counselling for students is an integral part of EMU’s services. By providing both a Psychological Counselling Centre as well as individual support by the student’s advisors (s. chapter 4.1) the students get above-average advice on all questions associated with daily life.







not relevant



4.5.1 Careers Advice and Placement Service x

4.5.2 Alumni Activities x

4.5.3 Individual Counselling and Welfare Services for students x

4.6 Financial planning and financing of programme (Asterisk Criterion)

EMU is a university that is funded by a mix of public education funding from country’s gov-ernment, domestic and international student fees, contract research and grant income. Although EMU has a centralized financial structure, the accounting and budgeting system allows analysis at the Faculty and Academic Department Levels. FBE’s operating budget is allocated by the university central administration. Many operational aspects of the Faculty’s business are centralized and funded at the University level; hence these do not have to be funded by the retained operating budget of the FBE. Much of the budget is expended on sal-aries for the academic personnel of the Faculty. Support for new initiatives comes from a number of sources. The University maintains a capital budget for major infrastructure activi-ties. The Faculty also tries to secure funding from different sources for different initiatives, such as renovation of the Faculty building. Furthermore, EMU provides budget plans.

Appraisal: Regarding the financial planning, EMU provided the Faculty of Business and Economics’ budget for the years 2008-2012 and additionally, the proposed budget for 2013/14. Accord-ing to the panel, these financial plans are logical and transparent and have a sufficient grade of detail. Considering the inspected financial plans and due to the governmental funding and the public supervision, the panel comes to the overall conclusion that the basic funding is in place ensuring the financial stability for the current programme cycle and the entire accredi-tation period, so that students will be able to complete their studies in any case.





not relevant


4.6* Financial Planning and Financing of Programme x



5. QUALITY ASSURANCE

Quality assurance and development of the university and collaboration between the universi-ty administration and faculty/departments as well as the programme management in the pro-gramme development are carried out under the principles of the “Regulations for Academic Assessment and Quality Improvement at EMU”, according to the strategic plan of the univer-sity 2012-2015 and “EMU Quality Assurance Handbook”. All the documents mentioned above are available on the homepage of the HEI.

As stated in the mission of the university, the policy of EMU’s quality assurance system is to enhance the quality of academic programmes, research and administrative activities. The administrative structure of academic assessment and quality improvement system at EMU is as follows:

The systems works in four phases:

Phase 1 - Policy Development: The development of quality policies in accordance with strategic plans and objectives

Phase 2 - Implementation: The implementation of policies

Phase 3 - Evaluation: Evaluations (internal and external) are carried out to determine whether progress made and directions taken are in accordance with the objectives

Phase 4 - Control: Evaluations and relevant outcomes are reviewed with the view to improve educational and administrative activities and/or objectives.

EMU Council for Quality Coordina-tion and Evaluation

(University Executive Council)

Academic Units Evaluation and Quality Improvement Commission

(formed by UEC))

Administrative Units Evaluation and Quality Improvement Commission

(formed by UEC))

Representative of Rector’s Office

Representative of Faculties and Schools

Quality Teams of Faculties and Schools

Representative of the Academic Union

Student Representative

Representatives of NGOs

Representative of Rector’s Office

Representative of Directorates

Representative of the Quality Improvement

Office

Representative of the Administrative Union

Student Representative

Representatives of NGOs



For the purpose of quality assurance, the main quality control mechanisms utilised is curricu-lum review. That includes inputs from all appropriate divisions like faculty staff, administra-tors, students, faculty from non-business disciplines, alumni, and the business community served by the school. The Marketing programme has a Programme Coordinator who closely monitors the programme’s needs. The Department Boards are in charge of proposing curric-ular changes to the faculty board. Generally, each faculty member can bring proposals to the Department Board agenda after consulting with the Programme Coordinator. Each depart-ment also has curriculum committees and the Programme Coordinators work closely with the curriculum committee in case of any changes to the curriculum. Department Boards continu-ously monitor the curricula for the programmes they manage. They seek feedback from stu-dents, alumni and employers. In order to ensure quality in development of programme content, processes and outcomes, a standing Assurance of Learning Committee including representatives from all departments has been established in 2006. The Assurance of Learning Committee works with the De-partment Boards to clarify the learning goals and make sure that they are assessable, to align the curriculum with the goals, to set the acceptable standards, to choose methods, to gather data, to evaluate, report and share data, and to propose actions for improvement. The Committee considers how direct measures (such as course embedded measures) and how indirect measures (such as surveys of students, alumni and employers) can be used. Regarding the instruments of quality assurance, one of the primary mechanisms used for monitoring and controlling the quality of instruction at FBE is the systematic evaluation of courses by students. The evaluation is carried out for each course at the end of semesters and contains questions on the workload, the instructor’s performance, the course materials and examinations. The evaluation is done online, which ensures anonymity and confidentiali-ty. The printed results are provided to the instructors after they have submitted the course grades. The end-of-semester evaluations serve as valuable feedback to instructors in order to help improving the teaching effectiveness. According to EMU, evaluations by instructors are carried out, too. At the end of semesters, the instructors fill out a survey about the course they teach and the services provided to them. These questionnaires serve as useful tool to identify and solve any problems or concerns. Moreover, EMU conducts an online survey to solicit alumni evaluation. This alumni evaluation provides valuable feedback about missing topics and what can be done to improve the programme. The Programme Coordinator as well as the Business Administration Department Head have close relationships with the busi-ness community. The network that instructors have enables EMU to get informal feedback about the skills required to be successful in the sector of Marketing and the skills that the students may be lacking. The feedback provided by employers is useful in identifying course needs and taking appropriate steps to align the programme with the requirements of the job market. Evaluation by third parties is conducted in terms of the Bloomberg Aptitude Test that EMU’s students started taking in spring 2013. The Bloomberg Institute will provide report on the student’s performance in the test, which will enable EMU to benchmark the programme against other programmes on an international level. It will also provide opportunity to incorpo-rate input from a third party into the quality assurance efforts. A programme description for the Marketing programme is provided in the EMU Catalogue, which provides information on the curriculum of the programme, admission requirements, fees, examinations and scholarships. In addition to the programme specific information, gen-eral information about campus life (e.g. student activities, dormitories, campus services) and information about Famagusta also are provided in the catalogue. Plus, all this information is available on the university’s web page and on the Faculty website, too. University rules and regulations are available both in print an on EMU web page. Moodle Course Management



System is used to provide specific information about each course offered in the programme, such as course materials. Each department reports its activities informally to the Dean’s Office during regular Faculty Executive Council meetings. The standing Quality Assurance Committee is currently working on a process that will facilitate formal annual reporting activities of the departments. The fi-nalised process proposal is planned to be presented to the Faculty Council in near future.

Appraisal: EMU’s system of quality assurance is designed comprehensively and used systematically in order to monitor the programme’s content. By clarifying learning goals, setting standards and proposing actions for improvement as well as direct and indirect measures, EMU demon-strates that it has formulated quality targets for the development of the programme and regu-larly assesses the implementation through evaluations. The panel was impressed by the close cooperation between the Programme Coordinator, the Curriculum Committee and the Department Board as it shows the sophistication of the quality assurance. Due to the fact that each faculty member can bring proposals to the Department Board, EMU convincingly ensures that both teaching staff and students are involved to plan and assess the develop-ment procedures. Overall, the described system of quality assurance and programme devel-opment properly helps achieving continuous quality improvement. EMU provided a study course evaluation form that confirms that evaluations by students are carried out appropriately as well as on a regular basis at the end of semesters and in ac-cordance with the above described procedure. However, discussions on-site indicated that the outcomes are not systematically communicated to the students. The same applies to quality assurance by teaching staff, which also is conducted at the end of semesters. In order to improve transparency, the panel recommends EMU to systematically communicate the outcome of the respective evaluations to both students and lecturers, for example via elec-tronic feedback. Through networks and connections to businesses as well as alumni evalua-tions, EMU gets informal feedback on the student’s required skills. The panel recommends to conduct alumni evaluations programme specific in order to get more detailed results. Fur-thermore, the Bloomberg Aptitude Test sufficiently provides input for the quality enhance-ment process. Overall, external evaluation is conducted appropriately. Via EMU’s catalogue, website, and the Moodle Course Management System, the require-ments concerning the programme’s content, structures, admission and examination are doc-umented and published in detail. The information is available online as well as in print and is being constantly updated via Moodle Course Management System. However, there is the already criticized lack of transparency regarding the admission requirements (s. chapter 2.1) and a false information regarding the qualification title of the programme on EMU’s website, so that the programme description is considered nontransparent. Therefore, the panel rec-ommends EMU to revise it’s website regarding the admission requirements and the correct and actually applied qualification title of the programme. The activities which take place during the academic year are informally reported. The panel appreciates EMU’s plans to initiate formal annual reporting activities and is positive about its forthcoming introduction that will be considered in the context of the reaccreditation. As stat-ed in chapter 4.1, subject-specific and generic advice is sufficiently provided to students whose questions are not answered by programme documentation.







not relevant

5. QUALITY ASSURANCE

5.1* Quality Assurance and Development of the HEI and collaboration between the HEI management and Facul-ty/Departments as well as programme management in the programme devel-opment

x

5.2* Quality Assurance and Development of Programme Content, Processes and Outcomes

x

5.3 Instruments for Quality Assurance

5.3.1* Evaluation by Students x

5.3.2 Quality Assurance by Teaching Staff x

5.3.3 External Evaluation by Alumni, Em-ployers and third Parties x

5.4 Programme Documentation

5.4.1 Programme Description x

5.4.2 Documentation of Acitivities during Academic Year x


Quality Profile

Institution: Eastern Mediterranean University (EMU) Bachelor programme: Marketing (BBA)






1.1* Logic and Transparency of Programme Objectives x

1.2 Positioning of Programme

1.2.1 Positioning of the Programme on Educa-tion Market x

1.2.2 Positioning of the Programme on Job Market (Employability of Graduates) x

1.2.3 Positioning within HEI's overall Strategy x

1.3* International Dimension of the Pro-gramme x

1.4 Gender equality and equality of oppor-tunity x

2. ADMISSION (REQUIREMENTS AND PROCEDURE)

2.1* Admission Requirements x

2.2 Selection Procedure (if available) x

2.3 Professional Experience (* for Master Programmes of the "further Education" Type)

x

2.4* Ensuring Foreign Language Compe-tence x

2.5* Transparency of Admission Procedure x

2.6* Transparency of Admission Decision condition






3. PROGRAMME DESIGN

3.1 Structure

3.1.1 Structure of the Programme (Core Sub-jects / or Specialisations (Compulsory Electives) / optional Electives/ practical Components)

x

3.1.2* Application of the "European Credit Transfer and Accumulation System (ECTS)" and the Modularisation

condition

3.1.3* Study and Examination Regulations condition

3.1.4* Student workload condition

3.2 Content

3.2.1* Logic and conceptual Coherence of Pro-gramme / Curriculum x

3.2.2* Rationale for the Qualification Title x

3.2.3* Reasons given for programme descrip-tion x

3.2.4* Integration of Theory and Practice condition

3.2.5 Interdisciplinarity x

3.2.6* Methodological Competence and Aca-demic Work condition

3.2.7*

Performance in Examinations and Thesis x


3.3.1* International and intercultural aspects x

3.3.2 Internationality of Student Community x

3.3.3 Internationality of Teaching Community x

3.3.4 Foreign language content x

3.4 Additional Acquisition of Knowledge and Skills

3.4.1* Acquisition of application and / or re-search-oriented skills (only for Master programmes)

x

3.4.2* Generic Skills x

3.4.3* Communication skills and public speak-ing skills / team-work and conflict han-dling

x







3.5.1* Logic and Transparency of Teaching and Learning Methodology x

3.5.2 Accompanying course materials x

3.5.3 Guest Lecturers x

3.5.4 Student Assistants involved in Teaching x

3.6* Skills for Employment / Employability


4.1 Teaching Staff

4.1.1* Structure and Number of Teaching Staff in Relation to Curricular Requirements x

4.1.2* Teaching Staff's Academic Qualifications x

4.1.3* Teaching Staff's Pedagogical / Teaching Qualifications x

4.1.4 Practical Business Experience of the Teaching Staff x

4.1.5* Internal Cooperation x

4.1.6* Provision of Student Support / Coaching by Teaching Staff x


4.2.1 Programme Directors x

4.2.2 Process Organisation and administrative Support for Students and Teaching Staff

x

4.2.3 Advisory Body (Advisory Board) and its Structure and Responsibilities x

4.3 Cooperation and Partnerships

4.3.1* Cooperation with HEIs and other aca-demic institutions or networks (Asterisk-Criterion for cooperation programmes)

x

4.3.2* Cooperation with enterprises and other organisation (Asterisk-Criterion for edu-cational and vocational programmes, franchise programmes)

x






4.4 Facilities

4.4.1* Quantity, Quality and Media and IT Facil-ities of Teaching Rooms x

4.4.2* Library Resources x

4.4.3 Number of Technical Equipement at Library Workstations for Students x


4.5.1 Careers Advice and Placement Service x

4.5.2 Alumni Activities x

4.5.3 Individual Counselling and Welfare Ser-vices for students x

4.6* Financial Planning and Financing of Pro-gramme x

5. QUALITY ASSURANCE 5.1* Quality Assurance and Development of

the HEI and collaboration between the HEI management and Facul-ty/Departments as well as programme management in the programme devel-opment

x

5.2* Quality Assurance and Development of Programme Content, Processes and Outcomes

x

5.3 Instruments for Quality Assurance

5.3.1* Evaluation by Students x

5.3.2 Quality Assurance by Teaching Staff x

5.3.3 External Evaluation by Alumni, Employ-ers and third Parties x

5.4 Programme Documentation

5.4.1 Programme Description x

5.4.2 Documentation of Acitivities during Aca-demic Year x

Documents

Beschluss der FIBAA- Akkreditierungskommission für Programmestatic.fibaa.org/berichte/progakkred_k2h/B_Zypern_EMU_1779_KB.pdf · ing/promotion, business/industrial marketing, direct