Teaching and Examination Regulations Bachelor's degree programme in Trade Management Asia (TMA) [CROHO number 34041]

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Teaching and Examination Regulations Bachelor's degree programme in Trade Management Asia (TMA) [CROHO number 34041] Programme committee recommendation: Agreement of School Representative
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Teaching and Examination Regulations Bachelor's degree programme in Trade Management Asia (TMA) [CROHO number 34041] Programme committee recommendation: Agreement of School Representative Advisory Council: Adopted by the dean: Contents 1 Introduction Organisation of this document Relevant sources of information in addition to the Teaching and Examination Regulations Information on admission requirements Teaching Objectives of the degree programme Exit qualifications of the degree programme Curricula offered by the programme Structure of curricula Education format and evaluation of teaching Student counselling Track aimed at achieving a higher knowledge level Minors Special arrangements for students with a disability Progression from first year phase to main phase Transferring from an Associate degree to a Bachelor s degree programme Progression to a master s degree programme Interim examinations and partial examinations Format Sequential order Number of attempts Examination timetable Mandatory participation in practical component Oral interim examination and/or partial examination Standardisation of assessments Recording and announcement of results Allocation of credits Inspection Granting of exemptions Validity Disabilities Language deficiency 4 Rules for sitting interim examinations and partial examinations Enrolment examinations and partial examinations Sitting interim examinations and partial examinations Own/individual work Definition of (serious) fraud Definition of plagiarism Detection of plagiarism Procedure in the event of fraud and/or plagiarism Study advice Advice on continuation of studies after the first-year phase Suspension of study advice at the end of the first-year phase Conditions governing study advice Consequences of binding negative study advice Examinations, first-year certificate and degree certificate Examinations First-year certificate and degree certificate Degree Calculation of average mark and cum laude requirements Statement Examination Board and Appeals Board Contacting the Examination Board Lodging an appeal with the Examination Appeals Board (COBEX) Validity of Teaching and Examination Regulations Scope Adoption Validity and start date Transitional arrangements Testing programmes First-year phase Main phase (including specialisations and minors) Fast-track programme Associate degree Three-year fast-track programme for school-leavers at pre-university level Special tracks Modules that are due to expire Definition of terms 1 Introduction Every degree programme is required by law to have Teaching and Examination Regulations. These Regulations contain provisions relating to the teaching of the degree programme and the associated examinations and interim examinations. You can find the latest Teaching and Examination Regulations for your degree programme in the course prospectus for your degree programme under Programme details. 1.1 Organisation of this document Chapter 2 Teaching outlines the objectives of the programme, the associated exit qualifications and the way in which teaching is structured. It also provides an overview of the curricula offered by the programme, including any specialisations, and information on the student counselling. It also contains provisions relating to minors and progression to the main phase. Chapter 3 Interim examinations and partial examinations describes all aspects of assessment: format, order, number of attempts, marking, inspection, etc. This chapter also describes how credits are obtained, the period of validity of results and exemptions, and special arrangements for students with a disability or language deficiency. Chapter 4 Rules governing conduct during interim examinations describes the rules students must comply with when sitting interim examinations or partial examinations, what we understand by fraud and plagiarism and what the procedure is if fraud or plagiarism is suspected. Chapter 5 Study advice contains provisions relating to the binding study advice and the consequences if you fail to reach the level you are required to reach by the end of the first year of your studies. Chapter 6 Examinations, first-year certificate and degree certificate contains provisions relating to the certificates obtained at the end of the first year and the main phase and explains how you qualify for the classification cum laude (with distinction). Chapter 7 Examination Board and Appeals Board lists situations where you should contact the Examination Board and specifies when you may lodge an appeal with the Examination Appeals Board (COBEX). Chapter 8 Validity of Teaching and Examination Regulations indicates who and what the Teaching and Examination Regulations apply to, how long they are valid for and how they are adopted. Chapter 9 Testing programmes gives an overview of all the modules in the curricula offered by the degree programme, indicating the number of credits, the methods of assessment and when the examinations take place. Chapter 10 Definitions explains the key terms used in the document. Where she is used, we also mean he. 4 1.2 Relevant sources of information in addition to the Teaching and Examination Regulations Students Charter: sets out all the rights and obligations of students and prospective students. The Teaching and Examination Regulations form part of the Students Charter. Course prospectus: the digital information source containing all relevant information on the degree programme and the modules. Test protocol for digital, written and other tests: detailed rules governing how interim examinations and partial examination are administered. Studying with a disability: details of the special arrangements available for students with a disability. Top-level Sports Regulations: contains details of the special arrangements available for students who are top-level athletes. Examination Board Regulations: these govern the composition, tasks and procedures of the Examination Board (only available in Dutch). Selection list of the Netherlands Association of Universities of Applied Sciences: this contains rules governing retention times for examinations and certificates (only available in Dutch). 1.3 Information on admission requirements The general admission requirements for the Bachelor s programme are set out in the Students Charter. The specific admission requirements for the various curricula of the Bachelor s programme in Trade Management Asia can be found in the course prospectus. 5 2 Teaching 2.1 Objectives of the degree programme During the course of the degree programme, students will acquire knowledge, opinions and skills in the field of Trade Management Asia. On completion of the degree programme, students can start working as junior professionals in the professional field of the degree programme. They will be independent, critical thinkers who are capable of operating in an urban, creative and innovative context. 2.2 Exit qualifications of the degree programme On completion of the degree programme, students will have the following exit qualifications: The programme profile of TMA includes a description of the competencies that are to be acquired and the three levels at which they are achieved. The levels are: 1. Basic level (usually reached after the first year) 2. Level after the second year (advanced level = professional in training) 3. Bachelor level (= newly qualified) The three competency levels correspond with the various phases of the TMA programme and the learning objectives in the course descriptions. Below are the descriptions of the competencies at level 3. Professional Competencies Final qualifications of the study programme On completion of the study programme, students should possess the independence and critical mindset that will enable them to work as professional practitioners. They will furthermore possess the following Bachelor's-level final qualifications: Professional tasks of the TMA Bachelor s 1. Intercultural intelligence and language in Asian Trade (Appropriate) intercultural and language intelligence for doing business in Asian countries. 1.1 English language To communicate, both orally and in writing, in the English language (advanced level (Common European Framework) Listening C1,Reading C1, Spoken Interaction C1, Spoken Production B2, Writing B2). 1.2 Asian language To communicate, both orally and in writing, in an Asian language (Mandarin-Chinese, Japanese, Vietnamese, Indonesian or Hindi). 1.3 Cross cultural communication in an Asian context The TMA graduate capably uses his knowledge of and experience with Asian cultures to achieve effective communication in cross- cultural business situations and to build and maintain business networks with individuals and organizations. 2. Entrepreneurship related to an Asian market Create opportunities for new business in Asia The development and implementation of a business plan (including strategic and / or operational marketing plan and / or risk assessment and / or country analysis and / or market analysis and / or logistical aspects and / or legal support and / or organizational expertise and / or cross-cultural aspects and / or aspects of corporate social responsibility [CSR] and / or quality and / or financial aspects and / or personnel aspects and / or communication), using relevant ICT tools. 6 3. Import & purchase management in Asian countries Develop and / or implement a reliable strategy for the import of products and services in Asian countries The preparation and implementation of a purchase or import (policy) plan (including strategic choices and / or risk assessment and / or country analysis and / or market analysis and / or logistical aspects and / or legal support and / or cross-cultural aspects and / or financial aspects and / or aspects of corporate social responsibility [CSR] and / or quality control), using relevant ICT tools. 4. Export & outsourcing (management) in Asian countries Develop and / or implement a reliable strategy for the export of products and services in Asian countries The development and implementation of an export (policy) plan or outsourcing plan (including a strategic and / or operational marketing plan and / or risk assessment and / or country analysis and / or market analysis and / or logistical aspects and / or legal support and / or organizational expertise and / or cross-cultural aspects and / or quality aspects and / or aspects of corporate social responsibility [CSR] and / or quality control and / or financial aspects and / or personnel aspects), using relevant ICT tools. 5. Competency development To develop their professional competencies in the field of Trade Management focused on Asia. 6. Project management Planning and project work in multidisciplinary and multicultural teams inside and outside the company. 7. Management skills To manage or supervise a project or part of a project within a company, or import / export department. 8. Consultancy Developing / advising on, supporting / supervising / coaching /providing information about an internationalization strategy (including int. communication policy) toward Asia or toward the Netherlands. 2.3 Curricula offered by the programme The programme offers the following curricula: Joint first year Main phase Specialisation Name N/A International Business and Management Studies Trade Management Asia Global Trade and Supply Chain Management Number of credits 180 FT FT/PT/Dual education 2.4 Structure of curricula An academic year is sub-divided into 4 blocks of 10 weeks in year 1 and 2 and into 2 semesters of 20 weeks in year 3 and 4. All the modules in the various curricula are listed in Chapter 9. The following details are specified for each module: a. the name of the module; b. the number of credits; c. the method of assessment for all interim examinations and partial examinations for the first and second attempts; d. the week/block in which the interim examination(s) and/or partial examinations are offered, for both the first and the second attempt. 7 Further information on the various modules can be found in the course prospectus. 2.5 Education format and evaluation of teaching Education format Our educational vision is based on the seven principles of good practice in undergraduate education developed by Chickering and Gamson (Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. Number 47, Fall San Francisco: Jossey-Bass Inc.) These principles are: Principle 1: Principle 2: Principle 3: Principle 4: Principle 5: Principle 6: Principle 7: Encourage contact between students and lecturers. Encourage students to work together. Use active teaching methods. Provide regular feedback. Emphasise time-on-task. Expect a lot from students. Respect differences in talents and learning styles. Teaching methods employed in the AMSIB programmes range from traditional lecturing with PowerPoint presentations to interactive tutorials that include discussions or debates with students, role-playing, and other inclass exercises. Within many modules, students work on group projects, such as developing and implementing a business plan, preparing a debate, and case studies. Evaluation of teaching Each module at AMSIB is evaluated by students. The module coordinator analyses the results of the module evaluations and the success rates of the modules, and then discusses them with the lecturers involved. The testing is evaluated by the Test Assessment Committee. The overall satisfaction of the students on the programmes is evaluated by the National Student Survey (NSE). AMSIB discusses the results of this survey with the Student Council and Student Advisory Board, and the MT decides how to follow up on the results. The internship and thesis monitor evaluates the satisfaction of students and company supervisors on the process and content of these parts of the curriculum. The quality of the education that AMSIB students follow during their study abroad period is assured through the International Relations Coordinators. They also monitor the academic performance of students abroad, the curricular integration after their return, the quality of administrative procedures for student exchange and the overall student experience abroad. The partner network as a whole is reviewed every three years. The National Alumni Monitor evaluates the satisfaction of alumni 1.5 years after graduation and provides insight into the career paths of our graduates. The degree programme is delivered English. There may be exceptions to this rule. The language of delivery of each individual module is specified in the course prospectus. 8 2.6 Student counselling The programme manager will ensure that individual student counselling with regard to progress in terms of professional skills and professional development is provided for all students. Students should contact their student counsellor if they have problems of a personal nature, whether or not these are directly connected with their studies. Student counsellors are bound by the provisions of the Code of Conduct for Student Counsellors. 2.7 Track aimed at achieving a higher knowledge level The degree programme does not offer a track aimed at achieving a higher knowledge level. 2.8 Minors A minor consists of 30 credits and forms part of the main phase. Students may commence a minor if they have successfully completed their first year programme and have obtained 40 credits from the main phase 1. Students can select a minor from: a. the range offered by the AUAS; b. the range offered by higher education institutions affiliated to Kies Op Maat (KOM), as listed on the website c. the (transfer) minors offered by a higher education institution that is not affiliated to KOM; d. the minors offered by a higher education institution abroad. The minor that a student chooses must be related to the ambitions of the student, and should not resemble other components of the degree programme with regard to content and level or competences that the student has acquired earlier or elsewhere. The student must submit his/her choice of minor to the Examination Board of his/her degree programme for approval. Institutions that offer minors may have specific entry requirements for one or more of their minors. If a minor is designated as a track aimed at achieving a higher level of knowledge, Section 2.7 will also apply. The minors offered by the AUAS will be posted on the minors website by 1 March preceding the academic year concerned at the latest. 2.9 Special arrangements for students with a disability Students who have special needs due to a disability or chronic illness are entitled to tailored, suitable or necessary adjustments, except where such adjustments would place a disproportionate burden on the AUAS. The programme manager will endeavour to offer students with a disability a learning environment that is equal, wherever possible, to that available to students without a disability and that offers equal opportunities for academic success. In the event of a request for a special arrangement, the programme manager will take the advice of the student counsellor. See also: Studying with a disability. The adjustments must eliminate or reduce impediments and foster the student's independence and full participation as far as possible. Such adjustments may relate to: 1 This does not apply to students who are on a three-year fast-track programme for school-leavers at pre-university level. 9 a. the accessibility of buildings; b. the curriculum, including work placements; c. course timetables; d. teaching methods, including supervision; e. teaching materials; and f. assessment (see also 3.13) Progression from first year phase to main phase Students will be admitted to the main phase of the degree programme if: a. they have passed the first-year examination (see Chapter 6); b. they have not yet passed the first-year examination but have obtained at least 50 credits (see Chapter 5); c. their study advice has been suspended due to personal circumstances (see Chapter 5). Students have access to all the specialisations listed in Section Transferring from an Associate degree to a Bachelor s degree programme N/A 2.12 Progression to a master s degree programme N/A 10 3 Interim examinations and partial examinations 3.1 Format Each module concludes with an interim examination. An interim examination for a module may comprise several partial examinations. Chapter 9 lists the testing programmes. These specify the method of assessment for the interim examinations or partial examinations for each module, for both the first and the second attempt. The adopted testing programme may only be amended in exceptional circumstances on the recommendation of the programme committee and with the consent of the School Representative Advisory Council. Based on the agreed testing programmes, the programme manager will ensure that the course prospectus specifies the learning objectives and study materials for each individual interim examination or partial examination, so students can prepare themselves as well as possible. The course prospectus will also specify whether examinations can be offset and/or are weighted (only available in Dutch). An interim examination or partial examination that is undertaken jointly by a group of students must be designed in such a way that it enables each of the students involved to obtain an individual mark, based on the learning objectives, for an individually distinguishable performance. The rules given for the assignment will indicate precisely how the assessment will be conducted. 3.2 Sequential order Chapter 9 Testing programmes specifies in which block or week the interim examinations or partial examinations will be held for each module. Where applicable, the testing programmes will also indicate whether: a. a particular number of credits is required for participation in inte
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