This report presents the findings of the external assessment of the master programme Imagineering at Breda University of Applied Sciences in relation to the CeQuint framework. The evaluation focuses on five key standards: Intended Internationalisation, International and Intercultural Learning, Teaching and Learning, Staff, and Students. The assessment panel has provided conclusions and recommendations based on the strengths and areas for improvement identified within each standard.

Standard 1: Intended Internationalisation

The panel finds that internationalisation is deeply embedded in the strategic vision of Buas, the Academy of Leisure and Events (ALE) and the master programme Imagineering. The programme’s goals align well with institutional policies and include clear commitments to mobility, Internationalisation at Home initiatives, and stakeholder diversity. However, while the programme demonstrates strong intent, there is room for improvement in defining more specific objectives and ensuring better articulation of mobility and the programme’s strategy and approach to engaging and involving a diverse range of stakeholders in documentation. Overall, the panel assesses this standard as satisfactory and recommends a stronger alignment between goals and measurable outcomes.

Standard 2: International and Intercultural Learning

The programme integrates international and intercultural learning effectively through experiential and collaborative methods. Students are exposed to global perspectives through teamwork, international projects, and the use of reflective tools such as the Global Mind Monitor. However, the competency profile related to intercultural learning is not fully structured, which limits the systematic assessment of student progress. The panel acknowledges the programme’s efforts and ongoing work on the competencies profile but advises further refinement in structuring learning outcomes and integrating explicit intercultural assessment criteria. This standard is assessed as satisfactory with potential for improvement.

Standard 3: Teaching and Learning

The curriculum is well-structured and incorporates a diverse range of international and intercultural learning activities. The teaching methods are student-centred, combining case-based learning, international guest lecturers, and partnerships with global industry stakeholders. The programme naturally integrates international perspectives into the learning environment, creating an effective setting for students to engage with real-world global challenges. The panel commends the diverse teaching strategies and the interactive learning environment, assessing this standard as good. Further enhancement of digital learning and expanded international collaborations could strengthen its impact.

Standard 4: Staff

The teaching staff are highly engaged in internationalisation and committed to continuous development. The programme actively monitors faculty performance through the National Student Survey and has implemented strategic staffing changes to improve qualifications and expertise. Staff members participate in various international projects and receive strong institutional support for professional growth. The panel acknowledges the dedication of the faculty and their contributions to Internationalisation at Home initiatives, assessing this standard as good. The panel encourages the programme to further develop opportunities for staff exchanges and structured mentoring programmes. Virtual staff exchanges and COIL for staff could also be considered as part of developing the programme’s virtual and online presence in the future.

Standard 5: Students

The student body of the master Imagineering programme is highly diverse, contributing to a rich intercultural learning experience. Intercultural learning is effectively started already during the onboarding week. The programme provides strong support structures, including academic guidance, career services, and social engagement opportunities such as monthly networking events. There are other initiatives like ensuring students have a soft-landing and clear guidance on where to find various resources and supports both in the classroom, on campus on around the city of Breda.

The Global Mind Monitor is an effective tool for assessing intercultural competencies. Generally, on this Imagineering programme, students benefit from an inclusive and well-structured environment. The panel commends the programme’s commitment to student development and assesses this standard as good. Strengthening alumni engagement and structured mentorship programmes could further enhance the student experience.

Conclusions and Recommendations

Overall, the panel finds that the master programme Imagineering demonstrates a strong commitment to internationalisation and provides students with a valuable intercultural learning environment. The programme’s key strengths include:

• An internationalisation strategy linking to in the academy and institutional policies.
• A diverse and interactive curriculum with strong industry connections.
• Highly engaged and committed faculty members who actively participate in international projects.
• A multicultural student community supported by strong academic and social services.

Areas for improvement include:

• Refining the internationalisation objectives to be more specific and measurable.
• Enhancing the competency profile for international and intercultural learning to allow for systematic assessment.
• Expanding digital learning opportunities and building on the COIL exploration which has been initiated.
• Clearly defining the goals and intentions for local, national and international partnerships and stakeholder engagement.
• Strengthening mentorship and alumni engagement to support students in their career development.

The panel recognises the programme’s dedication to international education and encourages continued efforts to build upon its strong foundations. By addressing the recommended improvements, the master programme Imagineering can further enhance its position as an internationally oriented, applied research programme.