Master in Development Studies (Erasmus University Rotterdam)

The master in Development Studies (MADS) was assessed by the NVAO and is applying for CeQuint registration. The NVAO convened an assessment panel which studied the self-evaluation report and undertook a site visit on July 16 in The Hague. The programme has applied for initial accreditation of the 60 EC programme. This programme is a reworking of the existing 88 EC master in Development Studies that is currently taught at ISS. This unique situation has made it possible for the panel to inspect both the present situation, including current students and alumni, and assessed 16 theses and its assessment forms of the previous 88 EC programme.

The panel concludes that the master programme in Development Studies at the International Institute of Social Studies (ISS) has a very strong international profile that is firmly anchored in its mission, curriculum, staff and student population. Internationalisation is not merely an ambition but is thoroughly embedded in the daily reality of teaching, supervision and community life at ISS. The panel therefore recommends awarding the programme the Distinctive Quality Feature for Internationalisation.

Standard 1. Vision (Judgement: Satisfactory)

Internationalisation is part of the historic identity of the programme and deeply integrated in their ethos and mission. The vision is shared by staff, students, alumni and external stakeholders. However, because this vision is so implicitly understood, it is not always made explicit in strategic documents or measurable objectives. The panel encourages the programme to define their internationalisation goals more clearly, in order to make progress more visible and monitorable over time.

Standard 2. Intended Learning Outcomes (Judgement: Good)

The learning outcomes include a strong international and intercultural component and encourage students to position themselves within global debates and development discourse. Students can integrate their own background and professional context into coursework and the thesis. Learning outcomes are appropriate and achieved, but their international and intercultural components could be stated more explicitly in assessment rubrics. The panel observed that not all outcomes linked to intercultural competence are made visible formally, although they are clearly present in practice.

Standard 3. Teaching & Learning (Judgement: Excellent)

The panel was highly impressed with the international classroom and the way the diversity of students and staff is used as an active pedagogical tool. Group assignments, class discussions and thesis supervision all make use of diverse backgrounds and perspectives to enrich learning. The staff-student ratio is very strong and allows for intensive guidance. The international environment is not only present, but actively leveraged didactically. The panel views this learning environment as an example of best practice in internationalisation.

Standard 4. Staff (Judgement: Excellent)

The teaching staff are highly international, both in composition and in professional experience. Staff members originate from multiple regions, including the Global South, which greatly benefits the programme. The staff combines academic expertise with experience in international organisations, non-governmental organisations (NGOs), and policy institutions. This contributes to the international and intercultural relevance of the curriculum. Staff members are active in doing research and bring contemporary global issues directly into teaching. The panel finds the staff composition to be exemplary for an international development programme.

Standard 5. Students (Judgement: Excellent)

The student group is very diverse in terms of nationality, professional background and disciplinary training. This diversity is strongly valued by both students and staff and is essential to the programme’s educational practice. Students report transformative intercultural learning experiences and feel well prepared for international careers. Alumni consistently work in global contexts, and prospective employers confirmed the added value of the programme. The panel considers the international student experience to be of outstanding quality.

The master programme in Development Studies demonstrates a deeply embedded international character and excels in both their international classroom and staff composition. The panel observes that much of this strength remains implicit rather than formalised. The programme could improve by making their vision and concrete goals for internationalisation more explicit and measurable, and by translating their strong intercultural ambitions more clearly into documented learning outcomes and assessment rubrics. In addition, as the redesigned curriculum increases flexibility and introduces new tracks, there is a renewed need to align courses horizontally and embed behavioural science elements more consistently across them. Lastly, while international competences are clearly achieved in practice, the programme is encouraged to document graduate outcomes and learning achievements in a more systematic and visible manner.