Bachelor International Business (Hanze University of Applied Sciences Groningen)

This report contains an assessment of the quality of internationalisation of the bachelor’s programme International Business (IB) at Hanze University of Applied Sciences Groningen (Hanze). The audit was performed by an international panel, convened by Hobéon and validated by the Accreditation Organisation of the Netherlands and Flanders (NVAO), during a visit in Groningen on 7 April 2026. The panel’s findings, considerations and conclusions are based on a self-evaluation report, on additional materials illustrating the programme’s performance on internationalisation and on a series of discussions with different internal and external programme stakeholders (management, lecturers, students, alumni and representatives of the professional field).

According to the panel, the IB programme fulfils all criteria and standards of the CeQuInt evaluation framework and, in several respects, surpasses the generic quality that can reasonably be expected from an international perspective.

The panel found that the IB programme has a clear and well-embedded international profile. Internationalisation is not presented as an additional ambition, but as a defining characteristic of the programme and of the educational environment in which students learn. The programme’s six internationalisation goals are documented and widely recognised by internal and external stakeholders. The panel considers Standard 1 to be clearly positive. It also regards this as a strong satisfactory rather than a marginal one. The reason why the standard is not assessed as good lies primarily in two related issues. First, the ownership and distinctiveness of the six internationalisation goals could be strengthened further through more explicit and proactive stakeholder involvement in their review and refinement. Second, while the programme has monitoring mechanisms in place for its internationalisation goals, these remain weighted towards inputs and activities. More outcome-oriented indicators would make achievement of the goals more visible.

With regard to international and intercultural learning, the panel found that the programme has translated its internationalisation goals into a clear and assessable set of intended learning outcomes. These outcomes are formally embedded in the graduate profile, assessed through appropriate and varied methods, and demonstrably achieved by graduates. The panel particularly appreciates that the programme does not rely on mobility alone, but makes international and intercultural learning visible in its intended learning outcomes, assessment practice and graduate achievement. The site visit confirmed that these elements are not only present in programme documentation, but are also understood and recognised by lecturers, students, alumni and representatives of the professional field. The panel therefore assesses Standard 2 as good.

The panel also found that the programme offers a coherent curriculum, suitable teaching methods and a strong international learning environment. The curriculum provides a clear progression, the teaching methods are experiential, collaborative and reflective, and the learning environment enables students to practise international and intercultural competences in authentic academic and professional contexts. Particularly strong features are the compulsory year abroad, the deliberate use of multicultural teamwork, the reflective use of international experiences, and the close relationship with international business practice. The panel therefore concludes that the programme clearly goes beyond generic quality on this standard and assesses Standard 3 as good.

In terms of staff, the panel found that the programme performs at a very high level. The staff directly involved in IB form a diverse and internationally oriented team, with many lecturers and support staff bringing substantial international study, work, teaching or research experience. The panel was particularly positive about the extent to which staff diversity is used consciously as an educational resource and about the structured support for staff development, including the Intercultural Competence Learning Lab and the Intercultural Didactics Learning Lab. The programme does not merely employ an internationally oriented staff body; it also equips staff systematically to work effectively in an international and intercultural learning environment. The panel therefore concludes that the programme substantially surpasses the expected level of quality on this standard and assesses Standard 4 as excellent.

The composition of the student group, the internationalisation experiences offered and the support services provided are also clearly aligned with the programme’s internationalisation goals. The programme offers a genuinely international learning community and ensures that all students gain meaningful international and intercultural experience through the international classroom, project work, the compulsory year abroad and contact with the professional field. The panel values the programme’s support structure and notes positively that students have access to a broad network of advisors, coordinators and support services. It also notes, however, that the provision of information and guidance before and during the placement period could still be strengthened further from the student perspective, although the programme has already taken steps in response to this. This point does not detract from the overall positive judgement. The panel therefore assesses Standard 5 as good.

In conclusion, the panel considers that the bachelor’s programme International Business at Hanze University of Applied Sciences Groningen fulfils each of the five standards of the CeQuInt assessment framework. One standard is assessed as satisfactory, three as good, and one as excellent. The panel’s overall judgement on the quality of internationalisation of the programme is therefore positive.