MSc International Supply Chain Managment (Breda University of Applied Sciences)

This report presents the outcome of the assessment of the internationalisation special feature
of the MSc International Supply Chain Management (ISCM) at Breda University of Applied
Sciences (BUas). It is a one-year English-taught programme that prepares students for ca-
reers in globally oriented logistics and supply chain environments. The programme demon-
strates a clear commitment to internationalisation, which is reflected in its vision, curriculum,
student body, and teaching practices.

Standard 1: Intended internationalisation – satisfactory
The programme demonstrates a commitment to internationalisation that is grounded in insti-
tutional and domain-level strategies. Staff and stakeholders show awareness of the relevance
of international and intercultural dimensions, and these are present in curriculum content and
programme design. However, the programme’s vision on intercultural competence is not yet
fully articulated, and the formulation of verifiable objectives at programme level remains lim-
ited. The panel considers this an area with clear potential for further development through
more explicit definitions, goals, and quality monitoring.

Standard 2: International and intercultural learning – satisfactory
Students engage with international and intercultural issues through diverse teaching practices
and a multicultural classroom setting. The programme’s four intended learning outcomes in-
corporate cross-cultural awareness and international perspectieves. International and inter-
cultural competences are reflected throughout the curriculum. However, the panel found that
lectures used different definitions of intercultural learning outcomes. The panel therefore rec-
ommends developing a shared definition and embedding intercultural competences more ex-
plicitly and more consistently throughout the programme and its assessments.

Standard 3: Teaching and learning – good
The curriculum offers meaningful opportunities for students to develop international and inter-
cultural competences through real-world cases, cross-cultural teamwork, and practice-based
learning. Teaching methods are interactive and responsive to classroom diversity, fostering
peer exchange and global engagement. The programme’s formal learning outcomes integrate
international and intercultural dimensions, ensuring alignment between intended compe-
tences and learning activities. The panel recognises the strength of the existing practice and
the way students benefit from both explicit and experience-based learning.

Standard 4: Staff – Excellent
The teaching team combines strong academic and professional expertise with substantial
international experience. Staff members demonstrate awareness of intercultural dynamics
and actively engage in continuous professional development. Institutional initiatives such as
the Mixed Classroom Model support a shared pedagogical foundation, and staff services fa-
cilitate international engagement. The team’s openness to future diversification and sustained
reflection on practice contribute to a high-quality and future-oriented teaching environment.

Standard 5: Students – Good
The student body reflects the international ambitions of the programme, with each cohort
comprising a mix of Dutch and international students. Intercultural learning takes place
through collaborative group work, international case studies, and virtual or project-based mo-
bility. Students report feeling well-supported, and services are accessible and culturally sen-
sitive. The overall learning environment enables academic and intercultural development,
even within the a one-year structure.

Key recommendations
To further develop and deepen the internationalisation feature, the panel recommends the
following:
• Clarifying and formalising the programme’s vision on intercultural competences, in-
cluding both attitudinal and skill-based aspects.
• Defining explicit international and intercultural learning outcomes at programme
level, and aligning them with teaching and assessment.
• Enhancing assessment of international and intercultural competences through
structured rubrics, theoretical reflection, and additional feedback mechanisms.
• Making graduate achievement in this domain more visible, for instance through end
products or portfolios that demonstrate learning.

Overall conclusion
The panel concludes that the ISCM programme has a practically effective approach to inter-
nationalisation. While several key elements are in place and functioning well in practice,
greater formalisation—particularly in terms of learning outcomes and monitoring—would
strengthen the coherence and verifiability of internationalisation within the programme.
The panel appreciates the team’s reflective attitude and sees clear potential for further devel-
opment. It considers the programme to meet the criteria for the CeQuint Certificate for Inter-
nationalisation at Programme Level.
The panel recommends awardi