In March 2023, an independent panel of experts of VLUHR QA (Vlaamse Universiteiten en Hogescholen Raad Kwaliteitszorg – Flemish Universities and Colleges Council Quality Assurance) reviewed the BSoG’s Bachelor in Global Business and Entrepreneurship and Bachelor in International Affairs programmes, organised by Vesalius College, in the context of a reaccreditation audit. During the site visit, the panel conducted interviews with all stakeholders of the programmes in order to gain insights into their quality. In May 2023, the panel presented its findings in an assessment report published on the website of VLUHR QA. As indicated in the report, the discussions with students and alumni confirmed that both programmes have succeeded in their goal to establish themselves as international (student population of more than 55 different nationalities) and highly interactive. The panel also noticed a common set of values, such as a liberal and open attitude, an international/global mindset, as well as an appreciation of diversity. The Brussels location was often cited as a main strength, because of the proximity of international institutions and companies for internships.
When it comes to the structure of the programmes, the panel was satisfied to see that the combination of major requirement courses, major electives and free electives allows students to achieve the learning outcomes and take ownership of the learning process, and that students can also choose to include an international exchange in their trajectory.
Students met by the panel stated that they perceive their teaching staff as very open, approachable, and always ready to help. Since the students take their classes in relatively small groups, they are encouraged to actively participate in all learning activities.
The report further stated that the student-centredness of the programmes also leads to a well-equipped system of student guidance. The programmes use the system of academic advisors, who serve as a first point of contact for students with questions concerning their study path. The panel was impressed with the extensive academic support that students receive. In addition, the report mentioned a wide range of student support services such as the Office for Teaching and Learning Innovation (OTLI), a school psychologist, a student support assistant who aids students with special needs, an admissions officer who helps incoming international students with their integration processes, as well as coaching sessions for students who want advice regarding internships, study exchanges and (potential) job applications. The panel was also impressed with the ‘living campus’ and the free-to-use space offered to students between classes.
Practice-oriented learning activities are often organised by adjunct professors, experts from the working field who combine their professional activities with a part-time teaching assignment. External speakers are also regularly invited to speak within specific courses, or during (extracurricular) events that are open to students. These methods increase the authenticity of the programmes and their learning environment. The panel noted that the staff is enthusiastic and of high quality. It recognises that teaching staff has an excellent track record in terms of academic achievement and/or professional experience.
The panel mentioned in particular the Capstone course, which aims for students to synthesise and draw upon their acquired knowledge and skills to address a complex, real-life policy problem for an external client from a major international organisation or a non-governmental organisation. The learning and research process is led by the students themselves, who have to work together in teams. The purpose of this course is for students to experience a professional work environment.
Finally, the panel commended the internal quality assurance of the programmes (AQC) and the fact that the courses are subject to continuous review in terms of their fit within the curriculum and relation to the learning outcomes, as well as the quality of the course material and the assessment methods used.
The full report is available here.