The Bachelor of Music was assessed by Netherlands Quality Agency (NQA). NQA convened an assessment panel which studied the self-evaluation report and undertook a site visit on 13 and 14 June in Amsterdam.
Standard 1. Intended internationalisation 5
The programme receives the assessment satisfactory on Standard 1.
The panel is of the opinion that the internationalisation goals of the programme are clearly formulated and documented, and widely shared and supported by the programme’s stakeholders. Internationalisation goal number 3 is rather ambitiously formulated, according to the panel. The goals focus on the excellence in knowledge and skills which is needed for students to become successful in 10 the international music world and, as such, the goals clearly relate to teaching and learning. Especially given the programme’s aims to educate students for the international top, the panel feels it is very important to stay well-informed on the international requirements. From that perspective, the panel feels that the programme could use its vast international network more intentionally to constantly improve the programme. The panel has not seen an independent document with internationalisation 15 objectives, but they are listed in the self-evaluation report. The panel feels that the relationship between the objectives and the internationalization goals is little articulated and finds the objectives not verifiable. It recommends reformulating the internationalization objectives.
Standard 2. International and intercultural learning
The programme receives the assessment good on Standard 2.
The programme’s intended learning outcomes aim at equipping students with an excellent level of knowledge and skills in order to prepare them for a career in music at the highest international level. The international orientation of the intended learning outcomes lies in their focus on excellence and the strive for the highest international level. The intended learning outcomes correspond well with the programme’s internationalisation goals. International and intercultural competencies are implicitly 25 included in the intended learning outcomes and in the learning objectives of the individual courses and are, consequently, also assessed as such. The panel is of the opinion that the assessments methods are adequate. However, the panel recommends a proper discussion on intercultural competencies and implementing them in a structured way as to ensure that the implicitly included competences are actually reached. The panel also recommends intensifying the use of international external examiners 30 in the assessment of the final exams making this a standard practice. The graduates of the programme substantially realise the programme’s intended learning outcomes with respect to internationalisation.
Standard 3: Teaching and Learning
The programme receives the assessment excellent on Standard 3.
The content and structure of the curriculum provide good means for achieving the international orientation of the intended learning outcomes and the implicitly included international and intercultural competencies. Furthermore, the teaching methods are very suitable. The panel is enthusiastic about the highly international learning environment, which reflects the real life international music profession very well and, thus, offers the students excellent conditions to prepare themselves for an international 40 career.
Standard 4: Staff
The programme receives the assessment good on Standard 4.
The panel feels that the composition of the staff, the staff’s vast internationalisation experience and excellent intercultural competences and language skills facilitate the achievement of the international orientation of the intended learning outcomes and the implicitly included international and intercultural competencies very well. The services the programme offers to the staff to gain international experience, intercultural competences and language skills are satisfactory. 5
Standard 5: Students
The programme receives the assessment good on Standard 5.
The composition of the student group is highly international and multicultural. The internationalisation experiences that are offered to the students are excellent. The services specifically related to internationalisation are adequate. The panel recommends the programme to take into consideration 10 whether services/support specific to the needs of international students may be opportune.
To conclude, the audit panel is very positive about how the Conservatorium van Amsterdam realises the international dimension in the various aspects of its programme. The programme really excels in the field of teaching and learning, offering its students a highly international learning environment. It 15 also excels with respect to the composition of the student group and the internationalisation experiences offered to the students. On the other hand, the audit panel feels that internationalisation could be more intentional and made more explicit, for instance with respect to intercultural competencies and how to implement them in a structured way. Furthermore, the audit panel suggests the programme to more actively seek international external perspectives to innovate the programme 20 (e.g. benchmarking with other excellent conservatories).