Assessment Report - FIBAA€¦ · The certificate course "Mini-MBA" of KIMEP University fulfils the FIBAA quality criteria for cer-tificate courses with two exceptions and can be

© FIBAA October 2012 - 1 -

FOUNDATION FOR INTERNATIONAL

BUSINESS ADMINISTRATION ACCREDITATION

FIBAA – BERLINER FREIHEIT 20-24 – D-53111 BONN

Assessment Report

Institution: KIMEP University, Almaty (Kazakhstan)

Continuing Education Course: Mini-MBA

Intended Level According to European Quali-fication Framework (EQF): 7


Brief Description of the Continuing Education Course: Main objectives of the programme are: o to provide working professionals and business managers of different levels with an in-depth understanding of today's theoretical approaches to business administration in a "con-tinuing education model" without leaving their present jobs o to meet the demand for a non-degree programme which integrates theory and practice, fits with the needs of every day business, and supports the students' employability and career development o to comply, thereby, with KIMEP's strategic goal to "Embed Executive Education" in differ-ent sectors of the economy.

Date of Opening of the Procedure: December 11th, 2011

Date of Filing the Self-Documentation: June 26th, 2012

Date of the Site Visit: September 25th and 26th, 2012

Type of Certification: Initial ceritification

Mode of study: Part-time

Initial Start of the Programme: January 2012

Capacity load: 20 students

No. of ECTS points assigned to the Course: 30

Hours (workload) per ECTS point: 27

Intended level according to European Qualification Framework (EQF): 7

Date of the Meeting of FIBAA-Certification Commission: February 21st, 2013

Resolution: The course is certified subject to two conditions

Duration of Certification: February 21st, 2013 until February 21st, 2018

Conditions:

1. The aspired level according to the European Qualifications Framework for Lifelong Learning (EQF) must be documented and made transparent in the course documenta-tion, and it must be made consistent with the course level. The course level now can at best be defined as EQF level 6. Achieving level 7 would require considerable en-hancement, major contents as required by the European MBA Guidelines would have to be included, and descriptions of the aspired competencies and qualifications to-gether with new module descriptions and with documents allowing to assess the level of examinations would have to be re-submitted (see ch. 1.1).

2. An evaluation policy must be issued and published which as a minimum specifies tar-get groups for evaluations, including lecturers and 3rd parties, and evaluation areas in-


cluding questions regarding student workload, and describing the ways in which results and derived measures are communicated (see ch. 5.2).

Evidence of fulfilment of these conditions must be provided by November 21st, 2013.

Project Manager: Dr. Alexander Merck

Panel members: Prof. Dr. Reinhard Hünerberg Kassel University Faculty of Economics and Management (International marketing, human resource marketing / management) Prof. Dr. H.-Christian Brauweiler AKAD Hochschule Leipzig President (General Management, Controlling, Accounting) Dr. Michael Spaeth RUSSIA CONSULTING, Moscow Director Business Development (Organisation, management) Eugenia Ekhardt BiTS Iserlohn Student Master of Corporate Management studies Previously B.Sc. Communication & Media Management


Summary For the assessment, the HEI's self-assessment, findings at the site visit and comments by KIMEP University submitted on February 6th, 2013 have been taken into account. The certificate course "Mini-MBA" of KIMEP University fulfils the FIBAA quality criteria for cer-tificate courses with two exceptions and can be certified by the Foundation for International Business Administration Accreditation (FIBAA) under two conditions.

The course has a modular structure and grants ECTS credit points. Upon completion, a "Cer-tificate of Completion" is awarded. The course concept spells out specific and generic learning objectives which are adequate to the academic level of the course. Regarding the correspond-ing level of the European Qualification Framework for Lifelong Learning see chapter 1.1 below and the corresponding condition above.

The assessors recommend awarding the FIBAA quality certificate under the following condi-tions:

1. The aspired level according to the European Qualifications Framework for Lifelong Learning (EQF) must be documented and made transparent in the course documenta-tion, and it must be made consistent with the course level. The course level now can at best be defined as EQF level 6. Achieving level 7 would require considerable en-hancement, major contents as required by the European MBA Guidelines would have to be included, and descriptions of the aspired competencies and qualifications to-gether with new module descriptions and with documents allowing to assess the level of examinations would have to be re-submitted (see ch. 1.1).

2. An evaluation policy must be issued and published which as a minimum specifies tar-get groups for evaluations, including lecturers and 3rd parties, and evaluation areas in-cluding questions regarding student workload, and describing the ways in which results and derived measures are communicated (see ch. 5.2).

Evidence of fulfilment of these conditions must be provided by November 21st, 2013.

The assessors have identified the following further potential for improvement of the certificate course:

• They recommend that the HEI considers renaming the course, avoiding the words "MBA" and "Master", especially as the aspired European Qualifications Framework level is less than 7. Independent of the EQF level, confusion with programmes leading to a formal aca-demic Master or MBA degree should be avoided by using an unambiguous name for the programme or adding a note explaining its non-degree character (see ch. 1.1).

• In interviews, the HEI points out that the admission procedure as described in the docu-mentation has so far not been applied in practice, and will be adhered to starting with the next cohort. The assessors, therefore, recommend that it should be verified upon re-certification if the admission criteria have proved to be realistic and enforceable (see ch. 2).

• As student numbers grow, the assessors recommend spelling out the didactic concept in written and communicating it at least to all lecturers on the course (ch. 3.4).

• With increasing student and faculty numbers, the assessors recommend implementing faculty meetings in a pragmatic but systematic approach in order to come to agreement on lectures and seminars content with colleagues and to avoid the risk of overlaps and incon-sistencies (ch. 4.1).

Measures taken by KIMEP University to implement these recommendations will be considered in the event of a future re-certification.


The following quality criteria were assessed as "exceeding":

• Student Support and Coaching (see ch. 4.1.7);

• The entire chapter "Course Management" (ch. 4.2), with all sub-chapters:

o Course Management and Decision-Making Procedures,

o Performance of the Administrative Course Management,

o Administrative Support for Students and Teaching Staff;

• The Certificate Course Documentation (ch. 4.3), with the sub-chapter:

o Description of the Certificate Course;

• Access to required literature (ch. 4.4.2);

• The Library Opening Times (ch. 4.4.3);

A quality profile summarizing the assessments of all quality criteria is attached at the end of this report.


Institution Details Established in 1992, KIMEP University (KIMEP) is an independent, non-profit higher education institution (HEI) in Kazakhstan serving a multinational student body. There are 146 HEIs in Kazakhstan, including 73 private institutions. KIMEP is licensed and has been attested by the Kazakhstan Ministry of Education and Science (MES) as a HEI entitled to provide services in the area of education. In January 2012, KIMEP obtained university status. KIMEP is a joint-stock company, a non-profit organisation, which offers higher education ser-vices including lifelong learning. Although 60% of KIMEP shareholders are private and 40% of the shares are held by Kazakhstan government, KIMEP University does not receive govern-ment funding. Kazakhstan became the 47th participating country in the European Higher Education Area (EHEA) under the 2010 Budapest-Vienna Declaration. This commits Kazakhstan o to the full and proper implementation of the Bologna Process, in close cooperation with

HEIs, their faculty, staff, students, and other stakeholders; and o to ensuring academic freedom as well as the autonomy and accountability of HEIs, in ac-

cordance with the governance principles of the EHEA, in recognition of the role played by HEIs in fostering peaceful democratic societies and strengthening social cohesion. The Ministry of Education and Science of the Republic of Kazakhstan has not yet instituted the European Credit Transfer System (ECTS) but has issued a National Qualifications Frame-work, as the basis for decentralized control over course curricula and student workload, and to determine credit requirements for graduation for the academic degrees at Bachelor and Master levels.

In accordance with its Mission Statement, KIMEP University is committed to delivering world-class education to its students. KIMEP University's core values comprise a fundamental com-mitment to honesty, integrity, transparency, meticulous care for the well-being of KIMEP stu-dents, and the delivery of academic excellence. This includes developing well-educated citi-zens and improving the quality of life in Kazakhstan and the Central Asian region through teaching, learning, lending services to the community, and enhanced understanding of busi-ness administration and social sciences. To fulfil this mission, KIMEP offers graduate and undergraduate degree programmes. KIMEP seeks to select students who demonstrate leadership, talent and language capabilities, irre-spective of their financial means, gender or ethnic origins or any subjective criteria. KIMEP University currently offers 15 degree programmes for students including six under-graduate and nine graduate level programmes in Business Administration, Economics, Social Sciences, Law, and English pedagogy. KIMEP also offers a PhD programme in Business Ad-ministration and an Executive MBA. Programmes are offered by the Bang College of Business (BCB), the College of Social Sciences (CSS), and the Law School and Language Centre. BCB is managed by the dean, associate deans on academic and administrative affairs, the research director and the chairs responsible for the specialization areas. Boards (Academic Council and other bodies) are composed of the BCB faculty members and serve other aca-demic functions of BCB as a structural unit within KIMEP. A wide range of certificate pro-grammes are also offered at the Executive Education Centre (EEC). The EEC is under aca-demic control of the BCB.


All degree programmes are taught in English, and several programmes are also taught in Russian. In 2011, 3.238 students were enrolled at KIMEP. Currently, there are 248 faculty members including 186 full-time faculty, representing the teaching capacity of KIMEP University. KI-MEP's 8.000 alumni are working all over the globe. Professional Development and Certificate Programme (PDCP) The Mini-MBA programme is offered within the Professional Development and Certificate Pro-gramme (PDCP) which offers short-term open seminars to meet client needs for training in the area of Management, Finance and Accounting, Human Resource Management, Marketing and Sales, Applied IT, as well as Legal issues. The annual average number of participants ex-ceeds 1.000. In total, some 11.000 business people and bankers from 195 companies in 9 countries have been trained since 1994. Participants are from all sectors of economy, gov-ernment bodies and NGOs. The programmes offerings undergo changes, improvements and upgrades due to requests and needs of the clients. Since January 2012, 9 short-term trainings have been incorporated into the Mini-MBA programme to offer business managers with extensive work experience a deep understanding of today's international and local approaches to the theories of business management, and an opportunity for lifelong education combining job and study. The Mini-MBA is based on existing short-term practical courses and offers 4 specializations each of which includes 6 courses. The following groups of student are at present enrolled at the Mini-MBA: o management and leadership development for 20 managers selected for internal promotion in the company Borusan Makina Kazakhstan LLP, who addressed a corporate request to KIMEP o an open enrolment group of 15 individuals (the total number of enrolled students thereby reaching 35) o upon a corporate request from the National Bank of Kyrgyzstan in human resource man-agement, with the number of participants to be defined shortly.


1. Strategy and Objectives

1.1 Course Design and Objectives The Professional Development and Certificate Programme (PDCP) as part of the Executive Education Centre (EEC) has been market driven since its early days in 1994. Upon demand from the labour market for competences in theories and modern approaches to contemporary business administration, the Mini-MBA programme has been established at the beginning of 2012. Major objectives of the new programme are: o to provide working professionals and business managers of different levels with an in-depth understanding of today's theoretical approaches to business administration in a continu-ing education model, allowing them to continue to work in their present jobs, o to meet the demand for a non-degree programme which integrates theory and practice, fits with the needs of every day business, and supports the students' employability and career development , o to comply, thereby, with KIMEP's strategic goal to "Embed Executive Education" in differ-ent sectors of the economy. Since its establishment in January 2012, the Mini-MBA programme has demonstrated its self-sustainability through its financial contributions to KIMEP University. Although it is a non-degree programme, it is ECTS oriented, and it offers graduates the oppor-tunity to enter the Executive MBA study programme. The HEI points out that the course objec-tives ensure a level as required for graduate education, and reflect the European qualifications framework for the HEIs' sector. Module content is aligned with the objectives of the programme and with the intended learning outcomes which are o to gain comprehensive understanding of business and general management; o to demonstrate effective communication and leadership skills; to be prepared to lead any department of an organization or to lead across departments; o to recognize local and global business environment; to broaden perspectives of business and to develop understanding of global perspectives; o to learn theory and strategies for business improvement and how to apply these to prac-tice; to apply problem solving skills; o to analyze and apply the impact of workforce and customer diversity; to enhance their con-tribution to organizations and to individual career prospects; o to analyze and apply the impact of external forces; to evaluate opportunities and threats for the organization's strategic competitive advantages. The Mini-MBA programme consists of 4 major specializations: management, finance and ac-counting, human resource management, marketing and sales, which correspond to the labour market needs. Each specialization includes 4 core courses and 2 elective courses, and each course includes 2 modules. The 4 major specializations correspond to the following needs of corporate clients: o Specialization in Management has been developed upon request from Borusan Makina Kazakhstan, LLP to equip 20 line managers with the potential to be promoted to higher man-agement positions through enhancement of their leadership and general management compe-tences. o Specialization in Human Resource Management (HRM) is designed to meet the needs of companies ─ with a request from Kyrgyzstan National Bank under negotiation ─ and of indi-vidual working professionals: in open enrolment, so far 5 out 14 Mini-MBA students have cho-sen HRM. The objective is to enhance their competences in the area of modern HRM theories.


o Specialization in Marketing and Sales is designed to the needs of Buran Boiler, LLP, with the goal to enhance marketing and sales competences of marketing department managers. o Specialization in Finance and Accounting is designed to meet the needs of those who have participated in the PDCP short business training in finance and accounting (practical seminars) and look for further education to enhance their skills and knowledge for their personal devel-opment and career. The 4 specializations furthermore offer to interested individuals and to organizations o a fast and intensive way to gain contemporary business education essentials without giving up employment, o an opportunity to build networks, o a stepping stone towards the Executive MBA programme, o personal development as well as career and promotion development.

Appraisal Distant Learning The Mini-MBA course offers a few elements that would be typical for distant learning, but i.e. a comprehensive distant learning platform does so far not exist. It is not a distant learning course in the proper sense. The HEI has observed that the demand for distant learning in this course has decreased as more and more students that have enrolled recently live and work in Almaty. A document under the title "Programme description" mentions that "courses are avail-able in the evenings, daytime, on the weekends and with the Distance Learning component provided". However, in all other documents, including course descriptions, examination regula-tions etc., no such mention is made. The assessors suggest that for the sake of clarity, in the course documentation no mention should be made of distant learning either. Course objectives Course design and objectives are consistent and take into account developments in the as-pired occupational field. They warrant the enhancement of students' professional qualification and personal development. In interviews, students describe the course content as up to date and oriented towards Europe. The objectives of the course are described in clear language, and they correspond with the aspired learning outcomes as described in the module descriptions. The course design and its intended qualifications and competences are mutually aligned, and correspond to the level required in the vocational field as described by the HEI. European qualifications framework The HEI states that the programme takes into account the requirements of the European quali-fications framework for lifelong learning (EQF), without, however, defining the corresponding aspired EQF level. The regular MBA and the Executive MBA programmes offer academic programmes and re-quire longer term to satisfy the needs in enhanced theoretical competences, whereas the Mini-MBA is an element of lifelong learning and offers modern western practices of business edu-cation and of immediate application of acquired skills and knowledge in every day business. Upon enquiry, and for the certification process, the HEI claims EQF level 7 for the certificate.


After scrutiny, the assessors conclude that EQF level 6 at the very most reflects the course's intended qualifications and contents. In the area of the aspired competences and qualifications, as described by the HEI, this con-clusion is based on the following findings: The Mini-MBA - is a professional development and lifelong learning programme reflecting the demands of the labour market, - is a former purely practical programme, now complemented with an academic programme - provides business managers with a deep understanding of the contemporary international and local theoretical approaches to general business management - makes skills and knowledge, possibly gained in an MBA programme, applicable and worka-ble in everyday business, to help facing today's challenges, and to make correct business de-cisions, - enables managers to lead, to learn theory and strategies for improving business, to apply problem solving skills and abilities, and to evaluate strategic threats and opportunities. While the course provides graduates the opportunity for further education in an Executive MBA programme, its modules are not apt for recognition as prior learning in an MBA programme. Its specialisations - are geared to managers who wish to become professionally qualified HR managers on a basis of modern HRM theories of, or - in the area of marketing and sales, to improve professional qualifications as marketing man-agers, or - are designed to enhance skills needed to sell ideas, plans and strategies to peers, partners, and shareholders. The course is, however, not providing highly specialized knowledge as a basis for original thinking or research, or specialized problem solving skills required in research or innovation, or the capabilities to transform work contexts through new strategic approaches, as would be expected at EQF level 7. Equally in the area of "methods, scientific work and academic teach-ing", as described in ch. 3.2 below, learning outcomes and contents correspond to EQF level 6 rather than 7. Module desriptions In the area of the intended learning outcomes as described in module descriptions, the asses-sors find the following: For the course "Marketing Foundation", learning outcomes and contents are described as "learn in-depth basic concepts"; "identify and apply methods"; "analyze, evaluate and imple-ment strategy"; "identify and develop marketing tools"; "enhance skills and knowledge of mod-ern theoretical concepts"; "enhance competences to improve marketing decisions". Similarly, for the course "Business Communication", the descriptions read "analyze, define and apply psychology of communication", "improve information communication within depart-ment/organization"; "identify methods to prevent/solve conflicts", "apply gained skills and knowledge...to real business situations", "learn to listen", "negotiation closure". The course "Foundation Management" is described with the terms "learn concepts, and be able to interpret them", "apply tools and techniques for decision making", "apply gained skills and knowledge for effective management", "apply tools", "define and analyze current leader-


ship style and potential to enhance leadership capability". The course offers basic principles of financial statement development, the role of accounting principles (or non-financial managers) and fundamentals of managing people. The specialization course "Managing People" offers to "enhance competences", "to apply gained skills and knowledge to improve business relationships", "to analyze and evaluate rea-sons of conflict"; "to develop and introduce ethics and values as means of conflict/stress man-agement". The course introduces theoretical aspects of conflict and stress management. The assessors conclude that the emphasis of the modules is on reading and learning, includ-ing critical understanding of (existing) theories and principles, and also on presenting own ideas. At best,they thereby fulfil the requirements of the EQF level 6. The following features that are expected for EQF level 7 are absent: - developing new knowledge, - contributing to professional knowledge and practice, - acquisition of specialized problem solving skills required in research or innovation, - knowledge issues at the interface between different fields, - highly specialized knowledge as a basis for original thinking or research, - reviewing the strategic performance of teams, - transforming work contexts that require new strategic approaches. Similarly to these conclusions, the level of achievements in written examinations is at EQF level 6 as well, as described in chapter 3.2. An assessment of the course contents required according to the European MBA Guidelines is given in ch. 3.2. The course denomination The assessors find, upon scrutiny of the resp. educational market, that the course denomina-tion "Mini-MBA" is an established trade mark in the educational market in a number of coun-tries, in particular in the US. Having analyzed this fast growing market, they find that Mini-MBAs are typically described as giving a condensed overview of the major topics and con-cepts taught in full-time, two-year MBA degree programmes and as offering a basic working knowledge of topics such as strategy, finance, and management, which are characteristics that would not meet expectations for the EQF level 7. They further find that although some schools allow students to earn credit hours towards a degree programme, students generally only receive continuing education credits, and that modules in Mini-MBAs on the market do usually not fulfil the requirements for recognition as equivalent prior learning in a regular MBA programme. The assessors state that the description of the present Mini-MBA course programme is in line with that of other Mini-MBAs on the market. Similarly, with a view to the contents which a regular full MBA course would need to offer in accordance with the European MBA Guidelines, the assessors find that some but not all of these are addressed in the programme. For full details see ch. 3.2 below. The assessors, therefore, recommend that the certification should be subject to the condition that the aspired EQF level must be documented and made transparent in the course docu-mentatation, and that it must be made consistent with the course level. To achieve this, the course level must be enhanced to level 7, or the course must be defined as EQF level 6.


The course level now can at best be defined as EQF level 6. Achieving level 7 would require considerable enhancement, major contents as required by the European MBA Guidelines would have to be included, and descriptions of the aspired competencies and qualifications together with new module descriptions and with documents allowing assessment of the level of examinations would have to be re-submitted. The assessors, therefore, recommend that the HEI considers renaming the course, avoiding the words "MBA" and "Master with view to the present EQF level of 6. Independent of the EQF level, it should be made clear for all such programmes that they are non-degree ones which do not lead to formal academic Master or MBA degrees. This should either be done in the de-nomination itself or/and at a prominent place in all relevant documents, to help avoiding confu-sion, e.g. in an international context.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

1. STRATEGY AND OBJECTIVES

1.1 Course Design and Objectives X

1.1.1* Logic and Consistency of the Course

Design and Objectives (asterisk crite-

rion)

X

1.1.2* Course Design and Aspired Qualifica-

tions and Competences (asterisk crite-

rion)

condition

1.2 Positioning of the Course Analysis of the labour market demands together with explicit requests from local employers demonstrate the need for a Mini-MBA programme as described above, to allow managers to catch up with the pace of change in the international and local economy and to meet both indi-vidual and organizational interest in lifelong education. The market share held by PDCP in short training is at present 6%, in a fragmented but quite competitive local training market of some 200 public and private training centres and agencies as well as externally financed international training centres spread over Kazakhstan. However, the Mini-MBA programme has at present only 2 direct competitors in Almaty: o a Mini-MBA course of the Academy of the Regional Financial Centre of Almaty (RFCA)

which is a non-educational institution offering a short course programme of 264 hours du-ration, and

o a Mini-MBA course of the Kazakh State Academy of Management "Ryskulov" with its 80 hour duration programme specialized in finance, delivered by the HEI teachers, and of-fered in the form of short courses.

In academic terms, these two do not comply with the Bologna requirements as they lack a modular structure and do not comply with the ECTS guidelines. Pricing of the KIMEP Mini-MBA course is competitive, with a price level close to the average market price. In its overall Strategic Plan 2011-2014, KIMEP spells out 11 goals. The EEC is primarily geared to the delivery of Goal 10: "Embed Executive Education", though this goal implicitly also supports most of the other ten strategic objectives. The Mini-MBA programme fits into both the EEC's and into KIMEP's strategy.


KIMEP University has focused on business and management areas through the establish-ment, in 1992, of the MBA programme, and has since enhanced its focus on continuing educa-tion. In 1994, KIMEP has created the International Executive Training Centre (IETC) under the guidance of University of McGill and with the support of USAID. Since then, after a number of transitional stages, the IETC has been transformed into the College of Continuing Education which consequently became the Executive Education Centre in autumn 2011. EEC seeks to deliver on the KIMEP mission in the area of executive education. In partnership with BCB, the EEC o educates and prepares business professionals and leaders to meet industry challenges, o assists the BCB in providing key links between academic programmes and industry

through the Mini-MBA programme and by developing partnerships with major industry players

o addresses KIMEP's strategic goal of embedding executive education by improving the con-tribution of executive education through PDCP, LDP and other professional/certificate pro-grammes.

The EEC has demonstrated its sustainability through its financial contributions to KIMEP Uni-versity. In addition, to enhance the KIMEP strategic goal of reviewing and revising academic programmes, the EEC, in partnership with the BCB, has introduced a modular system for the Mini-MBA programme and has improved practical orientation and skills development, and thereby student employability. KIMEP was the first business school focusing on representatives from businesses in Kazakh-stan and Central Asian republics. The Mini-MBA "embeds executive education" by serving the needs of executives in continuing education, and it aspires to make 10% of the PDCP total sales, to gain 20% of the Kazakhstan training market, and to become the leading Mini-MBA school in Kazakhstan within the next 2 years.

Appraisal The HEI has demonstrated that the course can compete in the Continuing Education and job market in Kazakhstan, and the fast growing student numbers support this. KIMEP is to some extent a pioneer in the area of short courses for continuing education of students who already work as managers, and in particular a pioneer in the fast growing Mini-MBA market. The fit of the Mini-MBA programme with KIMEP's strategic concept has been clearly demon-strated. The course pursues qualification goals which correspond to the HEI's mission and strategic planning.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.


1.2 Positioning of the Course X

1.2.1 Position in the Continuing Education and

Job Market X

1.2.2 Position in the HEI's Strategic Concept X


1.3 International Dimension of the Certificate Course KIMEP students, including exchange students, historically represent 51 different ethnicities. Although the Mini-MBA course has no explicit international aspiration, one lecturer has teach-ing experience in New Zealand, and 6% of students are from abroad.

Appraisal In the assessors' view, the international dimension of the programme is adequate, in particular due to the fact that it is offered in two versions, one entirely in English, and another entirely in Russian. The international dimension is further underlined by KIMEP's international collabora-tions (see below).

Exceptional Exceeds

quality re-

quirements

Meets qual-

ity require-

ments

Does not

meet quality

re-

quirements

n.r.


1.3 International Dimension of the Certificate

Course X

1.4 Collaboration with HEIs and Companies, and Partnerships KIMEP has established partnerships with over 70 higher educational institutions in Europe, North America, and East Asia. These entail student exchange programmes, dual programmes, joint international summer programmes, faculty mobility programmes, and joint research op-portunities. Since 1994, PDCP has built relationships with approx. ten international organiza-tions and HEIs, and cooperates with many large companies. In autumn 2011, PDCP signed the contract with the Borusan Makina Kazakhstan (BMK) for the delivery of the Leadership Development Programme focused on line, mid and top manag-ers. This programme was actually the basis for launching the Mini-MBA. The cooperation with EDI LCCI English for Business serves to support corporate clients and individuals to enhance their generic and communication skills.

Appraisal The HEI presents a list of some 10 international institutions and companies with whom PDCP has established collaborations. Contacts exist also with clients who send their managers as students to KIMEP, with part time faculty members and with guest speakers from companies. The assessors conclude that cooperations with academic institutions and enterprises are ac-tively promoted and have an adequate impact on the course.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.


1.4 Collaboration with HEIs and Companies,

and Partnerships X


2. Admission The Mini-MBA programme target group are working professionals such as: specialists, line, mid and top managers wishing to expand, upgrade or systemize their skills and knowledge in the area of finance and accounting, marketing and sales, general management or human re-source management. These can be individuals interested in their personal development, or employers offering further education to their managers, in order to better cope with their pre-sent positions or aspiring to move up on the career ladder. They are usually bachelors with at least 2 years of experience in a management position, and usually lacking time to study full time. Applicants have to submit a.o. a diploma from a higher education institution with transcript, proof of two years of managerial experience in business or in a government organization, and a motivation essay. An interview supports the assessment of the applicant's personal educa-tional background and professional experience and his/her communication and presentation skills, integrity, interests, goals and commitment. Applicant evaluation and selection is made by the programme administration consisting of the Professional Development and Certificate Programme Director, Coordinator of Mini-MBA, Di-rector of Executive MBA and the General Director of EEC.

Appraisal The Certificate Course aims at a specific target group. Some students are managers in local companies who have requested KIMEP to offer specific training for their employees. In such cases, companies would usually pay the tuition fees. Admission to KIMEP is based on the principles of openness and transparency. Admission is granted by the programme administration consisting of the DCPD, the coordinator of the Mini-MBA, the director of the Executive MBA and the general director of EEC. The HEI points out that no promise of admission is made to anybody, and that transparency is strictly adhered to. Decisions are communicated in writing to newly admitted and also to rejected candidates. The HEI presents an interview guide for the individual interviews. Language skills are not part of the admission criteria, the HEI has developed its own language tests, and offers language training to all those who need to fill gaps. It is theoretically possible to run through the pro-gramme without English language skills, as the course is also offered entirely in Russian. The books used in the programme are mostly in English, and the HEI reports that all students can cope with that. In any event, sufficient translations into Russian, and a sufficient number of books originally written in Russian are available for those students who opted for Russian as teaching language. In interviews, the HEI points out that the admission procedure as described in the documenta-tion has so far not been applied in practice, and will be adhered to starting with the next co-hort. The assessors, therefore, recommend that it should be verified upon re-certification if the admission criteria have proved to be realistic and enforceable. Altogether, admission conditions are defined and transparent, and correlate with the target groups for the course.


Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

2. ADMISSION

2.1* Focus on the Target Group (asterisk

criterion) X

2.2* Admission Conditions (asterisk criterion) X

3. Implementation

3.1 Structure The Mini-MBA programme consists of 4 specializations in the areas of management, finance and accounting, human resource management and marketing and sales. Each specialization includes 10 courses of which 4 are core courses and 2 are electives to be chosen from the remaining 6 courses. The 4 core courses of each specialization serve to build management competences including application in job related projects, in decision making, and in leader-ship. The two elective courses are designed to enhance other skills like generic, leadership, entrepreneurial, communication, negotiation and presentation skills. Each course consists of two modules of 24 contact hours which are delivered on 3 Saturdays (3 Saturdays X 8 contact hours). Each module includes lectures and seminars as practical part. The number of lectures and seminars in a module depends on the course objectives, on the content and on the intended learning outcomes. On top of contact hours, there are addi-tional assignments, self-study, job-based projects, individual or group presentations, again depending on the module type. On top of the a.m. 24 contact hours, the sum of hours dedi-cated to self-study or guided study and preparations for assessments total up to an additional 43.5 hours, i.e., one course (or 2 modules) corresponds to 135 learning hours (including man-datory contact hours). The students' workload is expressed in CPs with 27 hours per CP. The course time-table is compatible with the busy schedules of executive students. Sessions are offered on Saturdays, in line with the objective "Fast and intensive way to gain contempo-rary business education essentials without giving up employment". Practical orientation, in the form of job related projects and case studies, depends on the course subject, on target group interests and on intended learning outcomes. Practical intern-ship is not needed as all students are employed working professionals. The regular duration of the programme is 8 months, however, time schedules are flexible and can vary. For example, Borusan Makina Kazakhstan has requested a schedule with one mod-ule per quarter due to the loaded agendas of their 20 managers. The following four tables show the programme structures of the 4 Mini-MBA specializations:


Table 1. Mini-MBA specialization in Management


Table 2. Mini – MBA specialization in Human Resource Management


Table 3. Mini – MBA specialization in Finance and Accounting


Table 4. Mini – MBA Specialization in Marketing and Sales


The module and course descriptions contain detailed descriptions of the learning outcomes and the intended acquisition of skills. The following table shows the course learning objectives and the teaching methodology for the example of "Foundation Management": Ex A – Course learning objectives:

Upon completion of the course, the student will be able to: In terms of KNOWLEDGE

Learn and identify concepts of financial statement development Learn key management issues regarding financial statement interpretation Understand the role of manager in the financial decision-making process

In terms of MANAGEMENT ABILITIES Enhance skills and knowledge in the area of managing people: delegation, motivation, leadership Analyze and solve management-related problems on various organizational levels

In terms of SKILLS Evaluate/assess financial performance of the organizational levels applying gained skills and tools Demonstrate analytical skills, computer literacy skills, collaboration skills, and critical thinking in communication of performance results (verbal and written)

In terms of VALUES Be able to understand and accept KIMEP Core values Follow academic honesty Demonstrate respect for peers and faculty

Ex B – Teaching methodology - The course covers 2 modules: the first deals with concepts necessary to under-

stand the financial performance of an organization. As students are non-financial managers lecturing is prevailing but it is accompanied with individual practical exer-cises, case study discussions and job related assignments to provide better under-standing of terms and concepts;

- The second deals with managing people. So, prior reading of the assigned litera-ture reduces lecturing to focus more on the thought process when analysing case studies, real business experience sharing. The teacher becomes a moderator of the discussions and team presentations in order to help students to present their ideas and solutions. As such interaction gives and immediate feedback.

Each course and module outline includes a description of evaluation criteria, examination pol-icy and instructors' expectations. The legal department at KIMEP University and academic committees at BCB have reviewed and approved the programme objectives, curriculum, dura-tion, grading, thesis and related procedures. All requirements are summarized in the official so-called "catalogue" of KIMEP University. The course mark is an arithmetic aggregation of the constituent modules, i.e. grades are given for the entire course. The structure of the grading scheme for the Mini-MBA is the same as for the Executive MBA. The following table shows the assessment categories and evaluations:


The total Mark (all examinations, assessments and tests): 100%. Grading: A 80+; B 70+; C 60+; D 50+; F below 50. According to the implemented curriculum practice, the final examina-tion/assignment should count for at least 40% of the total mark for the course or module. Grading System

A "C grade" can be considered as either a pass or a fail depending on the requirements and the total number of C grades a student has got. The programme does not include a final examination covering the entire course content, but student achievement is rather assessed at the conclusion of each course. Structure and content of assessments are defined by faculty and are documented in the course/module syllabus. The course coordinator is responsible for team teaching and teaching methodology, and it is his task to adjust the examination methods to the intended learning out-comes. Examinations usually run over 2 to 3 hours. Comprehension of study content and students' critical thinking are assessed in written exami-nations. Other test methods are work related project presentations or oral examinations, but also group discussions and case-studies. Quiz and multiple choice pre/post tests are used to evaluate progress in students' perception of the course content and to identify potential areas of weakness in teaching, but in particular also to provide students focused help in their prepa-ration to examinations. Under an agreement signed by the student and the employer, employ-ers can get access to data which allow them to monitor the performance of their students.

Appraisal The programme is basically offered tailor-made for a small number of companies who send in their students, and there is no overlap with the modules of the Executive MBA. The total pro-gramme includes 6 courses (4 core courses and 2 electives) of a workload of 135h each, cor-responding to 30 CP. Each CP is defined as a workload of 27 h. As a consequence, each module has a size of 2.5 CP. The standard duration of the course is 8 months but can be


shorter or longer. At completion of the programme, students receive a "Certificate of Comple-tion" instead of an academic degree. The Mini-MBA program's structural elements and the curriculum have been designed in a bal-anced manner and in accordance with the programme objectives and intended learning out-comes, and have been described in appropriate detail. Modules are described and organized according to the requirements of modularization and of the ECTS guidelines. In the calculation of student workload, contact hours, self-study or guided study, and preparations for assessments are taken into account. The ECTS elements (modularisation, credit points and workload targets) are implemented. Competence acquisition and learning outcomes are described with sufficient accuracy, and per module. Assessments are carried out in integrated examinations per course. In interviews, students confirmed that during the first year since introduction of the programme, student workload has been appropriate and is realistically reflected in module descriptions. Combining the Mini-MBA study with a regular full time job is possible, and if required, the total course duration can be extended beyond the standard length of 8 months. In Kazakhstan, no legal obligation exists for an HEI to issue an examination regulation; still, KIMEP has implemented appropriate examination regulations in the form of the "catalogue". A grading system with grades ranging from A to F is described in it. The essential structural ele-ments of the Mini-MBA course, including assignment of CPs to modules, specializations / elec-tives, and all necessary details on examinations are laid down in it, and the "catalogue" has been reviewed and approved by the legal department at KIMEP University.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

3. IMPLEMENTATION

3.1 Structure X

3.1.1 Structural Elements of the Certificate

Course (Lectures, Seminars, Options,

Alternatives, etc.)

X

3.1.2* Application of the „European Credit

Transfer and Accumulation System

(ECTS)“ and modularisation (asterisk

criterion)

X

3.1.3* Study and Examination Regulations

(asterisk criterion) X

3.2 Content Module outlines and course syllabi are intended to be clear and comprehensive and include course objectives, prerequisites, credits allocation, course content and assignments structure, testing methods and evaluation of student's performance, basics of grading and detailed as-sessment, instructor's policy and references to programme or university policy when neces-sary, bibliographic and other resources.


The curriculum starts off with an induction course and progressively reaches more advanced levels in a logical sequence. Its logics are explained to students in appropriate depth at the induction session. The four core courses convey business administration competences through logically de-signed modules. They provide executive students with western approaches to interpersonal communication, make them understand the role of a team leader in achieving goals and objec-tives, and make them analyze the financial performance of an organization. Through lectures and practical sessions with case studies and workshops, both module objectives and intended learning outcomes are reached, and the expectations of working professionals are met. Stu-dents select two elective courses on their own or upon advice from the course coordinator. The electives in finance and accounting provide students with deeper understanding of the financial performance of organizations through practical sessions with case studies and dis-cussions, as a preparation to decision making in the areas of budgeting and planning, to con-trolling the company activities and to assessing and minimizing business risk. In the Human Resource Management electives, the creative use of tools and solutions is demonstrated in workshops and in cases study discussions. In the electives in Marketing and Sales, students learn about modern marketing concepts and the role of marketing in society, and acquire competences in market research, as a prerequisite for sound tactical and strategic business decisions when developing and launching new products. The impact of recent scientific progress through modern theoretical approaches is demon-strated to students in case studies. Students have opportunities, in workshops and job related projects, to apply the acquired learning in their own business practice. Each module combines theoretical and practical aspects. Part-time faculty and guest lecturers, as representatives from business practice, are invited to develop new case studies. As most executive students have considerable work experience, the lecturer often has the task to mod-erate the discussion rather than to teach theory. The Mini-MBA does not expect students to generate scientific research results and to compile these in a thesis.

Appraisal The course contents contribute appropriately to the course objectives i.e. to reaching the learning outcomes, taking into account the reservations made in ch. 1.1 above. Lectures, seminars and other curricular elements are in balance, and arranged in a logical sequence. They are geared to developing the intended qualifications and competences. The curriculum includes micro- and macro-economics. The assessors suggest that the HEI might consider giving the fundamental subject "accounting", both according to national and international standards, somewhat more weight. All in all, however, the lectures adequately cover the contents which are required to achieve the qualification and competence objectives. The course content warrants a close link between theory and practice by providing a sound mix of traditional teaching and of practice elements. Case studies, mostly developed in direct contact with real business, are integrated into the curriculum. The fact that most students have own experience as managers is turning out to be quite helpful in the integration of theory and practice.


The assessors consider the academic background of lecturers as adequate (see chapter 4.1 below). They note that the course does not expect students to carry out proper research on their own, and, consequently, does not address the methodology of scientific research. While this would be unacceptable for a master's degree, the assessors estimate that these elements would go beyond what would be an appropriate expectation from a continuing learning course of 30 CPs and not aspiring to obtain an academic degree (see discussion in ch. 1.1). Students' performance is evaluated against the course/module learning outcomes. All exami-nations are per module or per course. A final assessment covering the entire programme con-tent is not carried out. In line with the assessors' finding that the course corresponds to an EQF level of 6 (see ch. 1.1), i.e. not to the level of a master programme, they also find that the course addresses a number of functional areas of management as described in the European MBA guidelines, but not all of them. Dedicated modules exist for the areas of - accounting and finance, - basic instruction in economics, - human resource management: only in one of the 4 specializations, - marketing and sales: only in one of the 4 specializations. Contents which are not addressed are - operations management, - information systems management (with the exception of "Document E-Risk Management" in the HRM specialization, and "E-marketing" in the marketing and sales specializiation), - law (with the exception of Kazakhstan Labour Code Regulations in the HRM specialization), - basic instruction in quantitative analysis (with te exception of marketing research in the resp. specialization). Assessments are carried out not only as written examinations but partly also in the form of a quiz or of multiple choice pre/post tests. These help to evaluate progress with the perception of the module content, to find out weak areas of teaching, for further focus on letting students improve understanding of the material and getting better prepared for the final examination. The assessors' view is that the level of assessment results fulfils the EQF level 6. Requirements of level 7 are not met for the following reasons: - as a consequnece of the absence of a thesis, the assessors could not identify highly special-ized knowledge as a basis for original thinking or research; - in all written examinations scrutinized by the assessors, they found problem solving skills but not specialized problem solving skills required in research or innovation; - they further identified decision making competence, but not development of new strategic approaches or contributions to new knowledge. For discussion and conclusions regarding EQF level 6, see see ch. 1.1 including the corre-sponding condition.


Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

3. IMPLEMENTATION

3.2 Content X

3.2.1* Logic and Conceptual Coherence of the

Course Content (asterisk criterion) X

3.2.2 Course Content X

3.2.3 Integration of Theory and Practice X

3.2.4 Methods, Scientific Work and Academic

Teaching X

3.2.5* Examinations (asterisk criterion) X

3.3 Generic Skills and Qualifications The HEI points out that the development of generic skills such as ethical aspects, managerial skills and management concepts as well as "knowledge for the sake of orientation" (instead of knowledge for the sake of action) is offered in the programme. The course "Business Commu-nication" is a mandatory course in all specializations. In it, and together with the "KIMEP Uni-versity Code of Conduct, Ethics and Values", competences like presentation skills and nego-tiation skills are addressed. The acquisition of these skills is assessed, and deepened, through case studies and negotiation role games. The module "English for Business" addresses busi-ness correspondence competences. Collaboration and conflict management can be practiced in the relatively small classes, with groups of up to 20 students, in case studies and group discussions in which students learn to identify, to assess and to solve conflicts. Public-speaking, team working and leadership skills are covered by the intended learning outcome "Demonstrate Effective Communication and Leadership Skills. Be prepared to lead within a team or lead across departments".

Appraisal The programme offers modules in which students can practise communication skills and rheto-ric. They acquire and practise collaboration and conflict management skills when working in groups or on case studies. The acquisition of generic skills and qualifications is warranted in the Mini-MBA, and matches the intended learning outcomes, and the concept and objectives of the programme.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

3. IMPLEMENTATION

3.3 Generic Skills and Qualifications X

3.3.1 Communication Skills and Rhetoric X

3.3.2 Collaboration and Conflict Management

Skills X


3.4 Didactics and methodology At the outset of the course, executive students participate in an introductory session in which the curriculum, the learning strategy and methodology, and the logic of the sequence of mod-ules are presented by programme management and faculty members. Under the current model of a class organization, the students spend one week between Satur-day sessions to prepare for the classes. As they are adult learners, this is reflected on the course philosophy and by the interactive learning methodology which emphasizes "action-learning" rather than passive learning. A large part of the learning process is dedicated to dis-cussions of case studies that deal with students' work experience in their specialization area. The overall faculty/student ratio for KIMEP is 0.08, equivalent to 13 students per faculty. Teaching methods and learning techniques are selected for each course as appropriate, and are described in the course syllabi. There is no document defining the didactic concept for the entire Mini-MBA as yet, but the intention, and current practice, is that teaching takes the learner's perspective throughout, and students get involved through interaction, while their age, background and professional experience are taken into consideration, and through involv-ing them in real life related discussions, practical case studies and letting them analyze these, evaluate advantages and disadvantages of the case scenarios, and take correct decisions. Work on case studies, presentations and discussions support the students' personal develop-ment and motivate and encourage them to stay engaged in the learning process. Students are encouraged to not only use the reading material offered at the course but to search material on their own and to update their knowledge from sources beyond the lecture, to investigate on the internet, to screen the literature, and to use the resources of their com-pany. During their studies, students are expected to present projects that originate from their own jobs, to provide workable solutions for case studies, while applying the learning contents to real business and while continuously improving their communication and presentation skills. Most courses include practical assignments (individual and group work) which deal with such realistic case studies. Copies of the entire course material are distributed to students. All specific course material including lists of additional learning material are available online at the course web portal. Faculty members are encouraged to prepare clear and user-friendly course material, and to update it regularly. Opportunities for networking, other than among course participants, arise in alumni meetings and through participation in business forums and conferences. Guest speakers and part-time faculty from the local and international business community create additional networking op-portunities.

Appraisal The HEI describes the course's didactic concept in a logical coherence and with a focus on the course objectives. There is a sufficient diversity in teaching methods. So far, student groups in the various course specializations are very small, but with growing student numbers, the as-sessors recommend that also the didactic concept should be spelled out in written and be communicated at least to all lecturers on the course, as reportedly has been done for other KIMEP study programmes.


Case studies that deal with problems from real business practice are an integral part of the course. For accompanying course material, the HEI's intention is to explain in class complex topics in the most simple and practical way. As pointed out in ch. 1.1, the assessors' view is that the aspired level of learning outcomes corresponds to an EQF level of 6. On that basis, the course material corresponds to the intended learning outcomes in quantity and quality. It is up to date and available to students online. It is user-friendly and encourages students to engage in own studies. Opportunities for students to build networks are offered within the programme.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

3. IMPLEMENTATION

3.4 Didactics and Methodology X

3.4.1* Logic and Consistency of the Didactic

Concept (asterisk criterion) X

3.4.2 Career-integrated Methods X

3.4.3* Accompanying Course Material (asterisk

criterion) X

3.4.4 Networking X

3.5 Employability As described in chapter 1, the Mini-MBA programme focuses on the objective to offer lifelong learning opportunities to its target group: students who already work as managers. The pro-gramme has the potential to broaden their perspective of business, to develop their under-standing of global perspectives, and thereby to improve their employability. Students get a chance to demonstrate their potential for future promotions and career development and to become shortlisted when applying to job vacancies. In surveys, executive students usually report that they perceive the programme as a step to-wards a higher management position in the organization for which they work, or as a chance to fill gaps in their skills and competencies. The teaching methodology is geared to adult learn-ing and to the improvement of communication skills and other generic skills which again en-hance employability.

Appraisal The programme is geared to reaching clear qualification goals and contributes to enhance-ment of students' employability and career chances.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

3. IMPLEMENTATION

3.5* Employability (asterisk criterion) X


4. Resources and services

4.1 Teaching staff There is no full time faculty teaching at the Executive MBA or in the Mini-MBA programme. The academic core faculty belongs to BCB, and its academic qualification is guaranteed upon employment at BCB. The EEC Oversight Committee, chaired by the Dean of BCB, has the authority to consider the qualifications of faculty eligible to teach in all EEC programmes, in-cluding consideration of Academic Qualifications and Professional Qualifications in accor-dance with international standards and the aspects of professional development and research. The Oversight Committee carries out an annual review of all aspects of curriculum content and structure of all EEC programmes, including learning objectives, learning outcomes, assess-ment methods and student satisfaction. The Mini-MBA attracts faculty from BCB as well as part-time lecturers from other academia and from business. For part-time teachers, KIMEP academic and professional qualification requirements need to be met. The Oversight Committee gives its final approval of any faculty teaching in the Mini-MBA programme. The Mini-MBA programme currently has 15 faculty members delivering the courses and mod-ules. 8 tenure-track faculty members are BCB staff, and the remaining ones are part - time faculty, usually professionally qualified industry experts in top management positions in local organizations. All decisions on teaching staff are taken by the BCB Dean and the EEC Oversight Committee. Newly attracted faculty attends induction workshops and meetings in order to ensure that courses and modules are in compliance with the approved curricular. A full orientation pro-gramme, as part of a.m. workshops and meetings, will be put in place to guarantee that new colleagues fully understand the KIMEP core values and mission, and are prepared from day one to deliver a student-centred education. An element of the programme learning structure is the mix of lectures from local business in addition to the tenure-track faculty. BDB intends to establish and to retain a permanent pool of part-time faculty. KIMEP procedures include faculty performance evaluations to be carried out after completion of each course. About 40% of KIMEP University's faculty members hold PhD degrees. BCB is responsible for the selection of teaching staff and considers academic qualifications in faculty recruitment while observing the respective KIMEP requirements. Pedagogical and teaching qualifications of all teaching staff must meet the overall KIMEP and BCB requirements for recruitment. Measures for personal development and continued qualifi-cation of the teaching staff are being implemented at the EEC level. The expected teaching staff qualifications include the didactic methodology of adult teaching. Part-time instructors' present their CVs and evidence to prove their compliance with KIMEP requirements. The pool of faculty teaching in the Mini-MBA includes lecturers both from academia (internal KIMEP and external partnering educational institutions) and from business. Practical business experience of the part-time teaching staff drawn from business is in line with the requirements of the programme and contributes to the objectives and intended learning outcomes, e.g.


"Learn theory and strategies for improving business and how to apply them to practice. Apply problem solving skills and abilities". The Executive Education Centre (EEC) hosts joint faculty and staff events: conferences, semi-nars, workshops both in-house and virtual. Internal cooperation is managed by the Programme Director to monitor programme delivery in compliance with the Bologna requirements. Faculty meetings are scheduled, in the presence of course coordinators, before each module/course starts in order to discuss structure, content, intended learning outcomes, teaching methodol-ogy and module interrelation and sequence. Actually, this has not been turned into a regular procedure, yet, and discussions have not been recorded. It is planned to carry out faculty meetings, discussions and workshops with their record filing on regular bases, and to use find-ings as means for faculty development and as a source for the programme improvement. Student support and coaching are provided by KIMEP University as a regular and continuous service both to students, with a focus on students who start their studies, and to lecturers. Par-ticular service elements are: · induction sessions for newly admitted students · advice on course/module objectives and intended learning outcomes · advice on the schedule which is handed out to students before start of the program · introduction to KIMEP values and culture.

Appraisal The HEI presents a teaching cross-linking matrix displaying the teaching schedules of the en-tire faculty. Structure and number of teaching staff correspond to the requirements of the course. Course management is responsible for the academic quality of the Certificate Course as a whole. The academic qualification of teaching staff corresponds with the requirements and objectives of the course. An important number of contract lecturers with professional practice are an integral part of the non tenure-track faculty. The HEI presents CVs of all tenure-track faculty members. The educational and didactic qualifications of the teaching staff correspond to the require-ments of the certificate course. KIMEP offers opportunities to lecturers to continuously develop their skills and competencies. In interviews, students report that from their perspective, the quality level of teachers is excel-lent. From lecturers' CVs, from interviews and also from feedback from student evaluations, the assessors conclude that practical knowledge and experience of the course lecturers corre-spond with the requirements for the certificate course. Most lecturers possess a diploma or master's degree or higher, and only a few are candidates of Science. Informal discussions and meetings are held in which all relevant teachers get involved. Meet-ings to deal with internal cooperation and coordination in order to come to agreement on lec-tures and seminars content with colleagues and to avoid the risk of overlaps and inconsisten-cies are envisaged but not yet implemented systematically, and the HEI states that faculty meetings as described above are not yet carried out on a regular basis. The assessors believe that informal internal cooperation is still appropriate and efficient at the present early stage of course development, but they recommend, with increasing student numbers, implementing such meetings in a pragmatic but systematic approach.


Student counselling and support are integral part of the service provided by the teachers and is offered on a regular basis. All information on the programme is also available online. Teach-ing staff is available to help students at any time. In interviews, students are enthusiastic about the quality of support to students, of coaching and counselling, both from teaching staff and from student offices and administration.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

4. RESOURCES AND SERVICES

4.1 Teaching Staff X

4.1.1* Course Management (asterisk criterion) X

4.1.2* Structure and Number of Teaching Staff

in Relation to Curricular Requirements

(asterisk criterion)

X

4.1.3* Teaching Staff’s Academic Qualifications


4.1.4* Teaching Staff’s Educational/Didactic

Qualifications (asterisk criterion) X

4.1.5 Practical Business Experience of the

Teaching Staff X

4.1.6 Internal Cooperation X

4.1.7* Student Support and Coaching (asterisk

criterion) X

4.2 Course Management The programme directors, together with the Oversight Committee and the BCB manage all academic and organisational processes of the programme. All activities are reported to the EEC General Director who monitors the performance of the organisation and initiates im-provement and upgrading of services. The Programme Director cooperates with and reports to BCB and the Oversight Committee, and with the EEC on organisational matters. He is monitoring programme implementation against approved plans. The teaching faculty and students get involved in the development of the learning processes. In turn, students and teachers assess the quality of management and administration after completion of every course. Where problems are identified from feedback and complaints, programme management suggests solutions. The HEI claims that students are kept well in-formed about programme organisation, schedules, and about what is expected and required for the completion of each individual module. The BCB Business Advisory Council (BAC) advises KIMEP University on matters relating to business education and to networking with the external community. It provides feedback on the extent to which the EMBA programme corresponds to the needs of the business commu-nity, and thereby contributes to employability of graduates. It helps to identify guest speakers from industry and it supports fund-raising and alumni relations. In addition to the BAC, there is a Business Advisory Board (BAB), which works with the deans on strategic issues of the university colleges. BAB members are all members of the BAC, and the General Director of the EEC is a member of the BAB.


The Professional Development and Certificate Programme (PDCP) staff participates a.o. in preparing course schedules, attracting faculty, administrating facilities, collecting tuition fees and providing customer service and care to support student retention. Course coordinators assure a smooth launch of the course delivery and support teachers and students by e.g. o developing the standardized learning material format, o preparing induction information for modules, o ensuring access to the web portal for all course information, o assigning lecture rooms to modules and handling room reservations, o developing course schedules a month prior to programme start, o preparing copies of learning material and course handouts, o assuring access to the library. The quality of administrative support is evaluated by students and teachers using module evaluation forms.

Appraisal The programme director coordinates all internal processes related to the programme and the activities of all those involved in the programme (students, lecturers, administrative staff), and ensures that the programme runs smoothly and that all relevant groups have a chance to con-tribute to the development and improvement of the programme. Internal management, process organisation and administrative service and support look plau-sible and transparent to the assessors, all responsibilities are clearly assigned, and the corre-sponding processes are laid down in written form. In all matters by which staff or students are directly affected, they get involved in decision making. Sufficient staff both in terms of quality and quantity is available to the programme. Administrative staff has a clear service mentality. Where appropriate, service support is not only provided through direct contact but also online. In interviews, administrative staff confirms that they are offered opportunities for individual training. KIMEP runs an own training centre which offers practice oriented and cheap training modules, and the dean monitors training of administrative staff. An example is a 3 years' gen-eral faculty training course held at KIMEP and in Kirgistan.

In interviews, students confirm that administrative support to the Mini-MBA programme is at a quality level comparable to that for students on full study programmes. Also from interviews with teaching staff and students, the assessors conclude that the assignment of administrative tasks and staff is transparent, that sufficient staff is available, and that its quality and motiva-tion are excellent.


Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.


4.2 Course Management X

4.2.1 Course Management and Decision-

Making Procedures X

4.2.2 Performance of the Administrative

Course Management X

4.2.3* Administrative Support for Students and

Teaching Staff (asterisk criterion) X

4.3 Certificate Course Documentation All the information on the Mini-MBA programme including specializations, duration, course and module descriptions, tuition fees and any other relevant aspects are available to the public via the KIMEP website, EEC brochures and leaflets disseminated to short-term seminar trainees and/or EEC event participants. The content of the marketing materials are subject to prior dis-cussions by the EEC Programme Directors and further approval by BCB. All PDCP documents are filed on a regular basis and available upon request. Students of the Mini-MBA programme do not obtain a degree upon completion of the pro-gramme, but receive a Certificate of Completion. The HEI presents a sample of a Certificate Supplement.

Appraisal Comprehensive information on all aspects of the programme structure and content, including examinations and any administrative issues, is available in paper form and online. In addition, and as described above, students and any interested parties can obtain information from dedi-cated University staff (study office, student counselling). In interviews, students and teachers are highly satisfied. The programme and associated qualifications are documented in a transparent and coherent manner in a Certificate Supplement, in analogy to a Diploma Supplement for degree pro-grammes, which fulfil all relevant requirements.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.


4.3 Certificate Course Documentation X

4.3.1 Description of the Certificate Course X

4.3.2 Certificate Supplement X

4.4 Facilities In May 2005, KIMEP has opened a state of the art facility hosting all Executive Education Cen-ter (EEC) study programmes.


At the EEC, capacity is sufficient to serve the current Executive MBA and Mini-MBA student needs. It offers 3 lecture rooms of approximately 65 m² which can accommodate 25 persons each. These are equipped with the latest technology including even simultaneous translation via wireless headsets, video conferencing to broadcast lectures, and direct access to the internet through both conventional internet sockets at every desk, and a wireless Local Area Network environment throughout the entire building and also connected to the KIMEP local network for database access and resource sharing. In addition, two conference rooms of 22 m² each offer space for meetings of up to 6 persons. The EEC library, on 60 m², provides am-ple space for breakout and other small group activities. Fitted with chairs, sofas, and a large screen TV, it allows for research and discussion in a more informal environment than the lec-ture rooms. For executive learning, multimedia capabilities and Wi-Fi coverage are available all over the KIMEP campus. In addition, executive students have access to an e-learning platform that provides distance-learning and self-study components. Should it become necessary due to further increase of student numbers, then both the Execu-tive MBA and the Mini-MBA programme are entitled to draw on KIMEP facilities. The KIMEP Library is the largest university library in Central Asia, with approximately 100.000 volumes and with electronic access to over 1 million journal and newspaper articles. In the library, there are public reading areas. Books needed for the EMBA course are available in English and in Russian. A sufficient number of copies of mandatory literature (as described in the module description) is available for every student. Regular service hours during semesters are seven days a week, from Monday to Friday 8:30-22:00; on Saturday: 10:00-19:00; on Sunday: 10:00-18:00. Wireless Internet access is offered to students throughout the library building.

Independent study laboratories are equipped with computer and multimedia workstations. There are more workstations in other study areas, and all of these provide access to the online catalogue and to data bases. Librarians assist students with finding and evaluating information in these. Other public use areas include a conference room and a lounge in the lobby with vending machines. In the library is a reading area with 80 seats and 15 computers. Students can rent textbooks for core courses from the OGEL Rental Centre, or may use the collection of audio and video cassettes, CDs and DVDs in the Electronic Resources Library. KIMEP Library provides access to sources of information which are not otherwise available in Kazakhstan, like bibliographic databases and a large number of full text articles from academic journals. The HEI presents a long list of accessible international databases.

Appraisal The assessors appreciate the quality of the infrastructure, of lecturing rooms, the library, and in particular the standards of all IT equipment and facilities. Sufficient space is available to the Mini-MBA programme, and a pleasant learning environment is created through the EEC facili-ties. The assessors highly appreciate the extraordinary quality of the library, and the ample access to literature and journals as well as digital media including databases, and these fulfil all re-quirements of the programme. A development plan exists for the library and for digital media. Course participants receive an induction to the library and to literature research facilities. In interviews, students confirm that the library is well equipped.


Working in the library is even possible on Sundays. Opening times and library support and advice services perfectly meet the needs of students who are employed on a regular job in parallel to their studies. Sufficient library workstations are available to students with appropriate technical equipment and rooms for group work. Access to the internet and to online databases and interlibrary loan services is free of charge.

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.


4.4 Facilities X

4.4.1* Quantity and Quality of Media and IT

Resources of Teaching Rooms (asterisk

criterion)

X

4.4.2* Access to required literature (asterisk

criterion) X

4.4.3 Library Opening Times X

4.4.4 Number of Library Work Spaces for Stu-

dents/Technical Resources X

5. Quality Assurance Quality assurance within KIMEP is co-ordinated by the Quality Assurance and Institutional Research Department (the QAIR) which is responsible for collaboration between the President and different units and departments including programme management. The BCB and the Oversight committee regularly review the quality of programme development. For all established study programmes, QAIR conducts surveys, reviews and audits in focus areas for quality enhancement. Collected data are analyzed and conclusions are reported a.o. to senior management and to individual departments. QAIR monitors the implementation of measures and provides advice on the quality implications of proposals, policies and strategic plans. It also acts as a liaison between state bodies, HEIs and both national and international agencies to share best practices. In general, and for all long established study programmes, QAIR regularly conducts student evaluations after each course, or pair of modules, and each faculty member is assessed for his/her evaluation score and, if needed, the Faculty Development Committee is asked for ad-vice on methods to improve teaching performance. Since January 2012, PDCP has been evaluating the Mini-MBA teachers using its evaluation forms, so far separate from the established Faculty Teaching Evaluation Survey (FTES) proc-ess. The intention is that from the beginning of the next academic year, the KIMEP FTES sys-tem will be used for the Mini-MBA as well. The issue is being considered at the Institutional level. Thereby, evaluation results will be made available to faculty members and academic management via the KIMEP Intranet, and full reports on quality of teaching KIMEP-wide and by units and the analysis of its dynamics will be submitted to top management and available for the academic community on the website.


Appraisal QA documents such as QA manual, goals, and detailed process descriptions, are included in the "programme catalogue", and quality assurance and development procedures exist which can be used to continuously control and monitor the quality of programmes. For established programmes, students and the faculty are involved in the development of the programme through the collection of the opinions using evaluations, and through participation in QA com-mittees. The HEI has formulated quality targets for the development of programmes. The assessors expect that the design of quality assurance and course development will warrant continuous quality improvement of the programme as it has done for other existing study programmes. Students confirm that upon detection of deficiencies, KIMEP University takes remediation measures.

The assessors recommend that the certification should be subject to the condition that an evaluation policy is issued and published which as a minimum specifies target groups for evaluations (including lecturers and 3rd parties, see recommendation below) and evaluation areas including questions regarding student workload, in line with the HEI's intentions. It should also describe the ways in which results and derived measures are communicated.

Evaluations by students have been carried out since the start of the course, and the HEI has presented quite positive results regarding student satisfaction. The HEI intends to integrate these evaluations into the FTES system from the next academic year onwards. Assessors recommend communicating outcomes to students, and involving students directly in quality enhancement.

The faculty's own view on the quality of lectures is taken into account by the programme man-agement through internal discussions in committees after course completion. Also, special meetings and workshops are organized with involvement of the Executive MBA to solve any issues related to course content, delivery and organization of the learning and teaching pro-cess.

Evaluations by third parties, namely alumni and employers, are carried out systematically for established study programmes, and outcomes are communicated back to the alumni and em-ployers and are used as an input into quality enhancement. The assessors recommend that feedback from third parties should systematically and still pragmatically be collected for the Mini-MBA programme as well.


Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

5. QUALITY ASSURANCE

5.1 Quality Assurance and Development of

the HEI and the Interplay between the

HEI and the Course Management in

Developing the Course

X

5.2* Quality Assurance and Development for

the Course in Terms of Content, Proc-

esses and Results (asterisk criterion)

condition

5.3 Instruments of Quality Assurance X

5.3.1* Evaluation by Students (asterisk crite-

rion) X

5.3.2 Quality Assurance by Teaching Staff X

5.3.3 External Evaluation by Alumni, Employ-

ers and Others X


Quality Profile

Institution: KIMEP University

Continuing Education Course: Mini-MBA

Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.


1.1 Course Design and Objectives X

1.1.1* Logic and Consistency of the Course

Design and Objectives (asterisk crite-

rion)

X

1.1.2* Course Design and Aspired Qualifica-

tions and Competences (asterisk crite-

rion)

condition

1.2 Positioning of the Course X

1.2.1 Position in the Continuing Education and

Job Market X

1.2.2 Position in the HEI's Strategic Concept X

1.3 International Dimension of the Certificate

Course X

1.4 Collaboration with HEIs, Companies and

Partnerships X

2. ADMISSION

2.1* Focus on the Target Group (asterisk

criterion) X

2.2* Admission Conditions (asterisk criterion) X

3. IMPLEMENTATION

3.1 Structure X

3.1.1 Structural Elements of the Certificate

Course (Lectures, Seminars, Options,

Alternatives, etc.)

X

3.1.2* Application of the „European Credit

Transfer and Accumulation System

(ECTS)“ and modularisation (asterisk

criterion)

X

3.1.3* Study and Examination Regulations


3.2 Content X

3.2.1* Logic and Conceptual Coherence of the

Course Content (asterisk criterion) X

3.2.2 Course Content X

3.2.3 Integration of Theory and Practice X

3.2.4 Methods, Scientific Work and Academic

Teaching X


Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

3.2.5* Examinations (asterisk criterion) X

3.3 Generic Skills and Qualifications X

3.3.1 Communication Skills and Rhetoric X

3.3.2 Collaboration and Conflict Management

Skills X

3.4 Didactics and Methodology X

3.4.1* Logic and Consistency of the Didactic

Concept (asterisk criterion) X

3.4.2 Career-integrated Methods X

3.4.3* Accompanying Course Material (asterisk

criterion) X

3.4.4 Networking X

3.5* Employability (asterisk criterion) X


4.1 Teaching Staff X

4.1.1* Course Management (asterisk criterion) X

4.1.2* Structure and Number of Teaching Staff

in Relation to Ccurricular Requirements

(asterisk criterion)

X

4.1.3* Teaching Staff’s Academic Qualifications


4.1.4* Teaching Staff’s Educational/Ddidactic

Qualifications (asterisk criterion) X

4.1.5 Practical Business Experience of the

Teaching Staff X

4.1.6 Internal Cooperation X

4.1.7* Student Support and Coaching (asterisk

criterion) X

4.2 Course Management X

4.2.1 Course Management and Decision-

Making Procedures X

4.2.2 Performance of the Administrative

Course Management X

4.2.3* Administrative Support for Students and

Teaching Staff (asterisk criterion) X

4.3 Certificate Course Documentation X

4.3.1 Description of the Certificate Course X

4.3.2 Certificate Supplement X

4.4 Facilities X

4.4.1* Quantity and Quality of Media and IT

Resources of Teaching Rooms (asterisk

criterion)

X

4.4.2* Access to required literature (asterisk

criterion) X

4.4.3 Library Opening Times X

4.4.4 Number of Library Work Spaces for Stu-

dents/Technical Resources X


Exceptional Exceeds

quality

requirement

s

Meets

qualitiy

requirement

s

Does not

meet quality

re-

quirements

n.r.

5. QUALITY ASSURANCE

5.1 Quality Assurance and Development of

the HEI and the Interplay between the

HEI and the Course Management in

Developing the Course

X

5.2* Quality Assurance and Development for

the Course in Terms of Content, Proc-

esses and Results (asterisk criterion)

condition

5.3 Instruments of Quality Assurance X

5.3.1* Evaluation by Students (asterisk crite-

rion) X

5.3.2 Quality Assurance by Teaching Staff X

5.3.3 External Evaluation by Alumni, Employ-

ers and Others X

Documents

Assessment Report - FIBAA€¦ · The certificate course "Mini-MBA" of KIMEP University fulfils the FIBAA quality criteria for cer-tificate courses with two exceptions and can be