Audit Report Professional master course Museology Fulltime programme Reinwardt Academy Amsterdam School of Arts
Scheveningseweg 46 NL 2517 KV Den Haag +31 70 30 66 800 www.hobeon.nl info@hobeon.nl Audit Report Professional master course Museology Fulltime programme CROHO registration 70038 Reinwardt Academy Amsterdam School of Arts Hobéon Certificering BV December 2009 Audit panel: Willem van Raaijen Klas Grinell Lejo Schenk Iris van Ooijen Hans A. Frederik (secretary)
TABLE OF CONTENTS 1. INTRODUCTION 1 1.1. Function of the audit report 1 1.2. Programme characteristics 1 1.3. Approach 2 1.3.1. Assessment procedure and methodology 2 1.3.2. Decision rules 4 1.3.3. Auditteam 5 1.3.4. Discussion partners site-visit 5 1.3.5. Programme site-visit 18th June 2009 5 2. FINDINGS AND JUDGEMENT 7 Facet 1.1: Specific requirements of the domain 7 Facet 1.2. Master level 9 Facet 1.3. Professional orientation 11 Topic 2: Curriculum 12 Facet 2.1. Requirements for professional orientation 13 Facet 2.2. Correspondence between aims & objectives and the curriculum 15 Facet 2.3. Consistency of the curriculum 16 Facet 2.4. Work load 18 Facet 2.5. Incoming students 19 Facet 2.6. Credits 21 Facet 2.7. Coherence of structure and contents 22 Facet 2.8. Learning assessment 23 Topic 3: Deployment of staff 25 Facet 3.1. Requirements for professional orientation 25 Facet 3.2. Quantity of staff 26 Facet 3.3. Quality of staff 27 Topic 4: Services 29 Facet 4.1. Facilities 29 Facet 4.2. Tutoring 30 Topic 5: Internal quality assurance 32 Facet 5.1. Evaluation of results 32 Facet 5.2. Measures for improvement 33 Facet 5.3. Involvement of staff, students, alumni and the professional field. 34 Topic 6: Results 35 Facet 6.1. Level achieved 35 Facet 6.2. Performance 36 3. OVERVIEW AUDIT 37 3.1. Results 37 3.2. Overall judgement and advice to NVAO 38 Appendix I: Curricula Vitae and statements of independence of the auditors Appendix II: Site visit
1. INTRODUCTION 1.1. Function of the audit report The function of this audit report is twofold: the report gives an answer on the question whether the quality of the professional master programme Museology, provided by the Reinwardt Academy, part of the Amsterdam School of the Arts, meets the requirements set out by NVAO, being the Accreditation Organisation of the Netherlands and Flanders. Secondly, the audit report includes an advice to NVAO to accredit the master course concerned. Starting point of the audit panel s inquiry was the academy s comprehensive Self Evaluation Report (the so-called Management Review) with regard to: Professional master course Museology, fulltime, CROHO registration 70038 1.2. Programme characteristics 1.2.1. The Reinwardt Academy is the Faculty of Cultural Heritage of the Amsterdam School of Arts. The academy offers three programmes, each with its own specific profile, which are closely interrelated. The academy started in 1976 a bachelor degree programme in Museology. In 1994 it added an (international) master degree programme in Museology and in 2006 the academy introduced a Lectorate in Cultural Heritage. In 2008, the bachelor programme in Museology was transformed into a bachelor programme in Cultural Heritage. The master programme still is focused on museology. 1.2.2. The international master degree course Museology was established in response to international demand. However, since there was no master programme for museum professionals in the Netherlands, the programme was also relevant to the Netherlands and attracted Dutch students. Despite the growing number of Dutch students entering the programme, it has retained its international profile. Between 2005 and 2009, 60% of the students came from abroad. 1.2.3. The programme has proved itself over the last fifteen years. Many alumni are working in museums in the Netherlands and abroad. Students, alumni, lecturers and guest lecturers constitute a professional network extending to about sixty countries. The programme has made a significant contribution to the international prestige of the Reinwardt Academy. The international perspective the programme focus and the origin of the students provides substantial added value to the academy s community. Taking into account the rapidly globalizing society master course must be (and is) in tune with international developments. That in particular is true in the Netherlands. The Dutch museum world always had a strong international orientation, while globalization is also increasingly affecting Dutch society. More than ever there is a need for professional policymakers who can think and act from an international and multicultural view point. The Reinwardt Academy s master course meets this need, whilst providing an impulse for the further development of an international and multicultural perspective in the bachelor programme. 1.2.4. The master programme is based on a broad definition of museums. Without excluding traditional museums, the programme focuses heavily on new approaches. The use of the term museology rather than museum studies is not only a reference to an academic foundation but is also intended to stress the fact that the focus is not on institutional frameworks. The Master programme offers students the opportunity to reflect more deeply on and to a certain extent experiment with new visions of collecting, conservation, exhibition and education. In short, new visions of heritage and its role in society. The specificity of the Master programme is museum related, not museum limited. In that respect, it is a continuation of the basic philosophy behind the Bachelor programme. 1.2.5. The museum world, like the domain of cultural heritage in general, is changing substantially. One conspicuous issue is the proliferation of museums, which puts pressure on the sustainability. Will the public be afflicted with collective museum fatigue in the face of too much of the same? Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 1
The evidence is inconclusive at present: new museums continue to open, although there have also been closures and some high-profile plans have been shelved. The issue is also complicated by the fact that it is not always clear what should count as a museum. The emergence of museums with no permanent collections or with only token collections, including some corporate museums, the emergence of science centres and the emergence of new types (such as eco museums and virtual museums) also contribute to a definitional quagmire and to the continuing soul-searching about what a museum is and what it might or should be. Within this context a heady mix of partially connected motivations and concerns come together. These are, inter alia, anxieties about social amnesia forgetting the past; concerns about collections that expand beyond the size where they can be cared for properly; quests for authenticity; attempts to deal with the fragmentation of identity and individualization; the failure to represent ethnic and cultural minorities; desires for life-long and experiential learning; and the challenges of new information and communication technologies. 1.2.6. New challenges call for a new type of professionals because they cannot be adequately addressed by the traditional collection-bound disciplines (such as history, art history, anthropology, etc.) or solely by the specialist fields within museum studies, i.e. museographical specialisations (such as conservation, documentation and education). The new museum professional adopts an integral perspective of cultural heritage with a large degree of reflexivity concerning the relationship between practice, theory and ethics. The aim of the Reinwardt Academy s master programme is to train this new type of professionals for their role in the national and international museum world. The academy provides the training in close consultation with the professional field. Many elements of the programme involve intensive interaction between the academy and museums. 1.2.7. The visitation in 2009 is the fourth for the master programme and the second according to the Dutch accreditation rules. In 1998 and 2002, the programme has been validated by the British Museum Training Institute and its successor the Cultural Heritage National Training Organisation respectively. That programme no longer exists. In 2004, the International Master Degree Programme in Museology was validated by the Accreditation Organisation of the Netherlands and Flanders (NVAO). That accreditation expires at the end of 2010. 1.2.8. An academy should, almost by definition, have pretensions; otherwise it has no raison d être. This comment by science historian Klaas van Berkel refers to the Royal Academy, but why should it not apply equally to the Reinwardt Academy, and in particular its master programme? One has the ambition to become something, but the pretension to be something, according to Van Berkel. The Reinwardt Academy believes in the quality of its master programme, a belief that is confirmed by the participating students and colleagues in the professional field. Nevertheless, the management and the team also have ambitions. High though the results are, things always can (and should) be improved. 1.2.9. Number of students 2005-2006 16 2006-2007 18 2007-2008 15 2008-2009 13 part-time 4 total 66 1.3. Approach 1.3.1. Assessment procedure and methodology NVAO Assessment Framework The assessment of the master course Museology is focused on the topics and facets from the NVAO Assessment Framework. The audit panel used the NVAO standards to determine whether the quality of the master course Museology is sufficient. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 2
Prior to the actual accreditation inquiry Hobéon Certificering discussed the NVAO Assessment Framework with the Academy to avoid any misunderstanding about the range, impact and interpretation of the topics, facets and standards. Course-specific reference framework The audit panel assessed the course-specific reference framework. The audit panel thinks that this specific framework covers all aspects of a course Museology at professional master level. See also sub facet 1.1. Scrutiny of Documents The audit panel examined the following documents: Μanagement Review; Cοurse bοοk 2008-2009; Generαl cοmpetencies; Shared master competencies; Education and examination rules; Literatuur masters; Hοwtο write a thesis proposal; Thesis subjects 2005-2009; Internship guidelines; Lecturers Master Degree Programme; Publicαtians by lecturers; List οf externαl exαminers; Annual Report Lectorate 2008; Dοmαin space Reinwardt; The above documents gave the audit panel a good insight in the design and the programme of the course and in the educational and organisational context. The audit panel tested its findings against matters like: ambition, orientation on the future, innovative capacity, quality assurance, professional relevance, focus on results, continuity and students and staff s interests. Prior to the site-visit the audit panel informed the academy about the (preliminary) outcomes from the analysis of the documents. Audit The lay-out of the audit was focused on an active check and verification through interviews with all relevant stakeholders. During the site-visit the audit panel discussed all topics and facets from the NVAO Assessment Framework. Most topics and facets have been discussed several times with different stakeholders: e.g. management, students, exam board, lecturers, other staff. By doing so, the audit panel could check the reality value of the information from the documents and als could verify the statements and information given by the discussion partners. Housing and infrastructure has been checked via a guided tour. Moreover, during the site-visit the audit panel examined the following (additional) documents: composition of the external (professional) bodies or boards, the academy is dealing with; minutes from meetings with the above mentioned bodies; curricula vitae from (guest)lecturers; survey of the academy s and lecturer s professional network minutes from performance & assessment interviews with lecturers; reports of lecturers evaluations; minutes from study progress interviews with students; detailed descriptions of modules, cases and student assignments; students reports on traineeships (including the marking) professional products made by students during the course; students theses (including the marking). Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 3
So, the audit panel had sufficient and appropriate tools to inform itself in a very detailed way on the design, the contents, the implementation of the course, on the actual learning outcomes, on the staffing and on the facilities. The audit panel s findings from the scrutiny of document and from the interviews during two site visits touch all topics and facets laid down in the NVAO Assessment Framework. These findings result in a specific judgements on each facet and in an overall judgement on each topic. The audit panel included the findings and judgements in a draft report that has been sent to the academy for a check on possible incorrectness and/or misunderstandings. The present report describes the audit panel s judgements as well as their justifications. 1.3.2. Decision rules According to NVAO s decision rules a topic only can be judged as insufficient or sufficient. A facet can be judged as insufficient, sufficient, good or excellent. Taking into account these rules, Hobéon Certificering applied the below additional rules Topic A. The overall judgement is sufficient, only if a. all facets of the topic concerned are judged at least sufficient or b. only one facet of the topic concerned is judged insufficient provided that there is a sound and reliable project for the improvement of that particular facet. B. The overall judgement is insufficient, only if a. only one facet is judged insufficient and no reliable project for the improvement of that particular facet is available; b. two or more facet are judged insufficient no matter whether a reliable project for the improvement of these facets are available or not. Facet C. Here the audit panel has the possibility to make its own considerations. Basic principle: implementation and practice are more relevant and more important than policy & theory; better well functioning rules, poorly written than in the reverse. primary processes (teaching, coaching, assessment) are more important than secondary processes (organisation, information). Bonus D. If the audit panel thinks a topic is qualified to be judged more than sufficient the topic concerned will get a bonus according to the below rules: a. a bonus good, only if all facets of the topic concerned are judged good or only one facet is judged sufficient whilst the other facets are judged at least good. b. A bonus excellent, only if all facets of the topic concerned are judged excellent or only one facet of the topic concerned is judged good whilst the other facets are judged excellent. Please note: even if only one facet is judged insufficient, the topic concerned is not qualified for a bonus. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 4
1.3.3. Auditteam The composition of the audit panel: Lead auditor: Auditors: Secretary Willem van Raaijen Klas Grinell Lejo Schenk Iris van Ooijen Hans A. Frederik See for the Curricula Vitae: Annex I. 1.3.4. Discussion partners site-visit The discussion partners of the audit panel were: management, coördinators, lecturers, students, alumni and supporting staff. See for a complete overview: Annex II 1.3.5. Programme site-visit 18 th June 2009 and 16 th October 2009. See Annex II. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 5
Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 6
2. FINDINGS AND JUDGEMENT Topic 1: Aims and Objectives of the curriculum 1. Specific requirements of the domain; 2. Master level; 3. Professional orientation. Facet 1.1: Specific requirements of the domain NVAO standard Do the intended learning outcomes correspond to the requirements set by professional colleagues, both nationally and internationally and by the relevant domain concerned (discipline and/or professional practice)? Findings 1.1.1. In accordance with the basic principles and developments in the bachelor programme, the final attainment levels for the master programme are described in terms of competencies. It was decided to adopt the competencies formulated by the Canadian Museums Association (CMA). This table of competencies provides a general description of a number of competencies, together with an indication of the level to be attained. For the sake of convenience, the competencies are clustered in four groups: Philosophical and ethical competencies Public focus Organizational awareness Self-management The competencies document show the competencies required of a professional who is able to identify and effectively solve problems using a range of analytical and creative approaches, with respect for core ethics and values appropriate for a museum under public trust, and anticipating future needs and expectations of the public. The chief competency is the ability to think and act methodically in an institutional, professional and social context. An international orientation, progressive outlook and the capacity to reflect on one s own position as a professional are important components of the vision of professionalism reflected in the definitions of the competencies. 1.1.2. The curriculum of the master course is internationally regarded as leading. Colleagues from various countries visited the academy to learn more about the programme. Meetings have taken place with delegations from Croatia, Japan, Sweden, Sri Lanka, Indonesia, Turkey and South Africa. The Reinwardt Academy plays an active role in the international debate on training and professional competencies conducted in bodies such as the International Committee for the Training of Personnel (ICTOP) of the International Council of Museums (ICOM). The Reinwardt Academy is a prominent member of this international committee. 1.1.3. As a second generation of museum studies / heritage programme the Reinwardt Academy considers itself as one of the major players in the field worldwide. From the beginning the academy played an active role in the international council of museums as member of the council and its board. This active, international involvement contributes to an international profile. While exchanging ideas in conferences it becomes clear that there is a worldwide appreciation in what they do at Reinwardt. Every year international guests come to see the Reinwardt s curriculum and the academy is often invited on congresses to not only talk about museology and heritage, but also on their curriculum. 1.1.4. The most recent general literature on professional profiles dates from the mid-1990s. The appearance of these publications coincided with the formulation of the Canadian Museums Association s set of competencies. In translating these basic principles to the programme the lecturers in the Master programme have used their own practical experience and professional networks. Every lecturer, including the programme s director, is professionally involved in the museum world and is actively engaged in national and international processes of modernization of the practice, theory and ethics of working with cultural heritage. The views on the updating of the programme are shared by the Reinwardt Academy s Advisory Committee. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 7
The validity of the choices that were made is also apparent as the students who have graduated (and even some who have not yet graduated) from the new programme gradually start to make their way in the professional field. 1.1.5. The Lectorate in Cultural Heritage being the third programme of the Reinwardt Academy - plays an important role in the reflection on the final attainment levels and the updating of the programme. The lectorate forms a link between the input of national and international experience to the programme and the dissemination of the results of the research in student projects to the professional field. The lectorate was established in response to current developments in the professional field and the need to modernize the education at the Reinwardt Academy to reflect those developments. The lectorate has two objectives: to develop an integral and integrated theoretical basis for the study of cultural heritage; to develop ideas concerning the external orientation of heritage institutions. Judgement: Good The audit panel s judgement is good because: The study programme is internationally recognised as leading and as an example for others; The competencies used enable the professional to identify and effectively solve problems using a range of analytical and creative approaches very well. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 8
Facet 1.2. Master level NVAO standard Do the intended learning outcomes correspond to general, internationally accepted descriptions of a master qualification? Findings 1.2.1. There are five distinct levels in the table of competencies adopted in the Master programme: Level 1 - Basic comprehension and straightforward tasks, Level 2 - Application and integration of tasks, Level 3 - Mastery of the knowledge and skills, Level 4 - Development, design and improvement of skills, Level 5 - Expert, or strategic knowledge and action. 1.2.2. Students entering the course have already attained levels 1 and 2 (through prior education or work experience) or possess personal competencies that equip them to start at level 3 at the end of the Introduction Module. The aim of the programme is to bring students gradually to level 4 or 5. The structure of the programme is related to the different levels of competence. That structure is reflected in an increase in the complexity of the subject matter the scope of activity the depth of knowledge and understanding of the field the need to be proactive and influential the ability to take see the bigger picture 1.2.3. Research proficiencies are built up from the course work through all of the workshops to reach the level required for the independent research resulting in a thesis. The general focus of student research within the programme is to identify present trends and to anticipate future needs in order to develop work plans, objectives and collaborative actions with diverse groups. The process strongly emphasizes the students problem-solving abilities, particularly in new situations and environments within multidisciplinary contexts. 1.2.4. In their work students have to show originality in developing and applying ideas. The assessment criteria for papers and theses emphasize critical analysis, independence of thought, initiative and intellectual rigour. This is connected with the competency to foster an institutional environment receptive to change, progress and innovation to create an open institution while at the same time preserving valuable museological tradition and practice. 1.2.5. Naturally, one of the basic qualities of a professional in a museum environment is the ability to make balanced judgements and this aspect therefore plays an important role in the programme. The programme places a heavy emphasis on the role of museums in society and on the ethical responsibilities of the museum as an institute as well as those of the individual museum employee. Students must display a professional attitude that demonstrates their ability to integrate knowledge and handle complexity. They are required to formulate judgements on actual specific cases and situations with incomplete or limited information. 1.2.6. Throughout the programme every activity is geared to developing the student's ability not only to communicate information, ideas, problems and solutions, but also their conclusions and the knowledge and rationale underpinning them. The communication should be clear and unambiguous to specialists and non-specialist audiences. Students are trained in verbal and non-verbal communication by having to make presentations, by debating, by writing reports, papers and a thesis and by writing copy for exhibitions. 1.2.7. The indication of the envisaged level of the course therefore corresponds to the requirements prescribed for a second cycle programme in the Dublin descriptors for Bachelors and Masters (2004). Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 9
Judgement: Good The audit panel s judgement is good because: The final qualifications of the study programme correspond clearly with internationally accepted descriptions of the qualifications for a master s degree in museology, Every activity is geared to developing the student's ability not only to communicate information, ideas, problems and solutions, but also their conclusions and the knowledge and rationale to underpin them. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 10
Facet 1.3. Professional orientation NVAO standards Are the intended learning outcomes also based on the professional profile concerned and/or on professional competences drawn up by (or in collaboration with) the relevant professional field? Do the intended learning outcomes correspond to the level of an autonomous, selfemployed and/or executive professional in the relevant profession or to the level required to perform properly in a multidisciplinary environment for which professional higher education is required or useful? Findings 1.3.1. The general aims and objectives of the programme are based on the three components of professionalism: practical skills, theoretical knowledge and an ethical attitude. The orientation to the various paradigms should lead to an explicit awareness of the methodical element in museology and contribute to a disciplinary self-assurance in relation to the other disciplines and strengthen the possibility of engaging in a dialogue. This reflection on museology at meta level distinguishes the Master programme from the Bachelor programme but and this is what sets the programme apart from similar academic programmes - the focus of both programmes is on the unity of practice, theory and ethics. 1.3.2. The students carry out projects designed to support modernization processes for and with museums. Lecturers are regularly asked to join expert groups to discuss new trends and to serve as advisers on modernization projects for individual institutions (in the Netherlands and abroad). These activities enable the programme to keep constantly up to date. 1.3.3. As a vocational course, the Reinwardt Academy is expected to train professionals for a variety of functions in the heritage field. At the same time, however, as a centre for research and expertise it is expected to contribute to the development of the heritage field through research. In that context, the academy wants to play an active role in developing museology as an academic discipline. This ambition is apparent from the Academy s networks, which include both vocational and academic partners. The Cultural Heritage Lectorate plays an important role in this. Judgement: Good The audit panel s judgement is good because: The general aims and objectives of the programme are based on the three components of professionalism: practical skills, theoretical knowledge and an ethical attitude. The orientation to the various paradigms leads to an explicit awareness of the methodical element in museology and contributes to a disciplinary self-assurance in relation to the other disciplines and strengthen the possibility of engaging in a dialogue. This reflection on museology at meta level distinguishes the Master programme from the Bachelor programme. OVERALL JUDGEMENT ON AIMS AND OBJECTIVES OF THE CURRICULUM: SATISFACTORY The audit panel s judgement is satisfactory because: The audit panel is convinced that the position of the programme is internationally leading; the academy is actively involved in the international field with regard to its curriculum, teaching staff, orientation and setting. The final qualifications of the study programme match up with the level of a beginning professional on a master level. The orientation to the various paradigms leads to an explicit awareness of the methodical element in Museology and contributes to a disciplinary self-assurance in relation to the other disciplines. Bonus The audit panel qualifies this topic to be judged good because all facets are judged at least good. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 11
Topic 2: Curriculum 1. Requirements for professional orientation; 2. Correspondence between aims & objectives and the curriculum; 3. Consistency of the curriculum; 4. Work Load; 5. Incoming students; 6. Credits; 7. Coherence of structure and contents; 8. Learning assessment. Introduction Findings 2.0.1. The Reinwardt Academy started its International Master Degree Programme in Museology in 1994. For ten years the programme s content remained largely unchanged apart from a few minor revisions. A new curriculum was introduced in September 2005. The change was a response to modern views on professionalism in general, and more specifically the competencies that needed to be worked on in the curriculum. The new curriculum was also intended to provide a solution for several problems that had arisen and which could not be resolved with the old curriculum. The main considerations behind the decision to revise the curriculum were to respond to the diversity of the qualifications of new students entering the programme, to meet the demand for practical experience, to bring more cohesion to the programme and to increase the flexibility of the curriculum. Several other basic principles for the format of the new curriculum were set out in the Reinwardt Academy s policy plan 2004-2008, including the need to reflect current developments and to encourage Reinwardt s Bachelor s students to continue on to the Master programme. 2.0.2. The diversity of the conditions and considerations led to a programme that is constructed around four components: an Introduction Module a core programme consisting of five modules an internship a research project. The Final Report on the New Curriculum for the International Master s Degree Programme in Museology of the Reinwardt Academy (Eindrapport Nieuw Curriculum International Master s Degree Programme in Museology van de Reinwardt Academie) of May 2005 describes the objective of the Introduction Module as follows: To explore the field of cultural heritage and to provide an elementary knowledge of museology, with the aim of providing new students entering the Reinwardt Academy with different cultural, and sometimes professional and educational backgrounds, with the same basic competencies in museology for the remainder of the master s degree programme. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 12
Facet 2.1. Requirements for professional orientation NVAO standards Do students develop their knowledge through the study of specialist literature, through the study of materials derived from professional practice, through interaction with the professional practice and through applied research? Does the curriculum have verifiable links with current developments in the discipline? Does the curriculum ensure the development of professional skills / competences and does it have verifiable links with current professional practice? Findings 2.1.1. The educational concept is based on independent active learning and critical reflection. To achieve this, the modules contain a pragmatic, a theoretical and a methodical component. Students learn how to analyze problems raised by case studies taken from practice, which calls for methodical thinking. Students also learn how museology as a scientific theory can be used as a tool to find and develop solutions. Finally, the student is introduced to the various methods of implementing these solutions in practice. In each module, therefore, there is a continuous interaction between the curriculum and professional practice. 2.1.2. Only part of the information is presented to the student. Above all, the students are expected to search for information themselves. To do this, students use knowledge and information platforms (professional organizations, Internet). They also accumulate knowledge from recent professional literature (international; in English) and study material from professional practice (case studies). This material is supplemented by guest lectures given by professionals from the Netherlands and abroad, visits to relevant institutions (where they can also see what happens behind the scenes) in the Netherlands and in Berlin, and of course not least by working on assignments. The text book they use is A Companion to Museum Studies (Sharon Macdonald, 2006), a volume that is used by many international Master programmes. 2.1.3. The excursion to Berlin is the only occasion in the programme when the students have a chance to explore museums and cultural heritage in a foreign context as a group. Berlin was chosen because in that city the problems associated with the cohesion between practice, theory and ethics can be illustrated not only in terms of a disparate cultural heritage but also from the perspective of successive ideological frameworks. 2.1.4. Where possible students conduct research that is relevant for the research programme of Lectorate and the Cultural Heritage Research Group. In 2007-2008, the Information Management workshop (Collection Development module) was devoted to the research project Culture in Context, in which a group of museums, archives and universities were conducting research into the potential for a cross-discipline digital infrastructure to improve access to digital cultural heritage. Students were asked to study examples of virtual and physical institutions representing different levels of collaboration. 2.1.5. In 2008-2009, the Contemporary Collecting workshop (Collection Development module) was devoted to the joint preparation by the Netherlands Institute for Cultural Heritage, Erfgoed Nederland and the Reinwardt Academy of the conference Nu voor Later [Now for later] on 11 February 2009. Students were asked to develop an appropriate methodology to document one aspect, one theme or one event relating to present-day reality for the future. 2.1.6. One topic the lectorate devotes a lot of attention to is the problem of documenting the present (also known as New Heritage ). This is a subject in which the limitations of the traditional division of the cultural heritage field into different sectors are particularly apparent and allows the potential of an integral and integrated approach to be studied. The interaction between the Reinwardt Academy s three programmes and between those programmes and the national and international professional field are clearly illustrated by activities in the course of 2008 on the theme of documenting the present. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 13
2.1.7. The programme encourages participation at international conferences. Students are kept informed about international conferences taking place in the Netherlands. If possible, special arrangements are made with the organizers for students who wish to attend, for example regarding the registration fee. The programme includes participation at conferences jointly organized by the Reinwardt Academy. Judgement: Good The audit panel s judgement is good The educational concept is based on independent active learning and critical reflection. Students also learn how museology as a scientific theory can be used as a tool to find and develop solutions. Finally, the student is introduced to the various methods of implementing these solutions in practice. In each module, therefore, there is a continuous interaction between the curriculum and the professional practice. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 14
Facet 2.2. Correspondence between aims & objectives and the curriculum NVAO standards Is the curriculum an appropriate realization of the intended learning outcomes as for the level, the orientation and the discipline-specific requirements? Have the intended learning outcomes been properly transferred into the educational goals of the curriculum or parts thereof? Do the contents of the curriculum ensure the students achievement of the intended learning outcomes? Results: 2.2.1. The final attainment levels are described in terms of competencies. The learning targets are defined for each element of the programme. The principal competencies are the capacity to think and act methodically in an institutional, professional and social context. This relationship between practice, theory and ethics forms a constant theme running through the programme. 2.2.2. A few years ago, there was an overlap between the bachelor programme and the master programme. Now the Master programme developed in a sense that the overlap has been reduced to be concentrated in the Introduction Module. This module is a repetition of the Bachelor programme. Judgement: Satisfactory The audit panel s judgement is satisfactory because: The programme adequately put the final qualifications into concrete terms with respect to level, orientation and domain-specific requirements. The learning targets are defined for each element of the programme. The principle competences are the capacity to think and act methodically in an institutional, professional, and social context. The audit panel recognizes the relationship between practice, theory and ethics as a constant theme running through the programme. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 15
Facet 2.3. Consistency of the curriculum NVAO standard Are the contents of the curriculum internally consistent? Findings 2.3.1. The programme has been developed from a theoretical concept. The structure of the programme is based on a model that the Reinwardt Academy has developed over the years, not only to provide a structure for the programmes but also in support of its external consultancy activities. The model illustrates the relationship between the basic parameters in museology together with the basic conditions that influence the content of these parameters and how they are geared to one another within an institution. historical social internal society institution functions heritage external institutional constraints professional 2.3.2. Every cultural heritage institution (represented in the model by the square) is defined by the specific composition of the collection (parameter: heritage), by the activities surrounding the physical and administrative care of the collection and with respect to society and the public (parameter: functions), by the organizational structure and the building (parameter: institution), and by the specific vision of its role in society (parameter: society). 2.3.3. The three schools represent different paradigmatic perspectives on the content of and mutual relationships between the four basic parameters. Every institution has to adhere to the national and international professional discourse as represented in publications, congresses and courses. The professional discourse is therefore one of the basic conditions affecting the choices that an institution makes. The interests of stakeholders, as evidenced by the financing of the institution for example, form a second external basic condition. Other important determining conditions (above all constraints) are the availability of money, staff, space, technology, etc. The significance of the tradition the institution belongs to should not be underestimated. For example, art museums have a different tradition to natural history museums, and that is reflected in different ways of dealing with collections, different views regarding their functions, etc. 2.3.4. Within these frameworks, the students then study each of the four basic parameters in turn, but in a consciously chosen order. The specificity of the role of museums in society is related to the collection. The second core model focuses on the role and significance of collections for a museum s mission (Collection Development), while the third core module concentrates on the relationship between a museum and the public (Audience Development). The link between the collection and the public is highlighted in the fourth core module (Product Development). The core programme concludes with a module devoted to the form taken by the interaction between the parameters, ranging from the traditional museums to non-institutionalized processes in a community. 2.3.5. An important element for the reflection on the cohesion within the programme is the series of workshops entitled Reflective Analysis. The four workshops are organized at intervals throughout the programme. The aims are: to analyze and discuss the contents of the Core Subjects module, providing a forum for indepth discussion of issues raised; Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 16
to reflect on the significance and implications of these issues for the heritage sector; to reflect on the significance and implications of these issues for the students as future heritage professionals; to achieve a level of critical thinking and academic rigour and arrive at challenging and possibly critical observations, comments and questions. The comments and questions are compiled and refined in the final workshop. A selection of the questions is eventually put to a panel of experts during a final debate. Judgement: Satisfactory The audit panel s judgement is satisfactory because: The programme is horizontally as well as vertically coherent. The different paradigmatic perspectives on the content represent the mutual relationships between the four basic parameters: history, social, institutional and professional. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 17
Facet 2.4. Work load NVAO standard Can the curriculum be successfully completed within the time set, since certain programme-related factors that may be an impediment in view of the study progress, are eliminated where possible? Findings 2.4.1. During the Introduction Module students are required to be present for three days; during the core modules they have to attend for two days. An additional day during the first two core modules is used for the Project Management workshop. In principle, the core modules involve 12 contact hours. The students are expected to work independently for the rest of the week. That leaves them sufficient time to work on the individual or group assignments. The study load of the core modules is therefore more generous than for the Introduction Module (7 EC compared with 6 EC). There are scarcely any assignments in the Introduction Module. The workload depends on the students themselves. During the course they study 25-30 hours per week, and more when they need to write papers. 2.4.2. The assessments and the deadlines for submitting assignments are spread throughout the year in such a way that normally assignments should not pile up. If there is a danger that the deadlines will be too close together the situation is discussed with the students. Experience has shown that problems seldom occur with the study load during the theoretical part of the programme. Consequently, students don t fall behind in their study. In consultation with the course director, students with a job have the option of spreading their study over two or three years. 2.4.3. Most problems tend to occur in the final part of the programme when international students return home or if students are offered a job before completing their research project. As a result their research is delayed or the student is unable to conduct any research at all. The student and his or her supervisor often then investigate whether the research topic can be tailored to the work they are doing so that the research has immediate relevance for their job. 2.4.4. The Master programme has not yet had any students with a physical handicap. If such a situation arises the same rules and procedures will apply as in the Bachelor programme. Disabled students are not expected to experience any serious delays in their study. 2.4.5. Personal problems that could delay a student s progress are quickly identified by the supervisor. As explained in chapter 4.2, there is intensive personal supervision of the students. Furthermore, because of the size of the group any stagnation in a student s progress will be quickly spotted. Experience shows that the students form a close-knit group and colleagues play an important role in helping a student who has been sick to catch up. Judgement: Satisfactory The audit panel s judgement is satisfactory because: The programme lends itself to study because any factors that might obstruct the progress of the study have been removed. The students confirm that the study load is workable. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 18
Facet 2.5. Incoming students NVAO standard Are the structure and contents of the curriculum in line with the qualifications of the incoming students: a bachelor degree and possibly a selection (with a view on the contents of the discipline)? Findings 2.5.1. The general admission requirements are: a university degree (Bachelor s or Master s) or a degree from a university of professional education (HBO Bachelor). Candidates who have not actually graduated may be admitted, provided they have demonstrable knowledge of and experience in the museum field for at least five years; fluency in English (written and oral); meeting the financial requirements of the programme. As part of the procedure, applicants have to present: a completed and signed enrolment form official copies or transcripts from previous universities three letters of recommendation a current resume outlining education, relevant personal and work experience and other information to be considered for admission a copy of passport and one passport photo an English language test certificate with an adequate score for applicants without preliminary education in English. Scores: IELTS 6.5 and TOEFL 550 or 213 (cbt), or equivalent. a statement of intent (a written essay of 500 750 words) explaining the applicant s expectations, career goals and interests in the field and their thoughts on the museum and heritage field. 2.5.2. The applications are assessed by the course director, the managing course director and the course coordinator. They first review the formal admission criteria. Generally speaking, applicants who do not qualify for admission are already informed of this in the initial selection process. Three additional aspects are relevant in the final decision on whether to admit a student: experience in the professional field, motivation and the ability to write a coherent text. 2.5.3. The situation that a student disagrees to that extent that he wants to formally appeal never occurred. Before the intake takes place, there is intensive contact between managing course director, the course coordinator and the applicant. It never happened that someone has been rejected because there were too many students. The maximum of 25 students has not been reached yet and the minimum of 15 students is necessary to be profitable. 2.5.4. The Master programme is not primarily intended for students who have followed the Bachelor programme, although since the beginning students with a Bachelor s degree from the Reinwardt Academy have registered for the Master programme. The number of student for the Bachelor programme is increasing explosively, but this does not reflect on the number of Dutch students in the Master Programme. This could be related to the relatively high fee of the Academy, compared to the much cheaper fees of university studies in The Netherlands. 2.5.5. Despite finding the programme to be penetrating and enriching, they observed that there was a fairly large overlap. When the curriculum was revised in 2005, therefore, an effort was made to make a clearer distinction between the Bachelor s and Master programmes and to facilitate a smooth transition from one programme to the other. Students with a Bachelor s degree from Reinwardt are in principle exempted from the Introduction Module. In other words, they start from the first core module. Otherwise, they follow the same programme as other students. For the internship, the Academy looks for a workplace and task that adds something to the students internships in the Bachelor programme. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 19
2.5.6. During the audit visit, the students expressed their appreciation for the quality of the programme. Most of them learned about the programme through the internet and compared it to similar studies elsewhere. The museological content, the balance between theory and practice, the international environment and the location in Amsterdam make the programme appealing. An important asset is the cultural dimension, this contributes highly to the continuity of this programme. Judgement: Good The audit panel s judgement is good because: The intake procedure is clear and applied carefully, The students express their appreciation for the quality of the intake procedure and the study programme. Hobéon Certificering Audit Report Professional Master course Museology, Amsterdam School of Arts, 1.0 20