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Framework Competencies IBMS

International Business & Management Studies

Framework Competencies IBMS


International Business & Management Studies

Contents
Preface

The IBMS mission and professional profile

11

IBMS Framework and relation to other descriptors

17

IBMS-competencies: General description

23

Level specification: Professional competencies

31

Level specification: Generic competencies

43

BBA domain competencies (Appendix 1)

51

Business Advisory Boards National Platform IBMS (Appendix 2)

57

the
new and
revised
framework

Preface

The National Platform IBMS decided to review and revise the Framework
Competencies IBMS of 2004. Since 2008 the NP have been evaluating,
rethinking and rewriting the curriculum and its competencies.
Not only the NP and its committees, but also the IBMS departments
of the Universities of Applied Sciences.

The HBO standard


The (revised) Framework IBMS competencies is in accordance with the HBO standard (procedure HBO council,
22 November 2010, 10-1089). Four aspects are mentioned: 1. thorough foundation of knowledge, 2. research
abilities, 3. professional craftsmanship, 4. professional ethical behaviour and responsible social orientation.
The profession-related competencies (I/1-2, II/3-4-5, III/6-7-8-9) clearly describe the theoretical foundation of
the IBMS programme (1. thorough foundation of knowledge). Within the framework the IBMS departments of
the Universities of Applied Sciences have integrated learning tracks (e.g. project management), joint projects
(with the professional field) or (graduation) placements in order for students to acquire professional skills and
knowledge (3. professional craftsmanship). These exam or course programmes are offered in the main phase
of the study programme. The IBMS programme offers students not only a learning track of business research
methods (profession-related competencies, II/4; generic competencies, V/4) but also the skills to do research
for companies: a. project management, joint projects; b. graduation placement (2. research abilities).
The profession-related competencies (I/2 intercultural competency) and generic competencies (VI/6 learning
and self-development; VI/7 ethical and corporate social responsibility) underline the importance for IBMS
students to understand the theory, concepts and principles of business ethics and to develop corporate social
responsibility (4. professional ethical behaviour and responsible social orientation).

The changes have been made in order not only to keep the profile up to date but also to look at trends
in business and management as well as advice and reports by IBMS advisory boards or professional
field. The 4 aspects of the HBO Standard are an integrated part of the competencies framework.
The new framework has been reviewed and approved by the advisory boards of the IBMS
course programmes of the universities of applied sciences within the National Platform
(see Appendix 2). The rapid changes in (global) business and management ask
for graduates with an up-to-date profile of competencies in business and
management. The Bachelor of Business Administration is a business man
or woman for the entrepreneurial and corporate world.

The new IBMS profile has some adjustments regarding the structure of profession-related and generic
competencies. No longer do we have 8 profession-related and 8 generic competencies, but 9 professionrelated competencies (with the addition of International Human Resource Management) and 7 generic
competencies (with the addition of Business Research Methods). Other adjustments include the change of
Intercultural Awareness into Intercultural Competency, the change of Organisational Policy Development into
Business Processes & Change Management, the change of Analysing and Information Processing (into Business
Processes) and Creative Problem Solving into Business Research Methods.
IBMS departments have the possibility to look at language options (IV.3), structure of the IBMS profile
(framework competencies) regarding university strategy, mission and vision.
We used the framework for IBMS presented by drs. J. de Schouwer (Fontys Hogescholen) dated 18 February
2009 which combines the description of management roles by Quinn and the principles of the balanced
scorecard. Furthermore we used the paper presented by Niels Strolenberg (Hanzehogeschool Groningen) and
Robin Pereboom (Avans Hogeschool Breda). They presented in the paper suggestions for harmonising the
competency-based curriculum as well as revising competencies (April 2009). Furthermore we would like to
thank Paul Ganzeboom (chairman NP IBMS until September 2009) and Nies Rijnders (secretary NP IBMS until
September 2009) for their support in processing the revision of the profile. Also we would like to thank all
members and their teams for suggestions and support.
Leo Klienbannink, Chairman NP IBMS

Albert Jansen Schoonhoven, Secretary NP IBMS
9

February 2011

the
global
nature of
trade and
industry

The IBMS mission and


professional profile

1.1 IBMS- mission

Knowledge of, and training in the particular operation of the international market structure (factors specific
to industry, region, nation and firm) are indispensable in this respect. That applies to the trading or export
firm just as much as to the concern which is considering investments.

The increasingly global nature of trade and industry, most noticeable in


financial and capital markets, leads to greater international competition for
large, middle-sized and small companies alike. Worldwide internationalisation
of the economy means that business graduates require insight and negotiation

An organisation must be able to amass and analyse market-specific knowledge in order to make correct
decisions about going international. Whether to behave in a proactive or reactive manner in that process will
depend on the evaluation of threats and opportunities, in which motives such as market expansion and cost
advantages will play a part.
However, such decision-making processes in organisations are not only determined by insight into and
knowledge of the subjects in business administration. It is obvious that, in the context of international
business insight into differences in culture and the ability to adapt are essential. Attitude, social and
communicative skills, in other words a critical mind with the focus on results, teamwork and selfmanagement, negotiation skills and the use of the right register also contribute to effective international
management.

skills in a labour market characterised by its growing complexity.

Catering for new needs in education


The object of study in the IBMS course is the dynamics of the international economy within which companies
operate and the appropriate management activities in this context. The primary focus will be on the
international dimension of conducting business. IBMS sets itself the target of training people, partly on the
basis of a broad and primarily professional international orientation, to assume commercial and economic
management positions. In the first instance, this involves starter positions in the labour market. In view
of the above, the teaching programme for an international commercial manager is based on three broad,
interlinked foundations, i.e.:
1. International Business Environment
2. International General Management
3. International Key Areas: Marketing and Sales, Supply Chain Management,
Finance and Accounting and Human Resource Management

13

The IBMS is a broad general education with a process-oriented view on management, which emphasises
the integration of the positions. The international economic developments and the effects they have on the
international organisation are the special subject of study.
Besides these professional foundations graduates will be competent in intercultural leadership, co-operation
and communication, in analysis, creative problem solving, planning and learning abilities. First and foremost
is an insight into other cultures and the ability to adapt to these other cultures.

1.2 Professional profile: Tasks and responsibilities.


The professional profile is the general description of the tasks and
responsibilities of a professional working in an IBMS position. It specifies
the position within the organisation and the characteristic professional

The most striking features of an IBMS programme are:

activities performed. This professional profile was first described in the

Report ACO request IBMS by Hobeon and validated by organisations

it is international, both as to the educational contents and student population


it is taught entirely in English
it is based on a combination of elements from the traditional economics programmes
in the fields of marketing and sales, finance and management
it focuses on international trade and commerce
it offers practical training in international companies
structural participation of foreign students leads to a high degree of international exposure
students acquire an excellent preparation for their future professional careers.

employing IBMS graduates.


General characteristics of the IBMS professional field.
The professional field of the IBMS graduate is both broad and international. In practice, this means that his
activities will constantly involve international contacts, demanding special knowledge and skills in various
fields, such as intercultural relations and international trade. Flexibility and adaptability are core elements of
his activities. Every assignment will be different, and he will have to use his reliability, empathy and power
of persuasion to co-operate with experts from various disciplines. His wide knowledge of organisation,
management, commerce, and business economics makes him a professional negotiator at management level,
both internally and externally.
The IBMS graduate has career potential. He will often start in one of the companys positions and will rise to
a more general, team-leading management position. In the run-up to a more general management position,
he will work in various departments, where he will apply his integrated knowledge of finance, marketing,
organisation and management.
As a beginning professional, the IBMS graduate feels at home in international business.
This requires qualities such as independence and perseverance, which stand him in good stead as his careers
develops. He will realise that his professional education provides only a basis for solving the problems he
will encounter in practice. In his day-to-day activities, the IBMS graduate makes use of his wide knowledge
of management issues, especially in the fields of international financial markets, marketing and sales,
management, social and trade policy, and organisation.

14

Professional profile
In all professions, there is a difference between the novice and the experienced professional. IBMS graduates
will not only develop within their own specialisation, but also towards positions in the general management
of their organisation or company. The professional profile relates to both career paths. The IBMS graduate has
an excellent command of English and is able to build up and maintain an extensive international network.
In his position, he is able to grow to management level. He has the right professional attitude and sufficient
cognitive, socio-communicative and strategic knowledge and skills to perform at a high-quality service level.
IBMS graduates are characterised by reliability, empathy, adaptive skills and correct manners. There are also
stress-resistant, have analytic and problem-solving skills and know when to call in outside experts.

IBMS graduates are generalists with a truly international orientation. Consequently, they will usually end up in
one of the many different positions ranging from account manager, PR-manager, product manager, sales and
marketing manager to international treasury manager or human resource manager. Some graduates prefer to
start their own businesses or become consultants.

Given this description of the professional field we can conclude for a


graduate IBMS:

An IBMS graduate should be able to execute or direct different integrated

The characteristic responsibilities and expertise of experienced IBMS graduates are:


International strategic policy of their firm: its preparation, implementation and assessment.
Corporate planning: its evaluation concerning international regulations, legal aspects, and case law.

international business operations in the fields of international marketing,

Definition and management of international purchasing and sales processes

and should be able to direct the tasks on middle management or tactical

International marketing and sales: development of proposals and

level. Performing these tasks in an international setting, the IBMS-graduate

the preparation, design and execution of international market surveys

will be truly aware of the changing international business environment and

International finance: financial analysis and problem solving.

he will have an excellent command of intercultural communication.

Specification of the organisations ICT requirements

With these abilities he will be able to use his visionary and entrepreneurial abilities to contribute to the
development of the corporate internationalisation strategy and the organisational policy, taking into
account the goals and constraints of the organisation and with respect for the ethical and moral codes of his
profession. He is able to indicate the interdependence between marketing, finance, business operations and
human resource processes and advise management on organisational policy development.

finance and management. He himself fulfils these tasks at operational level

An IBMS graduate is aware of the most recent social and political developments of the principal trade
partners of his country. He makes use of all the relevant national and international media, such as the
Internet. Moreover, the basic toolkit of the IBMS graduate will contain the key features of international
legislation and regulation and of management and organisation. In addition, he has a good insight into
international relations. Whatever his specialisation: finance, marketing or management; he can hold his
own at an international level. He is able to make balanced decisions within his specialisation on the basis of
knowledge, skills, discussions and a certain amount of diplomacy. He has ample knowledge and experience
of cultural differences among countries in general and intercultural management in particular, enabling him
to be a good negotiator at an international level. His knowledge and experience are reflected in his customeroriented thinking and actions. His management skills are based on being a team player with leadership
capacities who motivates and stimulates people to achieve company goals.

15

combine
knowlegde,
skills and
attitude

IBMS Framework
and relation to
other descriptors

Framework
This report contains the competencies for the Bachelor of Business
Administration degree IBMS (International Business and Management
Studies). These competencies define the abilities (knowledge, skills and
attitude) graduates need to have in performing professional tasks in the
field of international business and management.
The definition of competency to be used in the IBMS is:

The ability to combine knowledge, skills and attitude to show expected


behaviour when performing a professional task in an intercultural
business context.
A competency must describe the ability of an actor:



in a role like advisor, co-operator, assistant, manager, supervisor


to integrate knowledge, skills and attitude in order to perform a task or activity
in a context characteristic for the IBMS professional
in such a way that the result or product will meet certain criteria or standards.

The elements of a competency will then be:





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a task or activity
a context characteristic for an IBMS professional
an achievement, result or product
indicators of the quality of the result.

Competencies: Level of execution


Competencies are supposed to be learned step by step. This requires the description of the level of
mastering the competency. In general these levels will be:

20

Level 1

The ability to execute a simple task.


The student has the basic knowledge and skills
to apply the competency with guidance in a
limited context.

In most educational situations this


will be learned in the first year.

Level 2

The student can apply the competency


independently in a relatively clearly arranged
situation.

This will normally be at the


end of year 2 or the work
placement period.

Level 3

The student can apply the competency


independently in a complex situation with
complete control of the required skills.

Bachelor level

Level 4

Flexible application of the competency in


complex situations.
The student can evaluate his competency
and can support others when applying their
competencies.

Master level

I Dublin descriptors
Add:
1.
2.

Generic competencies related to Dublin descriptors


Explanation of the role that Dublin descriptors play in international higher education.

European descriptors for a bachelors degree:

European descriptors for a masters degree:

Knowledge and understanding:


Graduates have demonstrated knowledge and understanding in a field of study that builds upon and
supersedes their general secondary education, and is typically at a level that, whilst supported by advanced
textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study

have demonstrated knowledge and understanding that is founded upon and extends
and/or enhances that typically associated with Bachelors level, and that provides a basis or
opportunity for originality in developing and/or applying ideas, often within a research3
context;
can apply their knowledge and understanding, and problem solving abilities in new or
unfamiliar environments within broader (or multidisciplinary) contexts related to their field
of study;
have the ability to integrate knowledge and handle complexity, and formulate judgments
with incomplete or limited information, but that include reflecting on social and ethical
responsibilities linked to the application of their knowledge and judgments;
can communicate their conclusions, and the knowledge and rationale underpinning these,
to specialist and non-specialist audiences clearly and unambiguously;
have the learning skills to allow them to continue to study in a manner that may be largely
self-directed or autonomous.

Applying knowledge and understanding:


Graduates can apply their knowledge and understanding in a manner that indicates a professional approach
to their work or vocation, and have competencies typically demonstrated through devising and sustaining
arguments and solving problems within their field of study
Making judgments:
Graduates have the ability to gather and interpret relevant data (usually within their field of study) to
inform judgments that include reflection on relevant social, scientific or ethical issues
Communication:
Graduates can communicate information, ideas, problems and solutions to both specialist and
non-specialist audience
Learning skills:
Graduates have developed those learning skills that are necessary for them to continue to undertake
further study with a high degree of autonomy

The generic descriptors apply to all bachelors degrees. No task, context or achievement has been given.
The NVAO chose the Dublin-descriptors for application in the accreditation because of the international
standard.

II Domain competencies
The IBMS is in the domain Business Administration: BBA. The domain competencies give a further description of the content of core tasks in the domain Business Administration. Context and professional field of work are
not given. Because the document with the domain competencies is not a generally accepted set of competencies, some universities relate their programme to them and others dont. Therefore these domain competencies
dont form a compulsory part of this document. A description of these domain competencies is given in appendix 1

21

distinguish
from others

IBMS-competencies:
General description

The IBMS competencies provide the filling in of the BBA domain


competencies in the sense that the IBMS-context and the description
of the professional tasks and responsibilities are given.
The profession-related competencies refer to competencies specific
for an IBMS professional. They specify the tasks and responsibilities that
distinguish an IBMS professional from others.

In order to perform the professionals tasks described in the former section


a graduate needs to have general competencies: behaviour and skills that
are general for professionals operating at bachelors (HBO) level. Often they
are referred to as personal effectiveness or personal skills. On the basis of
the 10 generic HBO-qualifications IBMS will focus on interpersonal, taskoriented and intra-personal competencies.

25

IBMS will concentrate on 9 professional competencies and


7 generic competencies:

The IBMS competencies will be combined with the description of the


management roles of Quinn and the principles of the balanced scorecard.
This combination will order the competencies in the following way:

Profession-related competencies
I
1
2

II
3
4
5

III
6
7
8
9

Renewal

International business competencies


International business awareness
Intercultural competency

IV.1 Leadership

I.1

IV.3 Business
Communication

International
Business Awareness

I.2

VI.6 Learning and


Self-development

Intercultural
Competency

VI.7 Ethical Responsibility

IV.2 Co-operation

General management competencies


International strategic vision development
Business processes & change management
Entrepreneurial management

III.9 International
Human Resource
Management

Functional key-areas competencies


International marketing and sales management
International supply chain management
International finance & accounting
International human resource management (HRM)

1
2
3

V
4
5

VI
6
7

II.5 Entrepreneurial
Management

V.4 Business Research


methods

Generic competencies
Interpersonal competencies
Leadership
Co-operation
Business Communication

Advisor &
Visionary

II.4 Business Processes &


Change Management

Internal

IV

Mentor &
Facilitator

III.7 International
Supply Chain
Management

Controller &
Cordinator

Stategist &
Producer

V.5 Planning and


Organising

Task-oriented competencies
Business research methods
Planning and organising

III.6 International
Marketing & Sales
Management

III.8 International
Finance &
Accounting

Intra-personal competencies
Learning and self-development
Ethical and corporate responsibility

Control
26

II.3 International
Strategic Vision
Development

External

Profession-related Competencies: General description

I International Business Competencies

II General Management Competencies

International
Business
Awareness

International
Strategic Vision
Development

The ability to use his conceptual and visionary skills to contribute to the
development and evaluation of the internationalisation strategy of a company.

Business
Processes &
Change
Management

The ability to research and analyse relevant international business problems,


to propose policy goals and objectives and to prepare alternative solutions
in order to optimise business and human resources processes in order to
strengthen the synergy between strategic, structural and cultural aspects of
the organisation.

Entrepreneurial
Management

The ability to pro-actively seek and commercially evaluate business


opportunities for both new and existing products/services.
The ability to take risks in order to optimise business profit.

Intercultural
Competency

The ability to outline and evaluate the key patterns and trends in international
business activity, the different approaches to internationalisation, the influence
of increasing globalisation, international trade systems and financial relations
and the role of several principal institutions (e.g. WTO, EU, IMF, World Bank) on
international business. The student can assess the impact of these trends on his
own activities as well on the business policy.
Intercultural competency is a set of cognitive, behavioural, and affective/
motivational components that enable individuals to interact effectively and
acceptably in an intercultural environment. A person who is interculturally
competent has both culture-specific and culture-generic knowledge,
attitudes, and skills. Culture-specific competencies (that relate to a particular
cultural group) includes the ability to recognise, understand and accept,
in interaction with people from other cultures, their specific concepts in
perception, thinking, feeling and acting. Culture-generic competencies (that
are applicable across cultural groups) are at a higher level of meaning and
abstraction they transcend those that are based only on specific bi-cultural
competency and enable a student to interact in other bi-cultural settings
and in intercultural settings. These competencies include knowledge of the
underlying principles, characteristics, components and universal dynamics
that in varying combinations govern all cultures. The generic approach
enables individuals to learn how to learn from subsequent specific cultural
experiences. Culture-generic competency is a prerequisite to developing
culture-specific competency, which in turn feeds into the on-going expansion
of culture-generic competency in a dynamic and iterative process. A person
who is interculturally competent can apply their understanding of specific
cultural differences to position specific settings, for example, human resources
management, marketing and intercultural communication.

27

III Functional Key-Areas Competencies

Generic Competencies: General description. Interpersonal competencies

International
Marketing
and Sales
Management

Leadership

The ability to take initiative and a leading role within a (project) team in order to
reach a defined goal.

Co-operation

The ability to actively contribute to a group product or result.

Business
Communication

The ability to express himself fluently and correctly in English, in speech and writing.
The ability to lead discussions, express his ideas, make proposals, draft reports and
give presentations.
The ability to make proper use of audio-visual aids in his presentations.
Optional: The ability to express himself at an basic level in a second foreign
language (in addition to English and his native language).

The ability to perform a country analysis on macro, industry and micro level, to
conduct an international market survey in order to assess foreign market opportunities and competition.
The ability to formulate market-entry strategies, to draft an international
marketing plan and to implement, co-ordinate and control the international
marketing (and sales) programme.

International
Supply Chain
Management

The ability to assess processes and decisions involved in developing international,


i.e. export/import operations, focusing on supply chain management and to
explain the meaning and application of key logistical concepts.

International
Finance and
Accounting

The ability to perform a variety of cost and revenue calculations and to


transform these data into information needed for decision making and the
budgeting process (management accounting).
The ability to contribute to and evaluate key accounting summaries (profit and
loss account, balance sheet and cash-flow statement) and to outline the differences between various external reporting standards (financial accounting).
The ability to evaluate investment opportunities, to contribute to the assessment of long-term and short-term debt and equity financing and to contribute
to managing financial risks (financial management).

International
Human Resource
Management

Task-oriented Competencies

Business Research The ability to apply relevant scientific insights, theories and concepts, to combine
several subjects, to gather information and draw conclusions in a methodical and
Methods
reflective manner.
The ability to act carefully and punctually and to produce output that is literate,
numerate and coherent.

Planning and
Organising

The ability to understand and integrate the availability, employability,


motivation and vitality of people (employees) as the key factors of (I)HRM.
The ability to identify, evaluate and develop the broad spectrum of positions
and responsibilities related to the management of Human Resources.
The ability to formulate the responsibilities and tasks for the proper running of
a HR Department; the ability to formulate the relevant leadership features in
resolving HR related issues.
The ability to understand the importance of generating (quantitative) HR data
and HR information relevant for the evaluation and development of corporate
or organisational strategy.

The ability to plan, manage, control and evaluate personal work activities and
group work in projects.
The ability to make use of relevant techniques in his activities to monitor his own
performance.

Intra-personal Competencies

Learning and
The ability to know his strengths and weaknesses and to indicate how and when
Self- development he intends to improve his weaknesses; he knows the limits of his competencies
and can critically evaluate and account for his own actions; he can take criticism
and put it to good use. Takes initiative and works independently.

Ethical and Corpo- Understanding of the ethical, normative and social issues related to the
rate Responsibility professional practice and accepting the responsibility for his actions.
28

3. Competencies: Level specification


For the description of the competencies the following model will be used:

For the description of the competencies the following model will be used:

Level 1

Business Administration
International Business and Management Studies

Level 2

The ability to execute a simple task.


The student has the basic knowledge and skills
to apply the competency with guidance in a
limited context.

In most educational
situations this will be
learned in the first year.

The student can apply the competency


independently in a relatively clearly arranged
situation.

This will normally be at


the end of year 2 or the
placement period.

The student can apply the competency


independently in a complex situation with
complete control of the required skills.

Bachelor level

Flexible application of the competency in


complex situations. Student can evaluate his
competency and can support others when
applying their competencies.

Master level

Competencies
Name
Task and Context
NB for the generic competencies no task and context will be given

Level 3

Level 4

Level 1
Level 2
Level 3

Further Specification

29

outline
and evaluate
the key
patterns

Level specification:
Professional competencies

32

I.1 International Business Awareness

Level 1

The ability to research, describe and understand the key patterns and trends
in international business, to identify the role and importance of MNEs and to
explain the role of globalisation.
The ability to examine the impact of governmental policies and practices on
international trade and the role of the EU and other principal international
institutions like WTO, IMF and World bank.
The student has the legal knowledge to understand legal terminology and basic
legal arguments.
The student shows interest in international developments.

Level 2

The ability to evaluate patterns and trends in international business, elaborate


further on the theory and practice of international trade and financial markets.
The ability to explain various methods to enter foreign markets, outline the
arguments to support free trade, identify the sources of comparative and
competitive advantage among nations.
The student can research and assess political risks, economic variables and legal
systems of foreign markets.
The ability to make legal statements and support those statements with legal
arguments.
The student is aware of recent international developments in specific regions.

Level 3

The ability to do an extensive research and to make a transparent synopsis


of an international study. On this basis he can advise management on the
opportunities and threats in the international legal and business environment.
The student shows a clear interest in international developments beyond the
immediate scope of his own activities and reads specialist literature on this topic.
The ability to attune his own activities and those of the company to international
trends.

Business Administration
International Business and Management Studies

International Business Competencies


International Business Awareness
The ability to outline and evaluate the key patterns and trends in international business activity, the different
approaches to internationalisation, the influence of increasing globalisation, international trade systems and
financial relations and the role of several principal institutions (e.g. WTO, EU, IMF, World Bank) on international
business. He can assess the impact of these trends on his own activities as well on the business policy.

Task and Context


The IBMS graduate should be a true generalist in the theory of international business.
He needs to have a great awareness of the universal aspects of international business trends
and the role of principal institutions. The IBMS-graduate is internationally oriented, shows
a clear interest in international developments beyond the immediate scope of his own
activities, reads specialist literature and is able to make a transparent synopsis of an international
study. This should be combined with a broad application of knowledge, insight and skills and
a multidisciplinary integration. With this knowledge and insight he will be able to attune his
own activities and the business policy to the opportunities and threats in the international
developments. His role will be that of an advisor.

Further Specification
International Business awareness refers to the knowledge and skills in the fields of international business
research, economics and law. Students should have an integrated view on trends in the international
business environment and apply this knowledge in his role as an advisor on international aspects essential
for a company.

33

I.2 Intercultural Competency


Business Administration
International Business and Management Studies

Level 1
Awareness

The student is aware of cultural differences, can indicate if different behaviour


could be based on difference in cultural background, shows interest in the
cultural background of others and is aware of basic elements of his own cultural
background
He is aware of the role of an international network for himself and for the
company.

Level 2
Identify
Self awareness
Behavioural
Adaptation

The student can identify dimensions of culture (communication, time


perspective, power, individualism etc) within context.
He has self-awareness of his own norms, values and behaviour and shows
tact and understanding for others. He adapts his behaviour to the standards
of the prevailing culture.
He can indicate the importance of the viable international relations of a
company within the total value chain.

Level 3
Recognise
Appreciate

The student can recognise and appreciate cultural differences in behaviour


and values.
He has developed an open attitude and is motivated to work abroad. He can
make effective use of empathy, or frame of reference shifting, to understand and
be understood across cultural boundaries.
He can maintain an international network essential to his tasks and to the
company.

International Business Competencies


Intercultural Adaptability
The ability to explain the differences between national, organisational and occupational cultures and to
outline strategies for adapting to these differences in e.g. human resources management, marketing and
intercultural communication. The student can identify the relevant dimensions of cultures and has developed
self-awareness of his own cultural background. He is able to adapt his behaviour to the standards in other
cultures and can maintain an international network essential to his tasks. (SEE ABOVE)

Task and Context


The IBMS graduate should be aware of cultural differences, be able to identify relevant dimensions of culture,
to develop a self-awareness of his own cultural background and be able to adapt his behaviour to a variety of
situations. (SEE ABOVE)
The IBMS-graduate will often work abroad or he will work with people from another cultural background.
His tasks, whether those will be in general management or in key functional areas like marketing and
finance, require a high degree of awareness of cultural differences and an ability to adapt his behaviour to
the standards of another culture. He can maintain an international network essential to his tasks and to the
company he works for. His role will be that of an advisor, visionary.

34

II.3 International Strategic Vision Development

Level 1

The ability to identify the basic components and concepts of a vision and an
internationalisation strategy.
He can describe this vision and strategy and can indicate the consequences of
this vision and strategy for his immediate activities.

Level 2

The ability to recognise topical trends and the consequences they could have
for the vision and internationalisation strategy.
He can outline and explain several methods to enter foreign markets.
He can assess the consequences of an internationalisation strategy for the
evaluation of management options.

Level 3

The ability to translate trends in the environment to opportunities and threats


for the organisation.
He should be able to assess an international strategic policy for a company,
clearly defining the strategic limits.
He can contribute to the adjustment of a vision and strategy.
He can assess the consequences of a vision and strategy for business policies
and processes.

Business Administration
International Business and Management Studies

General Management Competencies


International Strategic Vision Development
The ability to use his conceptual and visionary skills to contribute to the development and evaluation of the
internationalisation strategy of a company.

Task and Context


The graduate performs his tasks within the constraints of a companys mission/vision and internationalisation
strategy. He must be able to recognise and understand this mission/vision and be aware of the impact it has
on his own activities.
On the basis of his own knowledge and awareness of international trends and developments he must be
able to contribute to adjustments in the mission/vision and internationalisation strategy of a company, while
also being able to evaluate, assess and defend various possible strategic choices. His role will be that of a
strategist.

35

II.4 Business Processes & Change Management

Level 1

The ability to describe and analyse simple processes in the field of business
operations and human resources.
The student can recognise and describe company goals, objectives and policies.

Business Administration
International Business and Management Studies

General Management Competencies

Level 2

The ability to analyse and evaluate relevant information on business and human
resource processes and to define problems within these processes.
The ability to prepare alternative solutions for independent processes: change
management.

Level 3

The ability to create and change organisational policy while respecting the
interdependence between company strategy, business structure and human
resources processes.

Business Processes & Change Management


The ability to research and analyse relevant international business problems, to propose policy goals and
objectives and to prepare alternative solutions in order to optimise business and human resources processes
in order to strengthen the synergy between strategic, structural and cultural aspects of the organisation.
His role will combine the 4 quadrants.

Task and Context


In his task as (assistant to the) general manager or in the key-functional areas the graduate holds a processview. He is able to analyse the relevant business processes (e.g. by flowcharting or blue printing) and can
define possible problems within these processes.
He can also indicate the interdependence between company strategy, business structure and human
resources processes. He can advise management on the development of organisational goals, objectives
and policies and contribute to the development, implementation and evaluation of organisational
change processes.

36

II.5 Entrepreneurial Management

Level 1

The student understands the trends/developments in the market and is able to


formulate suggestions for improvement for his own products/services on the
basis of this information.

Business Administration
International Business and Management Studies

General Management Competencies

Level 2

The ability to independently take actions and risks to create opportunities


for both existing and new products/services in the market.
The ability to write and defend a business plan for a (start-up) company.

Level 3

The ability to contribute, in co-operation with others, to an optimal exploration


by the company of the opportunities for both new and existing products/
services in the market and the necessary risks involved.
The student contributes to a pro-active opportunity-seeking attitude in the company and encourages the company to make effective use of these opportunities.

Entrepreneurial Management
The ability to pro-actively seek and commercially evaluate business opportunities for both new and existing
products/services. The ability to take risks in order to optimise business profit.
The ability to write and defend a business plan for a (start-up) company.

Task and Context


Graduates are generalists with a truly international orientation. Consequently, they will usually end up in one
of the many different management positions ranging from account manager, export manager to international project manager. Some graduates prefer to start their own businesses or become consultants. Performing
these tasks, the graduate will be truly aware of the changing international business environment and will be
able to make effective use of his visionary and entrepreneurial abilities to achieve company goals. His role will
be that of an advisor, visionary, strategist, producer.

37

III.6 International Marketing and Sales Management

Level 1

The ability to evaluate and assess the contribution of marketing to a firm in an


international business environment, including the decisions on price, product,
distribution and communication

Business Administration
International Business and Management Studies

Functional Key- Areas Competencies

Level 2

The ability to evaluate and implement marketing decisions based on an analysis


of the internal and external factors influencing a company in an international
business environment.
The ability to structure these decisions in a marketing planning in accordance
with the corporate planning of the company.

Level 3

The ability to create, change and implement a strategic international marketing


plan which includes an analysis of the international environment of the companys position. The plan contains strategies in product development, pricing,
distribution and international advertising and promotion.

International Marketing and Sales


The ability to perform a country analysis on macro, industry and micro level, to conduct an international
market survey in order to assess foreign market opportunities and competition. The ability to formulate
market-entry strategies, to draft an international marketing plan and to implement, co-ordinate and control
the international marketing programme.

Task and Context


The graduate must be able to make a consistent marketing/export plan taking into account decisions on
why a company should internationalise, where it should enter, how it should enter (entry modes).
On the basis of international market research he is able to draft an international marketing plan.
He will able to implement (parts) of the marketing and sales programme and control the outcomes.
He must be able to oversee the impact of international marketing activities on all relevant aspects of
the internal business environment. His rol will be that of a strategist, producer.

Further Specification
A sales training is carried out as part of the IBMS programme, to include the different but complementary
roles of the marketing and sales positions in a company, sales preparations, bid management and a practical
training in sales negotiations.

38

III.7 International Supply Chain Management

Level 1

Business Administration
International Business and Management Studies

Functional Key-Areas Competencies

The ability to describe and understand how the company should structure
itself when being involved in international business.
The importance of logistical aspects and supply chain management.
The possibilities of IT tooling for the marketing and sales performance in
a company.

International Supply Chain Management

Level 2

The ability to assess processes and decisions involved in developing international, i.e. export/import
operations, focussing on supply chain management and to explain the meaning and application of key
logistical concepts.

Apply the understanding gained in Level 1 in concrete business situations


regarding international business operations.

Level 3

The ability to assess international business operations and to advise


management on the key issues of supply chain management.

Task and Context


The IBMS student should be able to take into account the implications of the decisions: why a company
should internationalise, where it should set up its international business, how it should enter the inter-
national market (entry modes) and what it should do on the international market (international marketing
mix), he is able to make a consistent plan on how it should structure and organise itself in order to be
successful in an international environment.
Special attention is given to logistical aspects, focusing on key-questions on supply chain management
Including the possibilities of IT tooling, such as: customer relationship management applications, enterprise
resource planning applications and database management and control. His role will be that of a controller,
coordinator.

39

III.8 International Finance & Accounting

Level 1

The ability to understand and describe the various classifications of costs and
revenues, to perform mainly simple- cost (and revenue) calculations.
The ability to translate simple financial activities into journal entries and to
prepare a balance sheet and profit & loss account for an SME (small and
medium-sized enterprise).
The ability to determine and to work with the information needs of an SME,
among which the chart of accounts.
The ability to translate more complex financial activities into journal entries
and to prepare a balance sheet and profit & loss account.

Level 2

The ability to perform cost calculations involving indirect costs and to understand the implications of these.
The ability to prepare a budget for a department of an organisation.
The ability to perform calculations regarding working capital management.
The ability to prepare a liquidity prognosis, and a ratio-analysis and to assess the
value of an investment proposal.
The ability to describe and work with various forms of long-term financing
(equity and debt).

Level 3

The ability to describe and understand the consequences of the various risks
inherent to international business.
The ability to contribute to management control of a multinational organisation
by means of an integrated application of his knowledge of business accounting,
management accounting, financial management, and other relevant aspects.

Business Administration
International Business and Management Studies

Functional Key-Areas Competencies


International finance and accounting
The ability to perform and evaluate a wide variety of cost and revenue calculations, to transform (cost and
revenue) data into information needed for decision making and to contribute to the budgeting process.
(management accounting)
The ability to evaluate and to contribute to key accounting summaries (profit & loss account, balance sheet,
and cash-flow statement), to outline the differences between various (external) reporting standards (among
which IFRS). (financial accounting)
The ability to evaluate investment opportunities (capital budgeting), to contribute to and assess the mixture
of long-term (international) debt and equity financing (capital structure), to contribute to and evaluate shortterm assets and liabilities (working capital management), to contribute to managing (financial) risks. (financial
management)

Task and Context


The graduate should be familiar with a multi-disciplinary attitude towards and application of the various
control and treasury activities of a (multinational) enterprise.
The graduate is internationally oriented, and shows a clear interest in international developments both
within and beyond the immediate scope of his activities. His role will be that of a controller, coordinator.

40

III.9 International Human Resource Management (IHRM)

Level 1

Business Administration
International Business and Management Studies

The ability to describe, understand and evaluate the general HRM positions and
responsibilities.
The ability to relate HR policies & practices to overall organisational or corporate
objectives in accordance with international labour law.

Functional Key-Areas Competencies


Level 2

As level 1, plus the ability to assume the responsibility for the development and
integration of HR positions in organisational or corporate strategic context.

Level 3

As level 2, plus the ability to assume strategic responsibility in formulating


relevant HR policies & practices for the further development of the organisation
or corporation in international and intercultural context.

International Human Resource Management (HRM)


The ability to understand and integrate the availability, employability, motivation and vitality of people
(employees) as the key factors of (I)HRM.
The ability to identify, evaluate and develop the broad spectrum of positions and responsibilities related
to the management of Human Resources.
The ability to formulate the responsibilities and tasks for the proper running of a HR Department;
the ability to formulate the relevant leadership features in resolving HR related issues.
The ability to understand the importance of generating (quantitative) HR data and HR information
relevant for the evaluation and development of corporate or organisational strategy.

Further Specification
IHRM must be positioned in the context of the four functional areas of International Management: Finance,
Marketing, Operations , and IHRM.

Task and Context


The graduate is able to explain - and perform - general HR tasks related to job analysis, planning of labour
needs, recruitment, selection, training & development, compensation, (international) performance management, communication, (international) labour relations, staff health & welfare, HR strategy development, and
intercultural competencies.
The graduate is able to align HR strategies with the corporate or organisational strategies, with relevant
international developments, and with intercultural diversity, and assess the effectiveness and efficiency
of existing HR tools & instruments in these contexts.
The graduate is able to assume the ethical responsibility for developing and executing HR policies & practices,
also and in particular in international context. His role will be that of a mentor, facilitator.

41

take an
initiative
and leading
role in a
project

Level specification:
Generic competencies

IV.1. Leadership
Business Administration
International Business and Management Studies

Interpersonal Competency
Leadership
The ability to take initiative and a leading role within a (project) team in order to reach a defined goal,
as well as the skill to create and maintain productive relationships within teams. His role will be that of
a mentor, facilitator.

Level 1

45

The ability to supervise and guide a small team when daily duties and the
situation require this.

Level 2

The ability to supervise and guide a team/group in such a way that it leads to
an optimal group result.

Level 3

The ability to choose a role as a leader depending on the situation. He needs to


have a great awareness of the different styles of leadership, conflict models and
negotiating techniques.
He is able to convince others easily by using arguments.
He is able to make decisions even when the outcome is unsure and he is able to
motivate persons to work in a team.

IV.2. Co-operation

IV.3. Business Communication

Business Administration
International Business and Management Studies

Business Administration
International Business and Management Studies

Interpersonal Competency

Interpersonal Competency

Co-operation

Business Communication

The ability to actively contribute to a group product or results, as well as procuring a constructive
co-operation climate/environment. His role will be that of a mentor, facilitator.

The ability to express himself fluently and correctly in English, both in speech and in writing.
The ability to lead discussions, express his ideas, make proposals, draft reports and give presentations.
The ability to make proper use of audio-visual aids in his presentations.
The ability to make use of a wide range of communicative skills.
His role will be that of a mentor, facilitator.

Level 1

Level 2

Level 3

The ability to reflect and work with others when asked or when the situation
requires this.
The ability to react to the contribution of others.
The ability to concentrate on the realisation of the group goals.

Optional: The ability to express himself at a basic level in a second foreign language (in addition to English
and his native language). (level A1-A2)

The ability to initiate co-operation with others, to ask for input of team members,
to exchange information/knowledge and ideas with them and the ability to
actively inquire whether he can be of help for the group.
The ability to elaborate on the input of others and to keep working on achieving
a situation that is profitable both for the group and himself.
The ability to encourage others to obtain results through co-operation by
sharing ideas and giving in to the wishes of others, when necessary to progress
as a group.
The ability to fulfil an exemplary role within the team.
The ability to keep contributing and participating, even when he is no longer
directly involved.
The ability to provide new ideas to improve results collectively.

Level 1

Business Communication:
Generally effective command of the English language in a range of situations, e.g.
can make a contribution to discussions on practical matters. (level B2)

Level 2

Business Communication:
Good operational command of the English language in a wide range of real world
situations, e.g. can participate effectively in discussions and meetings.
(Level B2 to C1)

Level 3

Business Communication:
Good operational command of the English language in a wide range of real world
situations, e.g. can participate effectively in discussions and meetings. (level C1)

Further Specification
The Common European Framework (six levels from A1 (lowest) C2 (highest)) established by the Association
of Language Testers in Europe (ALTE) is used for a wide range of European languages. Universities in Britain,
North America and throughout the world accept the certificates awarded to successful candidates at Levels
C1 and C2 as evidence of an adequate standard of English for admission to undergraduate and postgraduate
degree courses. (source: www.alte.org)
46

V.4. Business Research Methods

V.5. Planning and Organising

Business Administration
International Business and Management Studies

Business Administration
International Business and Management Studies

Task-oriented Competency

Task-oriented Competency

Business Research Methods

Planning and Organising

The ability to apply relevant scientific insights, theories and concepts, to combine several subjects, to gather
information and draw conclusions in a methodical and reflective manner. The ability to act carefully and
punctually and to produce output that is literate, numerate and coherent. His role will combine the 4 quadrants.

The ability to plan, manage, control and evaluate personal work activities and group work in projects.
The ability to make use of relevant techniques in his activities to monitor his own performance.
His role will be that of a controller, coordinator.

Level 1

To be able to formulate a problem definition and research question in a relatively


simple situation; the use of several information resources and to be able to
assess the relevance of these sources.
To be able to present research findings and to translate them into useful
information. The use of simple theoretical concepts.

Level 2

To be able to work in a more complex situation and to systematically execute a


research, report on the findings and to translate them into useful conclusions.
To use theoretical concepts and the ability to translate these concepts into an
information need.

Level 3

To spot complex issues and to search information from a broad range of


resources. To be able to integrate theory and practice.
To be able to indicate the information needs in complex situations.
To draw conclusions from complex research data.

Level 1

The ability to make a realistic and effective planning of his own activities.

Level 2

The ability to independently make a realistic and effective planning and to


determine the required time, actions, tools and priorities in relation to the
activities of others.

Level 3

The ability to stimulate others to harmonise the planning and organisation of


projects and activities in an effective manner, in relation to his own activities.

Further Specification
In the process students are to acquire project management skills

Further Specification
In the process students are to acquire basic consultancy skills.
In the process students create a solution to a simple problem and develop the ability to find (new and/or
alternative) solutions regarding more complex problems and dare to look and search outside the given
context.

47

VI.6. Learning and Self-development


Business Administration
International Business and Management Studies

Intra-personal Competency
Learning and Self-development
The ability to know his strengths and weaknesses and to indicate how and when he intends to improve his
weaknesses; he knows the limits of his competencies and can critically evaluate and account for his own
actions-can take criticism and put it to good use. Takes initiative and works independently. His role will be
that of a mentor, facilitator.

Level 1

The ability to make a simple strengths and weaknesses analysis, to use the
SMART method to indicate in a practical learning situation how and when he
intends to improve his weaknesses and to describe this in a basic personal
activity plan.

Level 2

The ability to know his strengths and weaknesses and to indicate by using the
SMART method how and when he intends to improve his weaknesses in any
situation, to reflect on his achievements by using the STAR method. Works
independently.

Level 3

The ability to know the limits of his competencies, to critically evaluate and
account for his own actions, to take criticism and put it to good use.
The ability to take feedback, take initiative and work independently.

48

VI.7. Ethical Responsibility


Business Administration
International Business and Management Studies

Intra-personal Competency
Ethical Responsability / Corporate Responsibility
The ability to act in accordance with the accepted principles of right and wrong that govern the conduct
of a profession.

Task and Context


In international business an IBMS graduate has to deal with the international aspects of ethical behaviour.
A graduate has to deal with issues like transparency, increasing stakeholders demands, environmental issues,
cultural differences, corruption and bribery and social responsibility. On the job the graduate would also have
the deal with personal issues like integrity, moral dilemmas, trustworthiness, and to work related to own
values. His role will be that of an advisor, visionary.

Level 1

The graduate understands the ethical issues at hand in international business.


He has an understanding of his own values an how they relate to his
surroundings.
He has an understanding of the theory, concepts and principles of business ethics.
The graduate can act as a responsible person.

Level 2

The graduate is able to align its own values with that of the group and
corporate policy.
He can align the corporate policy with societal norms and values.
He understands the ethical implications of the job in several fields of inter-
national business and several departments, like HRM, general management,
customer relations and financial management.

Level 3

The graduate should be able to contribute actively to a corporate social


responsibility policy, like an ethics work group or committee.
He is able to handle dilemmas in a manner that he shows that he is responsible
for and can be held accountable for.

49

prepare
for challenging roles
in a global
environment

BBA domain
competencies

The BBA programme focuses on preparing students for their challenging


roles in a global environment, specifically for management roles in the
public or private sector organisations. The goal is to provide students
with a clear understanding of developments in the international business
environment and the ability to translate these developments to a business
strategy and goals. Given the strategic vision of an organisation, students
are able to analyse business processes and structures and are able to
optimise these processes and structures. They can indicate the cohesion
between environmental developments, the structure of the organisation,
the financial planning, operational processes and the human resource
management.

They have at their disposal the management skills and the political and
relational sensitivity to execute activities within business processes, to
structure processes and they have the ability to formulate goals and
objectives for reorganising the business process.

53

The bachelor BA is able to solve business problems in co-operation with

The two generic domain Competencies:


Social and communicative competency (interpersonal, organisation) collaborating in a professional environment and assisting in the thinking about the goals of the organisation and the design of the organisations
structure, resulting in requirements with respect to the following characteristics: multidisciplinarity and
interdisciplinarity, customer orientation, colleagueship, leadership (the social part of the competency);
Communicating, both orally and in writing, in the internal organisation at all levels, doing so effectively
and in the common corporate language, mostly in Dutch and/or English (in terms of professional tasks this
comprises among other things drawing up and writing plans and reports, informing, consulting, generating
support, stimulating, motivating, persuading, expressing decisions).

other specialists. In doing this, he is able to keep a balance between (1)


the demands of the market and the environment (2) internal processes (3)
financial planning and (4) human resource management.
Operating from a managerial or administrative background the bachelor BA can tackle problems interactively,
decisively and in a solution-oriented way from an integrated perspective, in co-operation with specialists
in various fields. The bachelor BA can approach problems the modern organisation has to cope with from
different perspectives; as a management expert he operates from a view of the coherence among the four
components; he understands the importance of trends and developments in the external environment and
can indicate what is necessary to gear the internal organisation to these trends and developments as far as
structural and cultural aspects are concerned. The bachelor BA can look beyond specialisms, analyse issues
and problems from a broad perspective, on the basis of which he can contribute to the functional side of
the solution of a problem; as a generalist he can draw the outlines of the functional solution, the content of
which is subsequently filled in by the specialist; moreover, following the broad basic qualification he is able
to specialise in a great number of jobs in trade and industry and (semi-) public organisations. The bachelor
BA recognises and acknowledges the different values and interests which exist for each of the areas strategy,
culture and structure and which can also conflict with each other. He contributes to a balanced solution
strategy, which does justice to economic, legal and social commitments to the individual employee, the
organisation and society.
This general description leads to six professional core competencies for the field of Business Administration,
combined with two generic competencies:

Professional Competencies:
Developing a vision of changes and trends in the external environment and developing relations,
networks and chains.
Analysing policy issues, translating this into policy objectives and policy alternatives and preparing
decision making.
Applying human resource management from the perspective of the strategy of the organisation.
Designing, controlling and improving business processes or organisational processes.
Analysing the financial and legal aspects, the internal processes and the environment of the business
or organisation to enhance cohesion and interaction.
Developing, implementing and evaluating a change process.

55

Self-directed Competency (intra-personal, professional worker):


Directing and regulating own development with respect to learning, result-oriented working style,
taking initiative and acting independently, flexibility ;
Thinking about, reflecting upon and taking responsibility for own actions, which points to involvement
and critical self-evaluation;
Developing a professional attitude with initiative or scope for normative-cultural aspects, respect for others,
a professional code of conduct and ethical principles for professional conduct;
Contributing to the further professionalisation of the industry, publications, contributing to conferences, etc.

the
members

Business Advisory Boards


National Platform IBMS

Members Business Advisory Boards NP IBMS




Universities of Applied Sciences

Stenden University IBMS Top of Holland (Stenden/Van Hall Larenstein/NHL)


Mr J.S. Zeinstra
Owner/managing director Zet BV


Mr W. de Haan
Owner Add Export/Import Consultancy BV


Export/Import advisor Fryslan Ferbint

Mr E.J. Schouwstra
Senior Trade Consultant KvK Noord-Nederland
Mrs M. van Bergen
Owner/managing director Adviesbureau M. van Bergen
Mr B. vd Vliet
EMEA director YKK Global Marketing Group

Mr K. Emmelkamp
District-directeur ABN Amro Leeuwarden







Hogeschool Rotterdam Rotterdam Business School IBMS



Mr F. Geukes Foppen
Vice President BMRA EU Clinical Operations Genzyme Europe B.V.
Mr J.C. Pappe
Senior Consultant/partner ITIM International

Mr S.W.A. Lak
Vice President EDBR/President Board for Livestock and Meat
Mr R. Jacobson
Senior Vice President Chairmans Office Unilever (former)
Mr M. Veldhuizen
CapGemini Nederland B.V.


Mr J. Elias
Koninklijke SHELL/Walvisstaart B.V. (chairman)







Hogeschool Inholland IBMS Rotterdam/Haarlem/Diemen



Mrs A. van Eekelen
Owner/managing director Life Events

Mr J. te Koppel
Senior Market Researcher & Idea Architect TNS-Nipo

Mr W. Waninge
Director Business Management EUR MC


Mrs W. Pons
Manager HRM Flora Holland


Mr M. Pelsma
CEO EMO Rotterdam




Mrs M. Vorrink
Owner/managing director Vorrink Intelligence
Mr S. Coolman
Procurement Director Fokker Services

Mr M. Rensma
Owner/managing director MEYS Emerging Markets Research
Mr F. vd Reep
Consultant KPN



Mrs A. Bosboom
Head of Content House Thomas Cook

Mr B. Webber
CEO Prception Plc




Mrs C. Jiang Shu
Supply chain specialist Abbott



Mr D. Horsley
Consultant Young Enterprise



Mr H. Janssen
CEO Energy Research Institute B.V.


Mr N. Thomsen
ABN Amro/DNB



Mr P. Hachmeister
Stork




Mr G. Kosterink
Director Banking Fortis



Mr H. Ditewig
Financial consultant Deutsche Bank

Mr D. Benima
Consultant Stork









Fontys Hogescholen IBMS Venlo






Mr B. Winters
Owner/Managing director Winters, Winters Accountants & Bedrijfsadviseurs
Mr M. Lux
Business Development Manager Strix Ltd.



Mr A.G. Latendorf
Owner/Managing director Latendorf & Peter Business Development

Mr R. de Brouwer
Owner/Managing director Leijdal Consultancy B.V.
Fontys Hogescholen IBMS Eindhoven
Mr I. Vermeeren
General Manager Colors N.V./S.A. (chairman)
Mr T. van Vugt
Director iE&D Solutions


Mr P. Howson
General Director AMR International
Mr R. Reumkens
Total Value Manager Sector Lighting Purchasing Philips
Mr E. Niemeijer
Account Manager Large Dairy/Lely Industries N.V.
Mr M. vd Zande
Sales & Marketing Manager/Starline Pools & Equipment

60

Hogeschool van Amsterdam HES School of Economics and Business IBMS


Mr J-L. Charlier
Global Supply Manager Marketing & Sales


Vice President Philips International








Hanzehogeschool Groningen International Business School IBMS


Mr C. Boots
Sparkling B.V.


Mr G.A. de Bruin
Zernike Group


Mr D. Gudden
Smurfit Kappa Twincor


Mr F.G. Stel
Frans Stel Project Management

Mr J.T.B. Bos
Deutsche Bank Nederland B.V.

Mr J. Staebler
GasTerra


Haagse Hogeschool Academy of Marketing & Commerce IBMS



Mr W. Ahmed
Global Relationship Manager Financial Institutions Group
Mr H. Burgers
Managing partner Task Force Agency

Mr G. van Bommel
World Wide Energy Manager Biotortech

Mr R. Kist
General manager Quintus Project Management
Mrs S. Og
Director Womens Business Initiative

Mrs C. Lambert
Chairman Taiwan Globilisation Desk

Saxion Hogescholen Academy Marketing & International Management IBMS


Mr H.W. Lammers
General Director Garden Impressions B.V.

Mr E. Nijsink
Consultant Into Telecom B.V.


Mr B. Prins
Consultant Prins Marketing Consultancy

Mr G. Baartman
Heutink B.V.




Mrs M. van Oort-Lohuis Manager Brand Devision & Offline M&C Wehkamp B.V.
Mr J.P. van Haaps
General Director ELCO Rendamax B.V. (former)
Mr M.C. de Vries
General Director EuroDev


Mr E. During
Commercial Manager Achmea


Mr R. Lucassen
Manager International Trade KvK



Hogeschool Zeeland IBMS Vlissingen





Mr C. Volwerk
Director Logistics Heineken (former)

Mr R. Kraan
Director DKS International


Mrs A. Hoogesteger
Customer Service Respresentative Eastman Chemicals Middelburg
Mr M. Sturm
Marketing Manager assistant ModuSpec Engineering Intl B.V.

Hogeschool Zuyd IBMS Maastricht




Mr J. Paes
Technomed


Mr G. Schuivens
Hartehanks


Mr A. Assink
Chamber of Commerce/KvK
Mr M. Brockmann
MKB Limburg

Mr A. van Ginneken
Syntens


Mrs E. Coustumer
The Britisch Heart Foundation




The Hogeschool Zuyd is in the process of appointing a new business advisory board for
International Business [IBMS and IBL]
61

Hogeschool Arnhem en Nijmegen Arnhem Business School IBMS


Mrs M. Houthoff
Akzo Nobel



Mr B. Hofenk
Director Operations ATAG Nederland B.V.
Mr G-J. Willemse
Commercial Director Hoogwegt

Mrs L. Vos
Buying & Brand Director Score

Mr R. Versteegh
Director Versteegh B.V.


Mr B. de Haan
HR Manager Philips Lighting B.V.

Mr W.A. Hendriks
HR Manager Colbond


Mr R. Lintvelt
Director LINECO B.V.


Mr J. Massholder
Ipsen International GmbH

Mr J. Schneider-Maessen Credit Manager Anwaltskanzlei STRICK
Mrs C. Constant
Green Dream Company






Hogeschool Utrecht Faculteit Economie & Management IBMS



Mrs G. Dalenberg
Coordinator Support Office placements City of Utrecht
Mr R.A. Korthagen
Financial Manager Dusseldorp Automotive

Mr B. vd Slik
Senior Manager Deloitte Accountants

Mrs M. Greeven
HR manager Rabobank Utrecht/Nieuwegein

Mr J. Stoker
Audit Manager Fortis



Mr M. Schrijvers
Managing director



Mrs H. Engberink
Account manager START Uitzendbureau B.V.

Mrs A. Vonk-Baaij
Audit Manager KPMG



Mr L.P.M. Bracke
Vice President Telecom companies (former) -chairman
Mr M. van Veluw
Team leader DCS Export








Avans Hogeschool School of International Studies IBMS Breda




Mr H. Dahlkamp
Programme Manager Green/Philips Lighting


Mr J. de Graaf
Project manager ADP Nederland B.V.

Mr I. Plakman
Account manager K&O City of Breda

Mrs K. vd Steen
Marketing officer B&S B.V.


Mrs L. Nys
Acting Director Martens Jewels



Mr R. lAmi
Director Foreign Invenstments B.O.M. B.V.


Mr T. Paffen
Consultant Chamber of Commerce/KvK Zuid-West Nederland
Mr J. Gielen
General Director Princess Household Appliances B.V.

Mr E. Manintveld
Coordinator Sustainability J. Heijmans B.V.


Mr R. Vissers
Owner/managing director NoBrainNoGain B.V.
Mr J. Bruss
President Middle Europe LEAF Holland B.V.







62

National Platform IBMS


Secretariat:
Postbus 90116
4800 RA Breda
www.ibms.nl