Master of Science in Business Engineering (Operations Management)

Kwaliteitszorg in eigen regie

People who dare to think about the challenges of tomorrow, that is what we aim for. That is why education at our university is firmly anchored in six major objectives.

  1. Think broadly. Thinking as broadly as possible and offering the opportunity to question oneself. Not only Dare to Think, but also dare to change the way of thinking.
  2. Keep researching. Research is the foundation of our education. Ghent University keeps linking its way of educating to the dynamics of science.
  3. Support Talent. Everyone starts with equal opportunities. Every students gets the opportunity to develop their talents, regardless of gender, cultural or social background.
  4. Build with us. Students, staff, the government and the corporate world all get the chance to contribute to the contents and form of our high quality education. Ghent University is known for its particularly active students in student participation, of which we are very proud.
  5. Push boundaries. We want to prepare our students internationally and interculturally. We give them the opportunity to gain experience across borders. We also open our doors for students from all over the world and welcome teachers and academic staff from abroad.
  6. Choose quality. Constant quality assurance and improvement is an integral part of our culture and we communicate about it openly. We are proud of the level of our university.

Ghent University sees the quality of education as an internal self-evaluation process, in which faculties and programs compare the goals they have set themselves to the achieved results and adjust the policy accordingly. The portfolios constitute an important link in this process. The achieved results are based on quantitative and qualitative information from relevant stakeholders (students, teachers, professional field, international experts, alumni, etc.).The ‘peer learning visits’, the yearly quality meeting and the Education Quality Office (‘OKB’) make sure the PDCA cycle is closed at various policy levels and help to keep the improvement policy sharp.

A detailed description of how Ghent University is constantly paying attention to quality assurance and quality culture can be found in the Ghent University Conduct of Educational Quality Assurance (ERGO).


Quality of this study programme

This quality assurance system provides information on the assets, the strengths and the points for improvement for every study programme. A summary for this study programme can be found below:


De troeven van de opleiding

Business engineers are experts at planning, designing and managing the inflow of goods, services and information in and between companies, and apply their unique knowledge and competences in analysing, integrating and optimising those inflows. This ensures business engineers to bridge the company’s aspects of business economics on the one hand, with attention for effectivity, efficiency, and economic viability; and business functions oriented towards technology, production, research, and development on the other hand, with attention for quality, productivity, and sustainable innovation.

  1. Multiperspectivism: The interdisciplinary nature forms a large part of the business engineer programme (HIR). A business engineer needs to have a good understanding of the possibilities and limitations of technological products and processes which are the foundations of the value chain, and of the context of business economics in which the value chain issues are situated. Therefore, the programme consists of a unique combination of (business-)economic, scientific-technological, and domain specific components, complemented with a general educational component and special attention for innovation and entrepreneurship. The programme’s name reflects this well: “Engineering the business”.
  2. Talent development: The programme does not only strive to impart knowledge to the students, but also to apply that knowledge in different contexts. In the bachelor programme the students learn to apply scientific techniques (e.g. mathematics, statistics, informatics) to solve problems and to manage the inflow of products and information in and between companies. In the master programme the students learn to develop new evidence-based techniques which can be employed to solve those problems. This takes place individually or in a team.
  3. Knowledge creation: The educational philosophy ‘Creative Knowledge Creation’ serves as a basic principle. The programme considers knowledge the fundament of creativity. Knowledge construction is supported by the methodological learning pathway in which it is taught how to analyse relevant investigation and business problems. In that pathway a business engineer adopts a critical attitude towards (his own) knowledge and the unknown forms a challenge rather than a threat: the engineer’s technical-technological knowledge serves as point of departure. A business engineer has to be able to explore certain subdisciplines. In conclusion, communication also leads to knowledge development: by means of a firm basis of business economics, a broad knowledge of new technologies, and a clear focus on production, services and logistics the business engineers bridge the different disciplines in the business.
  4. Programme: The programme combines a domain specific education consisting of three HIR essential courses: 1) operational research and data science, 2) operational management, and 3) business informatics with a broad general education in business economics, a polyvalent technological-scientific education in basic sciences and engineering disciplines, and a general social education in various auxiliary and cognate sciences (including communicative competences, competence in foreign languages, and competence in collaboration in teamwork).
  5. From Research-led teaching to Research-based learning: First of all we target knowledge transfer of (recent) scientific insights from the teacher to the student (research-led teaching). In addition to that transfer scientific competences are taught, aimed at acquiring scientific competences and techniques and at gaining insight into the research process (research-based learning).


Kwaliteitszorg van de opleiding: sterke punten

  1. Voorbereiding: onze opleiding laat studenten van de eerste gemeenschappelijke bachelor Economische Wetenschappen, Toegepaste Economische Wetenschappen en Handelsingenieur kennis maken met de essentiële kerntrajecten van handelsingenieur. Dit ondersteunt studenten bij het maken van een gefundeerde keuze aan de start van het tweede bachelor jaar.
  2. Visie: onze opleiding positioneert zich duidelijk tegenover andere (toegepaste) economische opleidingen in het Vlaamse onderwijslandschap en voldoet aan de internationale standaarden van het domein business engineering. Onze gedetailleerde visie heeft een sterke focus, die duidelijk is voor studenten en aanwezig doorheen het volledige programma van de opleiding.
  3. Ruimte voor internationale ervaring: in onze opleiding zijn doorheen het programma mobility windows voorzien, die een internationale studie-ervaring mogelijk maken. Eén op drie van onze studenten studeert af met een buitenlandse studie-ervaring.
  4. Ruimte voor praktijkervaring en toetsing in reële bedrijfscontext: in de hogere jaren van de opleiding staat het verwerven van intellectuele competenties centraal. Dit gebeurt aan de hand van authentieke toetsing via simulaties en games, cases, onderzoeksprojecten, stages en de masterproef. Bij deze toetsing komen studenten in contact met een concreet vraagstuk uit de reële beroeps- of onderzoekscontext.
  5. Tevredenheid van studenten en alumni: de algemene tevredenheid van studenten en alumni over de opleiding is zeer hoog. Alumni geven aan dat ze in een breed aantal sectoren en functies aan de slag kunnen.


Kwaliteitszorg van de opleiding: werkpunten

  1. Onderzoekscompetenties: de opleiding zet in op de verdere ontwikkeling van onderzoeksvaardigheden doorheen het volledige studieprogramma en voor alle studenten.
  2. Duurzaamheid en maatschappelijk engagement: de opleiding engageert zich om deze themas (nog) duidelijker en zichtbaarder in te bedden in het programma.

  3. Feedback: de opleiding streeft naar een verdere verbetering van het verstrekken van (tussentijdse) feedback, feedup en feedforward.


Een meer uitgebreide analyse van het onderwijsbeleid en de -kwaliteitszorg van deze opleiding is te vinden in dit rapport.