Hoger Toeristisch en Recreatief Onderwijs

Transcription

PART 2
Hoger Toeristisch en
Recreatief Onderwijs
(Tourism Management)
Teaching and Examination Regulations |
2014-2015
This Teaching & Examination Regulation
is officially stipulated by the Executive Board on: 8 July 2014
Stenden University of Applied Sciences
Rengerslaan 8
8900CG Leeuwarden
General
T (058) 244 1441
[email protected]
Course
T (058) 244 1363
F (058) 244 1505
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Teaching and Examination Regulation 2014 – 2015
Bachelor Hoger Toeristisch Recreatief Onderwijs/ Tourism
Management fulltime,
croho number 34410.
Hoger Toeristisch Recreatief Onderwijs / Tourism
Management Associate Degree fulltime, croho
number 80072.
Advice given by the Programme Committee,
on 5 June 2014
Consent given by the Central Participation Council
on 3 July 2014
Adopted by the Executive Board
on 8 July 2014
NB:
Uniformity of the Teaching and Examination Regulation (TER)
1. This TER contains articles in Chapters 1 to 8 that do or do not apply to a degree
programme. Where any given article (paragraph) does not apply, this is indicated
with the applicable article (paragraph).
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Contents
1
2
3
4
General ................................................................................................................................................... 7
Article 1
Definition of terms ......................................................................................................... 7
Article 2
Scope of application of the Regulations ................................................................ 9
Article 3
Adoption and term of the Regulations ................................................................... 9
Admission to the programme ............................................................................................................. 10
Article 1
Prior education requirements for programmes ................................................. 10
Article 2
Further prior education requirements for programmes................................. 10
Article 3
Additional examination ex. art. 7.25 sub 4 WHW .......................................... 10
Article 4
Additional requirements (THIS ARTICLE IS NOT APPLICABLE) .................. 11
Article 5
Admission to the fast track for students with a VWO certificate ............... 11
Article 6
Admission to the special track as intended in Art. 7.9b WHW ................... 11
Article 7
Colloquium doctum (entrance examination age 21 years and over) ....... 12
Article 8
Job requirements for part time programmes .................................................... 12
Article 9
Admission to work time programmes, job requirements ............................. 12
Article 10
Exemption on the basis of other diplomas ex. art. 7.28 WHW................... 13
Article 11
Additional test pursuant to Art. 7.28 paragraphs 3 and 4 WHW ............... 14
Article 12
Admission to the post-propaedeutic phase ........................................................ 14
Article 13
Associate Degree Transfer .................................................................................... 15
Article 14
Legal protection ............................................................................................................ 15
Curriculum .............................................................................................................................................. 17
Article 1
Assessment of the Teaching and Examination Regulation........................... 17
Article 2
Aim of the programme ............................................................................................... 17
Article 3
Structure and study load of the programme ..................................................... 17
Article 4
Language used in teaching ....................................................................................... 18
Article 5
Provisions for students with a functional limitation ........................................ 18
Article 6
Composition of the propaedeutic phase .............................................................. 18
Article 7
Composition of the post-propaedeutic phase .................................................... 18
Article 8
Composition of the Associate Degree programme .......................................... 19
Article 9
Minor ................................................................................................................................. 19
Examinations and diplomas ............................................................................................................... 20
Article 1
The examinations of the programme ................................................................... 20
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Article 2
Award of degrees ........................................................................................................ 20
Article 3
Diplomas .......................................................................................................................... 21
Article 4
Award of diplomas ....................................................................................................... 21
Article 5
Signing of diplomas ..................................................................................................... 22
Article 6
Dates of marks and award of diplomas ............................................................... 22
Article 8
Declarations.................................................................................................................... 23
Article 10
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Examinations, tests and marks .......................................................................................................... 25
Article 1
Forms of examinations3 and tests4...................................................................... 25
Article 2
Order of examinations and tests ............................................................................ 26
Article 3
Time periods and frequency of examinations and tests ................................ 27
Article 4
Requirements set for examinations and tests................................................... 27
Article 5
Registration procedure for examinations and tests ........................................ 28
Article 6a
Practical course of affairs during written examinations and tests ........ 29
Article 6b
Practical course of affairs during digital examinations and tests (THIS
SUBARTICLE IS NOT APPLICABLE) ............................................................................................... 30
Article 7
Oral examinations and tests .................................................................................... 30
Article 8
Determination of marks ............................................................................................. 30
Article 9
Standards for the marks............................................................................................ 31
Article 10
Granting exemptions .................................................................................................. 31
a.
International Tourism Management Short Track APL4a ................................................ 33
b.
International Tourism Management Short track APL4b................................................. 35
c.
Programme for International Tourism Management Short Track APL8a ................ 37
d.
Programme for International Tourism Management Short Track APL8b ................ 39
Article 11
Award of credits ............................................................................................................ 41
Article 12
Recording and publication of marks ...................................................................... 42
Article 13
Term of validity of students’ marks ...................................................................... 42
Article 14
Inspection of examinations and tests................................................................... 42
Article 15
Retention of examinations and tests taken ........................................................ 43
Article 16
Fraud and plagiarism .................................................................................................. 44
Article 17
Intellectual property.................................................................................................... 44
Article 18
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6
Study Career Advice and Recommendation on Continuation of Studies ..................................... 45
Article 1
Study career advice..................................................................................................... 45
Article 2
Recommendation on continuation of studies at the end of the first year
of registration for the same programme at the same institution ...................................... 45
Article 3
Recommendation on continuation of studies at the end of the second
year of registration for the same programme at the same institution ............................ 46
Article 4
Conditions for a Binding Recommendation on Continuation of Studies
with Rejection (BSA) ........................................................................................................................... 47
Article 5
Consequences of a binding recommendation on continuation of studies
with rejection (BSA) ............................................................................................................................ 48
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Article 6
Transfer from the propaedeutic to the post-propaedeutic phase .............. 48
Article 7
Referral in the post-propaedeutic phase ............................................................. 49
Article 8
Examination Committee ......................................................................................................................... 50
Article 1
8
Formation and composition of the Examination Committee ....................... 50
Final and implementing provisions ................................................................................................... 51
Article 1
Hardship clause ............................................................................................................. 51
Article 2
Unforeseen circumstances ........................................................................................ 51
Article 3
Publication of the regulations .................................................................................. 51
Article 4
Official title, entry into effect ................................................................................... 51
Competence-module matrix: BBA ................................................................................................. 53
Year 1 (Propaedeutic Phase) ........................................................................................................... 55
Appendix C : Further elaboration on units of study of the curriculum for the postpropaedeutic phase ................................................................................................................................. 63
ITM Minors .............................................................................................................................................. 71
Year 4 ....................................................................................................................................................... 76
Appendix D: Further elaboration on units of study of the Associate Degree
programme ............................................................................................................................................. 77
Associate Degree .................................................................................................................................. 77
Year 1 (Propaedeutic Phase)............................................................................................................ 78
Further elaboration on units of study of the curriculum for the post-propaedeutic
phase ............................................................................................................................................................ 86
Appendix F: Programme for BBA Tourism Management IBC (Qatar) students ................ 91
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Appendix G:
Practical rules for the course Tourism Management 2014-2015 ........... 92
Article 1
Participating in education .......................................................................................... 92
Article 2
The interim examination ........................................................................................... 92
Article 3
Force majeure with written or oral test............................................................... 95
Article 4
Force majeure concerning participation .............................................................. 96
Article 5
Second assessment ..................................................................................................... 97
Article 6
Certificates ...................................................................................................................... 97
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1
General
Article 1
Definition of terms
In these regulations, the following terms mean:
academic year: the period that starts on 1 September and ends on 31 August of the next
calendar year;
Associate Degree programme: programme as referred to Article 7.8a WHW with a study
load of at least 120 credits;
central participation council: council as referred to in Article 10.17 WHW;
Code of Conduct for International Students: code of conduct for international students
of higher education, as applicable as from 1 March 2013;
competency: an integral whole of professional knowledge, attitude and skills a person
needs to perform adequately within relevant professional contexts;
credit: unit for calculating the study load as referred to in Article 7.4 WHW, whereby 1
credit is equal to 28 hours of study;
curriculum: the cohesive whole of units of study taught by the programme;
examination: concluding part of a programme as referred to in Article 7.3 WHW or the
propaedeutic phase as referred to in Article 7.8 WHW;
Examination Appeals Board: board as referred to in Article 7.60 WHW;
examination committee: committee as referred to in Article 7.12 WHW;
examiner: person as referred to in Article 7.12c WHW, not being a student or extraneus;
Executive Board: the management of the institution as referred to in Article 1.1 and 10.8
WHW;
extraneus: a person who is registered for a full time or part time programme as an
extraneus as referred to in Article 7.32 and 7.36 WHW;
institution: Stenden University of Applied Sciences
interim examination: an examination of knowledge, insight and skills as referred to in
Articles 7.3 and 7.10 WHW, the outcome of which is expressed by a mark and which
constitutes the conclusion of a unit of study;
minor programme: a cohesive optional programme of in total 30 credits, taken in
the post- propaedeutic phase, not being a specialisation;
objection, appeal and complaints desk: facility as referred to in Article 7.59a WHW;
post-propaedeutic phase: the main phase of the programme immediately following the
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propaedeutic phase;
practical exercise: a unit of study as referred to in Article 7.3 paragraph 2 WHW in which
the accent is on the practical preparation for the practice of a profession and for the practice
of a profession in connection with the education in a work time programme, in so far as
these activities take place under the supervision of the institution. A practical exercise can
be given shape in a project, assignment, design, thesis, oral presentation, undergoing
industrial placement, participation in an excursion or working in (theme or PBL/CBL)
groups;
programme committee: committee as referred to in Article 10.3c WHW;
programme variation: a programme can be offered in the full time, part time or work
time variation;
programme year: a period that starts on 1 September and ends on 31 August of the next
calendar year, and for those who register as of 1 February, the period that starts on 1
February and ends on the last day of February of the next calendar year;
ProgRESS.www: student information system;
propaedeutic phase: propaedeutic phase of the programme, as referred to in Article 7.8
WHW;
School-Cluster and Staff Participation council: council as referred to in Article 10.25
WHW;
school day: all days which in the annual schedule are usually not designated as holidays,
Saturdays, Sundays or regular public holidays are school days; Saturdays may only be
intended for taking interim examinations and/or tests and/or final examinations.
specialisation: a specialisation within the programme as referred to in Article 7.13 WHW,
not being an Associate Degree programme or a minor;
student: a person who is registered at the institution as a student as referred to in Article
7.32 WHW;
student counsellor: a person employed by the institution to inform and advise (future)
students, the management of the programme and the examination committee about
student affairs and to counsel a student on request in the event of personal problems;
students’ charter: charter as referred to in Article 7.59 WHW;
study career advisor/study coach: the person who is designated on behalf of the
programme to advise students on their studies, choice and planning processes, aimed at
effective study progress;
teaching periods, test and examination times: 08.00 a.m. to 9.30 p.m.
test: part of an interim examination to which a mark by an examiner is attached;
WHW: Higher Education and Research Act.
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Article 2
Scope of application of the Regulations
1. These regulations apply to the teaching and examinations of the bachelor’s degree
programme Hoger Toeristisch en Recreatief Onderwijs/ Tourism
Management Fulltime, croho number 34410, Hoger Toeristisch Recreatief
Onderwijs / Tourism Management Associate Degree fulltime, croho number
80072, hereinafter referred to as: the programme.
2. These regulations apply to the students and extraneï who are registered for the
programme, and to the prospective students and the prospective extraneï who
request to be admitted to the programme.
3. If the programme is considered a joint programme, these regulations will apply fully,
unless the agreement on which the joint programme is based provides otherwise.
4. If the programme has one or more specialisations, these regulations will apply fully,
unless the agreement(s) on which this specialisation/these specialisations are based
provide otherwise.
5. If applicable, an Associate Degree programme is part of the bachelor’s programme.
Article 3
Adoption and term of the Regulations
1. These Teaching and Examination Regulations are adopted by the Executive Board,
after having heard the central participation council in accordance with Article 10.20
of the WHW.
2. The programme committee must be given the opportunity annually in good time to
assess these Regulations and give advice on them to the Head of School. The
programme committee must send a copy of this advice to the School-/Cluster and
Staff Participation Council (SCMR and SMR).
3. The regulations will apply for the duration of an academic year. The regulations may
not be amended during the academic year, unless this is necessary as the result of
force majeure and it does not disproportionally prejudice students. An interim
amendment will require the prior approval of the Head of School; the provisions of
this article will then apply mutatis mutandis.
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2
Admission to the programme
Higher Education and Research Act (WHW): 7.8a, 7.24, 7.25, 7.26 7.27, 7.28, 7.29.
Article 1
Prior education requirements for programmes
1. To enrol in a higher education programme, the prior education requirement is a
diploma in pre-university education (VWO) or general senior secondary education
(HAVO) or a diploma from a middle-management programme or of a specialist
programme as referred to in Article 7.2.2, first paragraph, of the Adult and
Vocational Education Act (WEB)(level 4). For the purposes of this article, a diploma
referred to in the first sentence will be equated with the diploma of the vocational
education programmes designated by ministerial regulation, referred to in Article
7.2.2, first paragraph, under c, of the WEB.
Article 2
Further prior education requirements for programmes
1. The following diplomas from senior secondary vocational education (mbo level 4),
senior general secondary education (havo) and pre-university education (vwo) give
direct access to the programme:
a. mbo diploma, level 4;
The diplomas listed under letters b to i relate to havo/vwo subject
combinations which have applied from 1 August 2007.
b. havo diploma, subject combination science and technology, no requirements
provided;
c. havo diploma, subject combination science and health, no requirements provided;
d. havo diploma, subject combination economics and society, no requirements
provided;
e. havo diploma, subject combination culture and society, economics or management &
organization provided;
f. vwo diploma, subject combination science and technology, no requirements
provided;
g. vwo diploma, subject combination science and health, no requirements provided;
h. vwo diploma, subject combination economics and society, no requirements provided;
i. vwo diploma, subject combination culture and society, economics or management &
organization provided.
Article 3
Additional examination ex. art. 7.25 sub 4 WHW
1. The Executive Board may decide that a person in possession of a diploma referred to
in Article 1 who does not meet the conditions referred to in Article 2 may
nevertheless be enrolled, on condition that a test shows that substantively similar
requirements have been met. These requirements must be met before the
programme starts.
2. In case of an additional test, the knowledge of the required subjects or the required
10
level referred to in Article 2 will be tested.
Article 4
Additional requirements (THIS ARTICLE IS NOT APPLICABLE)
1. If the practice of the profession or professions for which a programme prepares or the
organisation and structure of the education sets specific requirements for knowledge
and skills which are not or not to a sufficient extent part of secondary education or
vocational education referred to in the Secondary Education Act (Wet voortgezet
onderwijs), or sets specific requirements for the capacities of the student,
requirements can be set in connection with this by ministerial regulation in addition
to the requirements referred to in Article 1. The Executive Board adopts a scheme for
the selection criteria and procedure. The selection criteria may only contain
requirements directly related to the grounds referred to in the first sentence. This
subsection is not applicable to programmes in the field of art and teacher training
programmes in the field of art.
2. The programmes to which the first subsection can be applied as well as the cost
types it relates to and the maximum amounts that can be claimed are laid down by
order in council.
Article 5
Admission to the fast track for students with a VWO certificate
1. An Executive Board can offer a fast track within a bachelor programme in higher
professional education that is open to students with a certificate as provided for
in Article 7.24, paragraph 2a or 2b, of the WHW or a certificate which, pursuant
to Article 7.28, paragraph 2 of the WHW, has been designated by ministerial
regulation or judged by the Executive Board as being at least equivalent to this.
A student who meets the condition provided for in the first sentence and the
other enrolment conditions will be registered for a fast track on request.
2. The Executive Board can also decide to admit a student other than the student
provided for in the first subsection to the fast track if the Executive Board
judges that he is suitable for that fast track.
3. Contrary to Article 7.4b, paragraph 1 of the WHW, the study workload for a fast
track is 180 credits.
Article 6
Admission to the special track as intended in Art. 7.9b WHW
(THIS ARTICLE IS NOT APPLICABLE)
1. If the Executive Board offers a special track in a degree programme with a focus on
achieving a higher level of knowledge for the students, it may introduce a selection
procedure.
2. The Executive Board determines the rules for the selection procedure intended in the
first paragraph.
This concerns the following rules:
[supplement the rules, which must, in any event include the following:
* cognitive and non-cognitive criteria;
* relation between selection criteria and degree programme profile;
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* motivated admission or rejection.]
Article 7
Colloquium doctum (entrance examination age 21 years and over)
1. The Executive Board may exempt persons aged twenty-one years and over who do
not meet the prior education requirements referred to in Article 1, nor have been
exempted from them pursuant to Art. 7.28 WHW, from such prior education
requirements if an examination given by a committee to be formed by the Executive
Board shows suitability for the education in question and sufficient mastery of the
English language to be able to take the education successfully.
2. The requirements to be set by the examination will be included in the teaching and
examination regulations (TER) of the programme. Besides participation in the
examination there are no extra requirements provided.
3. The Executive Board may depart from the age limit referred to in paragraph 1 in
respect of a diploma issued outside the Netherlands which in the person’s own
country gives access to a programme at an institution of higher education. The
Executive Board may also depart from that age limit in special cases if no diploma
can be submitted.
Article 8
Job requirements for part time programmes
1. For the purpose of enrolment in a part time programme, the Executive Board may
set requirements for performing work while taking the programme.
2. In the case that the Executive Board designates work as units of study, requirements
may be set for the work.
Article 9
Admission to work time programmes, job requirements
1. Extraneï are not admitted to work time programmes.
2. The practice of the profession of a work time programme takes place on the basis of
a contract concluded on behalf of the university of applied sciences by the
programme, the student and the company or organisation where the profession is
practised.
3. The contract referred to in the second paragraph must at least contain provisions on:
the term of the contract and the duration of the period or periods of professional
practice, the supervision of the student, the part of the qualities in relation to
knowledge, insight and skills that a student should have acquired at the end of the
programme and should be achieved while practising the profession, as well as their
assessment, and the cases and way in which the contract can be terminated
prematurely.
4. Anyone wanting to be admitted to a work time programme must at the time of
admission or no later than six months afterwards have a contract as referred to in
the second paragraph. If the requirement referred to in the preceding sentence is not
met, the person concerned will be deemed not to have met the conditions to
12
participate in the work time programme. This means that the Examination Committee
can then decide to deny the student admission to the work time programme. The
student will be informed in writing of a decision as referred to in the preceding
sentence.
5. If a contract as referred to in the second paragraph is terminated prematurely as a
result of attributable failure of the student, the student will be given the opportunity
for a period of six months at most to conclude a new contract as referred to in the
second paragraph. If this does not work, the student will be deemed no longer able
to meet the conditions for participation in the work time programme. This means
that the Examination Committee can then decide to deny the student admission to
this programme. The student will be informed in writing of a decision as referred to
in the preceding sentence.
Article 10
Exemption on the basis of other diplomas ex. art. 7.28 WHW
1. Anyone who has been awarded a degree (bachelor's or master's) and anyone who
has passed a propaedeutic examination at a higher education institution will be
exempt from the prior education requirements referred to in article 1.
2. Anyone who is admitted to university or higher professional education in a country
which is a State Party that has ratified the Convention on the Recognition of
Qualifications concerning Higher Education in the European Region (Dutch Treaty
Series (Trb.) 2002, 137) will also be exempt from the prior education
requirements, without prejudice to the right of the Executive Board under Article
IV.1 of the aforementioned Convention to show a substantial difference between
the general requirements for access in the country where the qualification was
obtained and the general requirements laid down by or pursuant to this Act.
3. The Executive Board, after advice from the Examination Committee, will grant
exemption from the prior education requirements referred to in articles 1, 7 and 8 to
a person who possesses a diploma issued in the Netherlands or not which is
considered by ministerial regulation at least equivalent to the diploma referred to in
the relevant paragraph, without prejudice to the third and fourth paragraphs. The
Executive Board may grant exemption to a person who possesses a diploma issued
in the Netherlands or not which is not included in the ministerial regulation referred
to in the first sentence, if in the opinion of the Executive Board, after advice from the
Examination Committee, that diploma is at least equivalent to the provisions of
articles 1, 7 and 8. If a diploma issued outside the Netherlands is concerned, the
Executive Board may determine that no examinations or components of
examinations will be taken until proof has been furnished to the satisfaction of the
Examination Committee of sufficient mastery of the English language to be able to
undergo the education successfully. The Executive Board, after advice from the
Examination Committee, may also determine that the person concerned will not be
enrolled as long as the proof referred to in the preceding sentence has not been
furnished.
4. If further prior education requirements as referred to in Article 7.25 paragraph 1 of
the WHW have been set by ministerial regulation, a person in possession of a
diploma cannot take any examinations before the student has shown in a manner to
be determined by the Executive Board on the basis of an additional examination that
the student possesses the knowledge and skills to which the requirements referred to
in article 1 relate.
13
5. The Executive Board, after advice from the Examination Committee, may determine
that a person possessing a diploma as referred to in the first or second paragraph
cannot be enrolled if the Executive Board is of the opinion that the further prior
education requirements referred to in article 2 are of such a nature that it can
reasonably be expected that it will not be possible to show in the first year of
enrolment in the programme on the basis of an additional examination as referred to
in the third paragraph that the person concerned possesses the knowledge and skills
to which the requirements relate. The Executive Board will determine the way in
which the person concerned can be exempted from those requirements on the basis
of an additional examination with a view to enrolment.
6. The requirements to be set for the test, referred to in paragraphs 4 and 5, are
included in Art. 11.
Article 11
Additional test pursuant to Art. 7.28 paragraphs 3 and 4 WHW
1. If a prospective student has a propaedeutic diploma (university of applied sciences
(hbo) or academic university (wo)), a hbo degree diploma or a wo degree diploma,
but does not meet the further prior education requirements referred to in Article 2, in
the additional test, the knowledge of the required subjects or the required level,
referred to in Article 2, will be tested.
2. If a prospective student has a foreign diploma that is equivalent to a havo or vwo
diploma but does not meet the further prior education requirements referred to in
Article 2, in the additional test the knowledge of the required subjects or the
required level, referred to in Article 2, will be tested and requirements with respect
to mastery of the English language will be set.
3. If a prospective student as referred to in paragraph 2 wants to enrol in a Dutch
language programme, the diploma NT2-second level must demonstrably have been
obtained. This requirement may be departed from for a prospective student with an
equivalent German diploma.
4. If a prospective student as referred to in paragraph 2 wants to enrol in an English
language programme, the prospective student must demonstrably have obtained an
IELTS score six.
A test comparable to an IELTS-test score 6.0 means:
a.
TOEFL10 Paper: 550;
b.
TOEFL Computer: 213;
c.
TOEFL Internet: 80:
d.
TOEIC11: 670;
e.
Cambridge ESOL12: CAE – C.
Article 12
Admission to the post-propaedeutic phase
A student can be admitted to the post-propaedeutic phase of a programme in different
ways:
1. The requirement for enrolment in the programme after the propaedeutic examination
is possession of a diploma of a propaedeutic examination of that programme which
has been passed.
14
2. The Executive Board may grant exemption from the requirements referred to in the
first paragraph to a person who possesses a diploma issued in the Netherlands or
not, if in the opinion of the Executive Board, that diploma is at least equivalent to the
diploma referred to in the first paragraph. If a diploma issued outside the
Netherlands is concerned, the Executive Board may determine that no examinations
or examination components can be taken until proof has been furnished to the
satisfaction of the relevant Examination Committee of sufficient mastery of the
English language to be able to undergo the education successfully.
3. In departure from the first paragraph, at the request of the person who is enrolled,
the Examination Committee can already allow that person to take one or more
components of the final examination before the student has passed the propaedeutic
examination of the relevant programme.
A student can be admitted to the post-propaedeutic phase of a programme in
different ways:
a.
The requirement for enrolment in the programme after the propaedeutic
examination is possession of a diploma of a propaedeutic examination of that
programme which has been passed.
b.
The Executive Board may grant exemption from the requirements referred to
in the first paragraph to a person who possesses a diploma issued in the
Netherlands or not, if in the opinion of the Executive Board, that diploma is at
least equivalent to the diploma referred to in the first paragraph. If a diploma
issued outside the Netherlands is concerned, the Executive Board may
determine that no examinations or examination components can be taken
until proof has been furnished to the satisfaction of the relevant Examination
Committee of sufficient mastery of the programme language to be able to
undergo the education successfully.
c.
In departure from the first paragraph, at the request of the person who is
enrolled, the Examination Committee can already allow that person to take
one or more components of the final examination before he/she has passed
the propaedeutic examination of the relevant programme.
d.
Procedure: in cases concerning Dutch prospective students, an intake
conversation takes place with the co-ordinator of Student Affairs regarding the
student’s motivation and prior education. For international students, the
conversation is held with a member of the Admissions committee and on the
basis of this assessment, advice is offered to the Exam Board regarding the
admission of the student in question. The Exam Board then takes the decision
to admit the student or not.
Article 13
Associate Degree Transfer
1. Students who have been awarded a degree, as intended in Art. 7.10b, paragraph 1
WHW, are entitled to follow a Bachelor’s degree programme in Higher Professional
Education. The Executive Board may thereby determine which other units of study
must also be followed in the Bachelor’s degree programme in question.
Article 14
Legal protection
1. A (prospective) student may lodge objection with the Executive Board within six
15
weeks of the date against general decisions on admission via [email protected] .
Before deciding, the Executive Board will obtain advice from the Disputes and
Complaints Committee.
2. The decision on an objection can be appealed at the Higher Education Appeals
Tribunal in The Hague.
16
3
Curriculum
Higher Education and Research Act (WHW): 6.13, 7.2, 7.4, 7.4b, 7.7, 7.8, 7.8a, 7.8b,
7.9, 7.9b, 7.11, 7.13. 7.14
Article 1
Assessment of the Teaching and Examination Regulation
1. The Executive Board is responsible for the regular assessment of the Teaching and
Examination Regulation (TER). It will assess the time demands deriving from the TER
that are imposed upon the students for the purpose of monitoring and, where
necessary, adapting the study load.
Article 2
Aim of the programme
1. The programme is intended to teach students such knowledge, attitude and skills in
the field of Tourism Management that when they complete the programme they are
able to perform professional duties in that field and are also eligible for any
follow-up programme. After completing the programme, students should be able to
work independently as practitioners of professions and with a critical attitude, and
the students should possess competencies at higher professional education level as
referred to in Appendix A.
Article 3
Structure and study load of the programme
1. The programme has a study load of 240 credits, of which 60 credits belong to the
propaedeutic phase and 180 credits belong to the post-propaedeutic phase.
2.
The programme is structured as full time and is taught by the School of Leisure &
Tourism Management.
3. The full time has no specialisation. The full time programme has an Associate
Degree programme.
4.
5.
The specialisation Fill in name of specialisation is structured as choose alternative full
time [or] part time. The specialisation has a study load of [fill in the number of credits]
credits.
(THIS SUBARTICLE IS NOT APPLICABLE)
The Associate Degree programme has a study load of 120 credits.
6. Students who have been awarded an Associate Degree and who follow the Bachelor’s
degree programme must follow the units of study prescribed by the Executive Board.
The students must consult the applicable Examination Committee in that regard.
7. For students taking the programme in the form of work-study, the periods in which
work is done in professional practice will be considered a unit of study, in so far as
this work is performed under supervision of the programme. The following
requirements are set for this work:
17
a.
the duration of the periods in professional practice is [fill in duration in months
or weeks];
b.
the study load of the periods in professional practice is [fill in study load in
credits] credits;
c.
each period must be structured so that the student is able to develop the
competencies to the level specified for that period in the contract between the
institution, student and company;
d.
units of study which are carried out in professional practice must be concluded
with an examination.
Article 4
Language used in teaching
1. The courses in the programme are taught in English, unless:
a.
the course relates to a different language;
b.
the course is given in the context of a guest lecture by a guest lecturer who
speaks a different language;
c.
the specific nature, structure or quality of the course, or the origin of the
students necessitates the use of a different language. The Executive Board had
adopted a Code of Conduct for this purpose for the use of languages other than
Dutch in teaching.
2. In a programme taught in Dutch, literature in other languages may be used.
Article 5
Provisions for students with a functional limitation
1. The Head of School will offer students with a functional limitation an educational
environment which is equivalent as far as possible to that of students without a
functional limitation and offers equivalent opportunities to succeed in one’s studies.
The Study & Disability Regulations, as attached to the Students’ Charter as an
appendix, provide for the necessary and agreed facilitation of the persons
concerned.
Article 6
Composition of the propaedeutic phase
1. The propaedeutic phase has three aims:
a.
orientation;
b.
referral;
c.
selection.
2. The propaedeutic phase of the programme contains the units of study as referred to
in Annex B, with the corresponding study load (60 credits in total).
Article 7
Composition of the post-propaedeutic phase
1. The post-propaedeutic phase of the programme -as well as the specialisation(s)
attached to it - contains the units of study as described in Appendix C, with the
corresponding study load (180 credits in total).
18
Article 8
Composition of the Associate Degree programme
1. The Associate Degree programme as referred to in Article 2, Paragraph 5 contains
the units of study as described in the relevant Appendix with the corresponding
study load.
Article 9
Minor
1. A minor programme comprises in total 30 credits and forms part of the postpropaedeutic phase.
2. The minor a student takes is related to the student’s ambitions and is clearly related
to the end competencies of the programme. The minor should be an addition to the
other components of the programme the student is taking.
3. The Examination Committee of the School that developed the minor is responsible
for the contents of the minor and must see to it that the minor at least meets the
requirements set in the following paragraph.
4. The minors offered by the institution are placed at the beginning of the programme
year on the website accessible to all students: The website must at least state:
a.
b.
c.
d.
e.
f.
which minors the institution offers;
whether the offer of the minor is or is not bound by a minimum number of
participants;
what procedure is used in registering for a minor;
what requirements apply for admission to the minor;
which school is responsible for the contents of the minor and who is
responsible within the school;
which components the minor comprises, including the number of credits and
the method of testing and resitting each component.
5. During the programme year, the contents of a minor may not be changed. In
departure from the preceding sentence, a minor offered cannot be taught in case of
insufficient interest, provided it is stated on the website referred to in paragraph 4
that a minimum number of participants is required in order for the minor to be
taught. A minor can be taken only if the propaedeutic examination has been passed.
6. Irrespective of the foregoing, the admission of a student to a minor will require the
approval of the Examination Committee of the programme taken by the student. The
Examination Committee may choose to publish a list of minors that students may
take without personally having to ask for permission.
7. Besides the minors offered by the institution, students can take minors by way of
www.kiesopmaat.nl. Admission of a student to a minor by this route requires
approval from the Examination Committee of the programme where the student is
enrolled.
Article 10
Studying abroad
1. Studying abroad is subject to Stenden’s policy that a maximum of 90 credits of the
curriculum (30 theory credits and 60 placement credits) can be taken abroad.
19
4
Examinations and diplomas
Higher Education and Research Act (WHW): 7.3, 7.10, 7.10a, 7.11, 7.12c, 7.19a, 7.33
Article 1
The examinations of the programme
1. In the programme the propaedeutic phase is concluded with an examination and the
post-propaedeutic phase with a final examination. If an Associate Degree programme
is attached to the programme, that programme will also be concluded with an
examination.
2. The examinations referred to in the first paragraph will be passed if all units of study of
the relevant phase or programme have been passed (examination and mark together),
or an exemption has been granted from them.
3. The final examination in the post-propaedeutic phase cannot be passed until the
propaedeutic examination has been passed or an exemption has been granted from
taking it.
4. The Examination Committee will determine the results of the examinations referred to
in the first paragraph after it has examined whether the student has complied with all
obligations applicable to the examination in question.
5. The Examination committee will award a diploma to the student who has passed an
examination and also meets the further statutory requirements. One diploma will be
awarded per programme. No propaedeutic diploma will be awarded to a student who
has obtained an exemption from the Examination Committee from taking this phase of
the programme.
6. The Executive Board will retain passed examinations and the related papers for a
period of at least seven years.
Article 2
Award of degrees
1
1. The Examination Committee will award the Bachelor’s Degree Business
Administration on behalf of the Executive Board if the final examination in the postpropaedeutic phase has been passed.
2. In case of education worldwide, the memorandum “Line of Conduct for Dutch
Education Worldwide” of the Minister of Education, Culture and Science (OC&W) will
apply.
3. The Examination Committee will award the Associate Degree Business Administration
on behalf of the Executive Board to a student who has passed the examination of an
Associate Degree programme.
As a consequence of the law ‘Kwaliteit in Verscheidenheid’, it is possible that the title of the
award will differ.
1
20
Article 3
Diplomas
1. The Executive Board will use the model of the diplomas and establish the appendices
referred to below with due observance of Article 7.11 WHW. The following must be
stated at any rate:
a.
b.
c.
d.
e.
f.
the name of the programme and the institution that provides the programme,
as listed in the Central Register of Higher Education Study Programmes
(CROHO);
which units of study the examination covered;
if applicable, which minor was passed;
if applicable, what qualification to practice a profession is attached to the
diploma;
what degree was awarded by the Executive Board;
at what time the programme was last accredited or passed the initial
accreditation of new programmes;
2. The units of study of the examination and the minor passed will be mentioned in a
certified annex, in which the number of credits and mark obtained will also be listed.
The mark referred to in the preceding sentence will be expressed in whole numbers
as referred to in article 9 of Chapter 5.
2. The Examination Committee will add a diploma supplement to a diploma of the final
examination passed that matches the standard format agreed by Europe. The
purpose of the diploma supplement is to provide insight into the nature and content
of the completed programme, partly with a view to international recognisability of
programmes. The diploma supplement, written in English, must at least contain:
a. the name of the programme and the institution that provides the programme,
b. whether it is a programme in university education or a programme in higher
professional education,
c. a description of the content of the programme, and,
d. the study load of the programme, and the Grading Table of the programme as
given in article 9.
Article 4
Award of diplomas
1. As proof that the examination was passed, the Examination Committee will award a
diploma with the diploma supplement.
2. A student who is entitled to the award of a diploma may request the Examination
Committee not to award it in accordance with rules to be adopted by the Executive
Board.
3. If a student discovers an error on his or her list of marks, the student must
immediately contact the ESR – Information & Registration Centre. If no error is
discovered there, the student must respond to the Examination Committee in writing
within four school weeks after the final mark of a unit of study is determined.
4. The date on the diploma is the date on which the Examination Committee has
established that the student has fulfilled the conditions. The procedural condition for
awarding a degree diploma is that the student must be enrolled in the programme.
21
Article 5
Signing of diplomas
1. The diploma will be signed on behalf of the Executive Board:
a.
by the chairman and secretary of the Examination Committee or their
deputies;
b.
by the student.
2. The Diploma Supplement to the diploma referred to in article 3 will be signed and
provided with the name of the chairman of the Examination Committee and
secretary, or their deputies.
3. The names of the persons authorised to sign will be registered in a signature
register. This register is administrated by the ESR Test Service Bureau.
Article 6
Dates of marks and award of diplomas
1. At the start of each academic year, the Examination Committee will set the dates on
which the marks referred to in article 1 are determined, with due observance of the
third and fourth paragraphs in article 1.
2. At the start of each academic year, the Head of School will set the dates on which
the diplomas referred to in article 3 will be awarded in a public ceremony.
3. The mark on the propaedeutic examination will be determined twice a year, at the
end of the programme year, after the marks on the last resits have been processed.
At the student’s request the mark can also be determined in the interim in the course
of the programme year.
Article 7
Cum laude
1. A student must submit a request to the Examination Committee to grant the
classification “Cum Laude” to the propaedeutic diploma. The request must be
accompanied by a list provided by the student of all marks the student obtained on the
basis of which the student believes the student is entitled to the classification Cum
Laude. [This article is not applicable]
2. A student must submit a request to the Examination Committee to grant the
classification “Cum Laude” to the bachelor’s degree diploma. The request must be
accompanied by a list provided by the student of all marks the student obtained on the
basis of which the student believes the student is entitled to the classification Cum
Laude.
3. The Examination Committee will judge whether the classification “Cum Laude” is to be
granted.
4. If declared applicable in paragraph 1 of this article, the Examination Committee will
grant the classification "Cum Laude" if the student meets the following conditions upon
receiving the propaedeutic diploma:
a. The weighted average based on the credits obtained for all marks obtained is 8.0 or
higher;
b. The student must be awarded at least a pass mark for all units of study of the
propaedeutic phase without taking any resits;
22
c. The student may be given an exemption for a maximum of 25% of the total credits.
d. If units of study have been marked as insufficient/sufficient/good/outstanding, the
student must have obtained a ‘good’ for at least 80% of these units.
e. If a student has taken additional units of study not included in the compulsory
curriculum, they are not included in the calculation of the weighted average;
f. Exemptions are not included in the calculation of the weighted average. [This
article is not applicable]
5. The Examination Committee will grant the classification Cum Laude if the student
meets the following conditions upon receiving the bachelor’s degree diploma:
a. The weighted average based on the credits obtained for all marks obtained is 8.0 or
higher;
b. The student must be awarded at least a pass mark for all units of study of the
propaedeutic and post-propaedeutic phase without taking any resits;
c. The student may be given an exemption for a maximum of 25% of the total credits.
d. If units of study have been marked as insufficient/sufficient/good/outstanding, the
student must have obtained a ‘good’ for at least 80% of these units.
e. The student has been awarded a mark of at least 8.0 for the graduation thesis.
f. If a student has taken additional units of study not included in the compulsory
curriculum, they are not included in the calculation of the weighted average;
g. Exemptions are not included in the calculation of the weighted average.
Article 8
Declarations
1. A student who has passed more than one interim examination and to whom no
diploma as referred to in article 4 can be awarded will receive on request, provided
within a year after the student deregistered, a declaration to be issued by the
relevant Examination Committee in which at least the interim examinations are listed
which the student passed.
Article 9
Grading table of the programme
A grading table provides the statistical distribution of possible grades for a programme.
The grading system used at Stenden University of Applied Sciences is a number in the
range of 1.0 to 10.0, with 5.5 being the lowest possible pass grade. The grading table
will only consider pass grades and is based on all grades from the past three years. A
grading table is created for each programme separately and is updated annually. The
percentile can be used to interpret the grade of a student independently of the grading
system used.
The grading table for Tourism Management (BBA and AD) 2014-2015 is:
TM
10
9.5
9
8.5
8
7.5
7
%
2%
1%
4%
8%
14%
17%
19%
Cumulative
2%
3%
7%
15%
30%
47%
66%
23
6.5
6
5.5
12%
12%
9%
79%
91%
100%
When a Stenden grade needs to be compared with (or converted to) a grade from
another university with another grading system, a grading table of the programme
from the other university is required. For example, below is a grading table of a
university involved in an exchange programme.
Grade
β
¥
©
‡
§
%
1%
4%
23%
45%
27%
Cumulative
1%
5%
28%
73%
100%
A student has a Stenden TM grade of 8, so the corresponding cumulative percentile is
30%. The best match in the table below is the 28% percentile which translates to ©.
Article 10
Legal protection
1. A student who disagrees with an Examination Committee’s decision based on the
articles in this chapter may lodge an objection with the Examination Committee of the
programme.
2. It is possible for a student to appeal to the Examination Appeals Board (COBEX)
against the Examination Committee’s decision on the objection.
3. It is possible for a student to appeal against the decision by the COBEX to the Higher
Education Appeals Tribunal in The Hague.
24
5
Examinations, tests and marks
Higher Education and Research Act (WHW):
7.13, 7.34, 7.61, 7.10.
7.3, 7.8b, 7.11, 7.12b, 7.12c,
Article 1
Forms of examinations3 and tests4
1. The units of study5 of the curriculum are tested in the manner indicated in the
appendix with the composition of the propaedeutic and post-propaedeutic phase.
2. An examination and/or test that has to be taken by a group of students together
must be organised so that it results in an individual mark for each student
concerned. It must at any rate be guaranteed that the qualification "insufficient" as
assessment is given to a student who has not made enough effort to pass the test.
How the specific contents are to be filled in must be stated when the assignment is
formulated.
3. An examination or test offered as a resit in the same programme year must have the
same form on all occasions.
4. Departure from the preceding paragraph is possible in case of force majeure or if it is
not possible for organisational and/or educational reasons to offer a resit in the same
form as at the first opportunity in the relevant programme year. In that case, the
resit may have a different form, but it will have to meet the equivalency
requirements as referred to in Article 4 of this chapter. Besides in the case of force
majeure, a situation as described in the preceding sentence must be made known at
the start of a programme year and relate to the following units of study:
a.
[Fill in unit of study];
b.
c.
....
3
Examination = an examination of knowledge, insight and skills as referred to in Articles 7.3and 7.10 of the Higher
Education and Research Act (WHW), the results of which are expressed in a mark and which constitutes the
conclusion of a unit of study.
4
Test = part of an examination to which a mark by an examiner is attached.
5
Unit of study = as referred to in Art. 7.3 WHW, which together with other units of study forms the curriculum of
the programme, to which an examination is attached. A unit of study may concern a practical exercise.
25
5. A student with a functional limitation may request the Examination Committee to be
given the opportunity to take the tests in a way adapted as much as possible to his or
her individual limitation. The procedure is described in the Study and Disability
Regulations as attached to the Students’ Charter as an appendix.
6. A student who meets the criteria of the Top Sport Scheme adopted by the Executive
Board can request an adapted test schedule from the Examination Committee, which
- if the Examination Committee is of the opinion that this is possible and not onerous for
the programme - is as much in line as possible with the student’s individual
possibilities.
Article 2
Order of examinations and tests
1. The examinations and tests of the units of study of the propaedeutic examination and
the final examination can be taken in a random order within the phase in question,
except as stipulated in the provisions in the following paragraphs of this article.
2. The examinations or tests of the units of study mentioned below cannot be taken until
the units of study indicated next to them have been passed:
a. The internship and dissertation phase of the program cannot be started
before one of the following minimum conditions have been met:
i.
The Propaedeutic Phase, all second year units of study and
the third year module Tourism Research Project are
successfully completed. Additionally, all third year units of
study must have been followed and no more than one unit
of study is not fully and successfully completed. The third
year level Progress Test does not yet have to be
successfully completed.
ii.
The Propaedeutic Phase and all third year units of study
(with the exception of the third year level Progress Test)
must be successfully completed. All second year units of
study must have been followed and no more than one of
the following second year units of study is not yet
successfully completed:
-
Maximum of one unit of study of 3 EC, OR
One Business Economics unit of study, OR
Second year Progress Test
b. The underlying argumentation for these conditions is that students who start their
internship need to master the basic knowledge, the basic skills and the basic
attitude that may be expected from prospective professionals.
c. The student cannot sit the Progress test in the second year until the Progress
test of the Propedeuse has been passed, nor can he sit the second year Progress
test, unless he is enrolled in the second year program.
d. The student cannot sit the Progress test in the third year until the Progress test
of the second year has been passed, nor can he sit the third year Progress test,
unless he is enrolled in the third year program.
26
3. (THIS SUBARTICLE IS NOT APPLICABLE)
The examinations or tests of the units of study mentioned below can be taken only after
the student has participated in the corresponding practical exercises:
a.
b.
Fill in unit of study];
4. Irrespective of the provisions in the preceding paragraphs, a minor can be taken only if
the provisions of Article 9 of Chapter 3 are fulfilled.
Article 3
Time periods and frequency of examinations and tests
1. For taking the examinations and tests of the propaedeutic phase, each programme year
at least two opportunities are given, the first time immediately following the course in
the unit of study in question.
2. For taking the examinations and tests of the post-propaedeutic phase, each
programme year at least two opportunities are given, one of which immediately
following the studies in the unit of study in question.
3. When the date is set of the second examination and/or test opportunity in a
programme year, account is taken of the required feasibility of the total programme
for a student.
4. In deviation from that which is stipulated in the second paragraph, the students will only
be given one opportunity per programme year to take the examination or a test in a unit
of study for which no teaching was provided during the course of the applicable
programme year . The student will be given two further opportunities to take the
applicable examination and / or test, calculated from the last programme year in which
the intended unit of study is offered.
5. The time periods in which the test opportunities are offered are determined annually by
the Examination Committee and announced not later than at the start of that programme
year.
6. A student who is unable to use a test opportunity must rely on the next test
opportunity. In special cases, the Examination Committee may decide to depart from
this rule in a manner favourable to the student.
Article 4
Requirements set for examinations and tests
1. For each examination and test, the Examination Committee must make known the
requirements set for taking that examination or test, so the student can prepare as well
as possible. The Examination Committee must also state which aids are allowed and what
marking standards will be used. This information is incorporated in the module book of
the unit of study concerned and moreover is mentioned on the Blackboard page of the
concerning unit of study. The information concerning appliances which can be used at the
progress test and the grading norms which are set for the progress test will be placed on
the Blackboard page that has been developed for the progress test.
27
2. Each opportunity to take an examination or test within a programme year offered as a
resit must be equivalent to the previous opportunity with respect to its content, level and
difficulty.
3. If a student has not passed a unit of study in the programme year in which the student
took the unit of study, and still wants to take an examination or test in that unit of study
in the next programme year, the requirements of the current programme year will apply.
Article 5
1.
Registration procedure for examinations and tests
For oral examinations and tests and for examinations or tests to conclude practical
exercises, the student must register in good time in a way to be indicated by the
Examination Committee.
In general this registration happens by means of lists for registration which the
concerning teacher opens for registration. The information about registration has to
be published on the Blackboard page of the concerning unit of study at the start of that
specific unit. If the concerning teacher prefers to let students enroll via Progress,
registration will be done in the same way as used for written tests. The teacher provides
also this information on the Blackboard page of the concerning unit of study at the start
of that specific unit.
2.
For forms of tests and/or examinations other than those mentioned in the first
paragraph, the student must adhere to the following registration procedure for
participation in written examinations and tests:
a.
The student must register digitally for an opportunity to take a written
examination and/or test, unless specified otherwise. After registering, the
student must print out a proof of registration.
b.
If a student cannot register for a test and/or examination, the student must contact
before the closing time for registration the ESR-Test Service Bureau directly. At the
locations Emmen, Meppel and Assen, the student can contact the secretarial office
of the programme, which will then contact the ESR-Test Service Bureau.
c.
Registration means mandatory participation in the test and/or examination and
taking an opportunity, except in force majeure situations.
d.
All secretaries of Examination Committees must report to ESR Test Service Bureau
before 15 May of each programme year the number of examination and test
opportunities offered to a student of the relevant programme. If this number of
opportunities is exceeded, the registration for participation in the test and/or
examination in question will be blocked.
e.
ESR Test Service Bureau will publish the programme year test schedules for each
programme at the start of the programme year. The definitive schedules will be
published not later than two school weeks before an examination period.
f.
A student must always present a request to change registration for a test and/or
examination to the secretary of the Examination Committee for assessment,
except in force majeure situations. After permission from the secretary of the
Examination Committee, ESR Test Service Bureau can process the permitted
changes until two working days before the start of the test week/period until
28
12.00 noon.
g.
Article 6a
If a student’s digital registration is late and there are special circumstances, the
student must contact the secretary of the Examination Committee directly.
Practical course of affairs during written examinations and tests
When examinations and tests are taken, the requirements set in the following paragraphs must be
met:
1. The student must be able to identify him/herself by way of his/her Multifunctional Card
(MFC). In addition, when asked, the student must identify him/herself with a valid proof of
identity.
2. The student must be present in the examination room five minutes before the start time
and seated in the seat indicated by the organisation.
3. Anyone who arrives more than 30 minutes late as a result of force majeure may be denied
admission.
4. Students are not allowed to leave the room during the first 30 minutes.
5. The instructions of the examiner or invigilator must always be followed.
6. The specified time for a test and/or examination includes the distribution and collection of
examination assignments or answer forms.
7. On receiving the test and/or examination assignments, the student must check whether the
student has received a correct and complete copy.
8. Students are not permitted to take the examination or test on answer forms other than
those distributed by the invigilator.
9. The student must - if applicable - place on the test or examination assignments and the
answer form:
a.
name
b.
student number / contact number
c.
test and/or examination
d.
number of answer form sheets to be handed in
e.
date on which the test and/or examination was taken
f.
student’s signature
10. The use of aids other than writing materials and the materials handed out on site is allowed
only if this is explicitly stated.
11. Electronic devices that can be used to view or store data must be turned off and put away
in a closed bag before the examination or test starts.
12. Students are not allowed to communicate with other persons in or outside the room where
the examination or test is being taken without permission from the examiner.
13. The examiner and the invigilator are authorised to take appropriate measures if order and
peace are disturbed.
29
14. The test and/or examination assignments must be handed in to the invigilator at the same
time as the answer forms upon signing out.
15. A student will be deemed to have taken a written test and/or examination if the test and/or
examination assignments and the total number of answer forms are handed in and the
attendance list has been signed. This article applies fully to a person who has not or has not
completely filled in the answer form.
16. For students with a functional limitation, the Examination Committee may allow an
extension of the standard duration of the examination and/or test and/or the use of aids, in
addition to the authority stipulated in Article 1 to adapt the test form further for students
with a functional limitation to the possibilities of the student concerned.
17. If a student wants to submit a complaint about the administration of a test and/or
examination, the student must immediately have his/her complaint noted down on the
protocol form by an invigilator of the test and/or examination. In addition the student has
to send a written complaint to the relevant Examination Committee.
18. If a student has a complaint about the content of the test and/or examination, this
complaint must be submitted in writing within two working days to the secretary of the
relevant Examination Committee. The necessary test and/or examination key will be made
available 24 hours after the end of the test and/or examination.
Article 6b
Practical course of affairs during digital examinations and tests
The requirements in the following paragraphs must be fulfilled when holding digital
examinations and tests:
a…..
b…..
Article 7
Oral examinations and tests
1. Not more than one student at a time may be tested orally, unless the Examination
Committee has decided otherwise.
2. An oral test or examination will not be administered in public, unless the Examination
Committee or the examiner in question has decided otherwise in a special case, or the
student has objected to this.
3. When an oral examination and/or a test with a study load of at least 28 hours is
administered, a second examiner must be present or the examination and/or test
must be recorded by using audiovisual means.
Article 8
Determination of marks
1. The examiner determines the mark. As a rule, the period for determining the mark is
thirteen working days after the written work has been done. If this period is exceeded,
this must be communicated by the Examination Committee to the student together with
the reasons.
2. Regarding the marks of the last teaching period of a programme year, the
30
programmes may use an accelerated procedure.
3. An examiner must mark an examination and/or test for each student individually.
4. If the provisional mark on an examination and/or test is determined by more than one
examiner, the mark must be determined in consultation amongst them. If the
examiners cannot reach agreement, after those examiners have been heard, the final
mark will be determined by the chairman of the Examination Committee.
5. The date on which a student has passed a test and/or examination is the date on which
the test and/or examination was taken and marked. Antedating is not allowed.
6. The examiner must determine the mark of an oral test and/or examination
immediately, or on the same day after administering that test and/or examination and
provide the student with a written statement with the mark.
7. The Examination Committee must determine whether the student has met the
requirements set for the test and/or examination.
Article 9
Standards for the marks
1. The mark on an examination and/or test is expressed in a number on a scale of 1 to
10 with not more than one decimal or in a designation excellent / good/ sufficient/
insufficient.
2. The mark 5,5 applies as the lowest designation ‘sufficient’.
3. The following rules apply to the rounding off of decimals:
a.
The average of several numbers is rounded down (=shortened) to one
decimal.
b.
If applicable, a number with one decimal will be rounded off to a whole
number in the normal, arithmetic manner(in that case, the number 5,5 will be
rounded off to a 6).
4. If the examination and/or test mark is composed of various partial marks, the way in
which the mark will be calculated (for example an arithmetic or weighted average)
will be described precisely in the Teaching and Exam Regulation.
5. When taking an examination and/or test, the student will receive at least the mark
one or the designation insufficient.
6. If the maximum number of resits has not been passed, a student may submit a
request to the Examination Committee for a second opinion on the relevant test
and/or examination. The period for making the request is explained in Appendix
G
7. If a student resits a test and/or examination taken before, the highest mark obtained
will determine whether the student has fulfilled his/her obligations.
Article 10
Granting exemptions
1. An exemption by the Examination Committee is always granted individually on the
31
basis of its exemption policy and with due observance of the following provisions of
this article.
2. All students studying at one of the Stenden University of Applied Sciences campus sites
will, at any given point, follow a representative part of the programme's curriculum
with a scope of 60 EC of the curriculum at the Dutch institution. This is applicable for
students enrolled since September 2012.
3. Students from selected contract partner schools are exempted for parts of the Study
Program. The programs of the different partner schools have all been evaluated and
assessed on components also contained in the Tourism Management Programme of
Stenden hogeschool. Where subjects have been sufficiently covered at the contract
school the corresponding exemptions are extended to the individual student. The
evaluations and curriculum assessments have led to the establishments of four
different study routes as follows:
32
a.
Year 1
International Tourism Management Short Track APL4a
Exempted from 51 EC of 1st year/ 30 EC from internship
Subject
Credits
Exemption
Compulsory
Introducing the Tourism
Profession 1 & 2
6+3 EC
9 EC
Organisations & Personnel 1
6+3+3 EC
12 EC
Tourism Marketing
6+3+3 EC
12 EC
Tourism Product
6+3 EC
9 EC
English 1, 2, 3
3+3+3 EC
6 EC
Progress Test Yr1
3 EC
3 EC
Intercultural Sensitivity
3 EC
3 EC
Tourism Exploration 1
3 EC
3 EC
3 EC (English 3)
(SSW + PPD)
Year 2
Total
60 EC
51 EC
9 EC
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
Tourism Resource
Development
12 EC
12 EC
Destinations Marketing &
Management
12 EC
12 EC
Tourism Industry
Operations Management
9 EC
9 EC
Progress Test Yr2
3 EC
3 EC
Foreign language 1, 2, 3, 4
3 +3+3+3 EC
12 EC
Total
60 EC
-
60 EC
33
Year 3
Subject
Credits
Exemption
Compulsory
Strategic Management
12 EC
12 EC
Tourism Research Project
9 EC
9 EC
Progress Test Yr3
3 EC
3 EC
3 EC
3 EC
Competence in Practice
3 EC
3 EC
Minor
15 EC
15 EC
Minor
15 EC
15 EC
Total
60 EC
Subject
Credits
Exemption
Industrial Placement a
30 EC
30 EC
Industrial Placement b
12 EC
12 EC
Dissertation
18 EC
18 EC
Total
60 EC
30 EC
30 EC
Total
240 EC
84 EC
156 EC
(PPD & JAT)
Year 4
-
60 EC
Compulsory
34
b.
Year 1
International Tourism Management Short track APL4b
Exemption for 51EC of 1st year; 30 EC from minors; 30 EC
from internship
Subject
Credits
Exemption
Compulsory
Profession 1 & 2
6+3 EC
9 EC
6+3+3 EC
12 EC
Tourism Marketing
6+3+3 EC
12 EC
Tourism Product
6+3 EC
9 EC
English 1, 2, 3
3+3+3 EC
6 EC
Progress Test Yr1
3 EC
3 EC
3 EC
3 EC
3 EC
3 EC
3 EC (English 3)
(SSW + PPD)
Year 2
Total
60 EC
51 EC
9 EC
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
Tourism Resource
Development
12 EC
12 EC
Management
12 EC
12 EC
Tourism Industry
9 EC
9 EC
Progress Test Yr2
3 EC
3 EC
3 +3+3+3 EC
12 EC
Total
60 EC
-
60 EC
35
Year 3
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
9 EC
9 EC
Progress Test Yr3
3 EC
3 EC
3 EC
3 EC
3 EC
3 EC
Minor
15 EC
15 EC
Minor
15 EC
15 EC
Total
60 EC
30 EC
30 EC
Subject
Credits
Exemption
Compulsory
30 EC
30 EC
12 EC
12 EC
Dissertation
18 EC
18 EC
Total
60 EC
30 EC
30 EC
Total
240 EC
114 EC
126 EC
(PPD & JAT)
Year 4
36
c.
Year 1
Programme for International Tourism Management Short Track APL8a
Exemptions for: 54 EC of the 1st year; 2nd year (60 EC); 30
EC from internship.
(This route is only available to students from accredited schools)
Subject
Credits
Exemption
Compulsory
Profession 1 & 2
6+3 EC
9 EC
6+3+3 EC
12 EC
Tourism Marketing
6+3+3 EC
12 EC
Tourism Product
6+3 EC
9 EC
English 1, 2, 3
3+3+3 EC
6 EC
Progress Test Yr1
3 EC
3 EC
3 EC
3 EC
3 EC
Total
60 EC
54 EC
6 EC
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
Tourism Resource
Development
12 EC
12 EC
Management
12 EC
12 EC
Tourism Industry
9 EC
9 EC
Progress Test Yr2
3 EC
3 EC
3 +3+3+3 EC
12 EC
Total
60 EC
60 EC
3 EC (English 3)
3 EC
(SSW + PPD)
Year 2
-
37
Year 3
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
9 EC
9 EC
Progress Test Yr3
3 EC
3 EC
3 EC
3 EC
3 EC
3 EC
Minor
15 EC
15 EC
Minor
15 EC
15 EC
Total
60 EC
-
60 EC
Subject
Credits
Exemption
Compulsory
30 EC
30 EC
12 EC
12 EC
Dissertation
18 EC
18 EC
Total
60 EC
30 EC
30 EC
Total
240 EC
147 EC
93 EC
(PPD & JAT)
Year 4
38
d.
Year 1
Year 2
Programme for International Tourism Management Short Track
APL8b
Exemptions for: 54 EC of the 1st year; 2 nd year (60EC), Internship
(42EC).
Subject
Credits
Exemption
Compulsory
Profession 1 & 2
6+3 EC
9 EC
6+3+3 EC
12 EC
Tourism Marketing
6+3+3 EC
12 EC
Tourism Product
6+3 EC
9 EC
English 1, 2, 3
3+3+3 EC
6 EC
Progress Test Yr1
3 EC
3 EC
3 EC
3 EC
3 EC
Total
60 EC
54 EC
6C
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
Tourism Resource
Development
12 EC
12 EC
Management
12 EC
12 EC
Tourism Industry
9 EC
9 EC
Progress Test Yr2
3 EC
3 EC
3 +3+3+3 EC
12 EC
Total
60 EC
60 EC
3 EC (English 3)
3 EC
-
39
Year 3
Subject
Credits
Exemption
Compulsory
12 EC
12 EC
9 EC
9 EC
Progress Test Yr3
3 EC
3 EC
Tourism Exploration ST
3 EC
3 EC
3 EC
3 EC
Minor
15 EC
15 EC
Minor
15 EC
15 EC
Total
60 EC
-
60 EC
Subject
Credits
Exemption
Compulsory
30 EC
30 EC
12 EC
12 EC
Dissertation
18 EC
Total
60 EC
42 EC
18 EC
Total
240 EC
156 EC
84 EC
(SSW, PPD & JAT)
Year 4
18 EC
40
4. Students of cohort 2012, with an MBO - diploma level 4, focusing on
Tourism, are exempted from a part of the internship (30 credits) and the
minor program (30 EC). Students from cohort 2013 are no longer entitled
to exemptions on the basis of an MBO diploma level 4. Students of cohorts
of 2011 or earlier, with an MBO level 4 diploma should refer to the TER of
their cohort for guidance on possible exemptions.
5. A student who wants to qualify for the aforementioned exemptions must
submit a reasoned request to this effect to the Examination Committee. The
diploma must be submitted with the request, as well as further evidence to
show that the requirements for the units of study for which the exemption is
requested have been met.
6. Exemptions can be based partly on APL. A person who thinks the student
qualifies for one or more exemptions on the basis of an APL procedure must
submit a reasoned request to that effect to the Examination Committee,
enclosing the APL report.
7. A person who thinks the student qualifies for exemption from taking an
examination or test on grounds other than those referred to in the preceding
paragraphs must send a written, reasoned request to that effect to the
Examination Committee, with which the evidence supporting the request is
also submitted.
8. The Examination Committee will assess partly on the basis of the evidence
submitted whether the requirements set for the relevant unit of study or
components thereof have been met.
9. The Examination Committee will grant an individual request for an exemption
if the requester demonstrably meets the requirements set for the relevant unit
of study, or for - sufficiently completed - parts thereof. The Examination
Committee will inform the student of its decision within six school weeks,
counting from the date on which the request is received. The Exam Committee
will determine the grade.
10. Exemptions will be shown in the student’s list of marks, with the description
“exemption”. An examination and/or test for which the student has obtained
an exemption will not count in any averaging to a final mark for the unit of
study in which this examination and/or test is involved.
Article 11
Award of credits
1. If a unit of study is concluded with an examination, the unit of study will have been
passed and the corresponding credits will be awarded if the student has passed the
examination and/or test.
2. If a unit of study is concluded by two or more (partial) tests, the unit of study will
have been passed and the corresponding credits will be awarded if the student has
received a sufficient mark for the unit of study and has also passed the (partial) tests
and/or partial examinations and met the requirements set for this.
3. If a student has obtained an exemption from a unit of study, the unit of study has
been passed and the corresponding credits will be awarded.
41
4. A minor programme is passed and the corresponding credits will be granted if the
student has passed all units of study of which the minor is composed.
5. The date on which the test and/or examination, or the last partial test was taken,
including the mark that led to passing the unit of study or the minor, will be
registered as the date on which the credits are awarded. Antedating is not possible.
6. If a unit of study in full time or part time education relates to the practical
preparation for practicing a profession, credits will be awarded for that unit of study
only if the activities are carried out with the prior formal approval of the
Examinations Committee.
Article 12
Recording and publication of marks
1. Marks assigned to the student must be entered in the automated study progress
registration system (ProgRESS.www) no later than 15 workdays after taking the
examination and/or test. The use of this system is subject to the conditions of the
institution’s Personal Data Protection Regulation.
2. Study results are registered under the responsibility of the Examination Committee.
3. A student will not receive any written proof of the marks obtained but may inspect
them in ProgRESS.www.
4. If a student discovers an error on his/her list of marks, the student should directly
contact the ESO Test Service Bureau. If they do not discover any error, the student
must contact the Examination Committee in writing not later than four school weeks
after the final mark of a unit of study is determined.
5. If the mark on a test and/or examination is missing on the publication list, the student
concerned must directly contact the ESO Test Service Bureau.
6. If the mark on a test and/or examination is missing, the protocol form, attendance list
and test assignments will be checked by the ESO Test Service Bureau.
7. If a student is registered as present on the protocol form and attendance list and the
test and/or examination assignment is missing, the student must submit a written
complaint to the secretary of the Examination Committee.
Article 13
Term of validity of students’ marks
1. The term of validity of examination components is in principle unlimited. In departure
from this, the Examination Committee may impose an additional or substitute
examination on a student if the examination component was passed more than eight
years ago.
2. The results determined by the Examination Committee count as legal proof.
Article 14
Inspection of examinations and tests
1. The Examination Committee must see to it that a student is able to inspect the
written examination and/or test work the student has done and has been marked
42
within two months from the last day of an examination and/or test period or at least
ten school days before any resit, unless the periods set must be departed from on
the basis of reasonableness and fairness.
2. A student may only be allowed to inspect written and marked examination and/or
test work in the presence of the examiner in question or the latter’s replacement.
3. The Examination Committee may decide that inspection or perusal is to be done at a
fixed place and at a fixed time.
Article 15
Retention of examinations and tests taken
1. The Examination Committee must see to it that inspectorates and organisations
involved in the accreditation process can inspect the instructions, assignments and
accompanying marking standards for the written and practical examination
components, as well as that they are able to inspect the written examination and/or
test work.
2. In case of appeal against the mark on a written examination and/or test, the work
must be retained during the period that the appeal has not yet been decided.
3. The Examination Committee must see to it that for each student, the marks or
designations obtained by each student during the propaedeutic and postpropaedeutic phase and the results on the examination and the corresponding test
and/or examination work is retained in the archives of the programme in accordance
“Selection list for the administrative records of public authority tasks and non-public
work processes of Dutch universities of applied sciences”, (2013).
4. When a student has handed in the test and/or examination assignments and the
total number of answer forms after the end of a test and/or examination, the
invigilator will record this on the protocol form. At that time, the responsibility for
careful retention of a written examination work will pass to the University of
Applied Sciences.
5. Should the examination and/or test work referred to in Article 15.4 nevertheless get
lost, owing to which no mark can be given, this course of affairs will be established
by the Examination Committee. Subsequently, after having heard the student in
question, the lecturer or coordinator concerned will determine the time at which and
the form in which the test and/or examination has to be taken again.
6. The Examination Committee must place the documents referred to in the preceding
paragraphs in safekeeping in such a way that the authenticity of the documents is
guaranteed during the retention period.
7. The student must keep a copy (written and/or digital) of the examination and/or test
(component) submitted in his/her possession for one year after it is handed in, in so
far as circumstances do not prevent this.
8. A copy of the degree diploma and diploma supplement must be kept in the archives
for thirty years.
43
Article 16
Fraud and plagiarism
1. If a student or extraneus commits fraud and/or plagiarism, the Examination
Committee may deny the person concerned the right to take one or more tests,
examinations or interim examinations to be designated by the Examination
Committee, for a period to be determined by the Examination Committee of one year
at most.
2. In case of serious fraud, the Executive Board, on a motion by the Examination
Committee, may definitely terminate the registration of that student or extraneus for
the programme.
3. What is regarded in this article as being fraud or serious fraud within the meaning of
article 7.12b of the WHW is set out in more detail in the Fraud and Plagiarism
Regulations of Stenden University of Applied Sciences, as attached to the Students’
Charter as an appendix.
Article 17
Intellectual property
1. The student is entitled to the copyright of the work, provided the student can be
considered the author.
2. The person indicated as such on or in the work will be considered the author, barring
proof to the contrary.
3. If the work was created according to the design of someone other than the student
and also worked under this person’s direction and supervision, this other person will
be considered the author of that work.
Article 18
Legal protection
1. A student who disagrees with an Examination Committee’s decision based on the
articles in this chapter, may lodge an objection with the Examination Committee of the
programme.
44
6
Study Career Advice and Recommendation on Continuation of Studies
Higher Education and Research Act (WHW): art. 5.5, 7.8b, 7.13, 7.34, 7.51, 7.59,
11.15.
Article 1
Study career advice
1. The Head of School will see to it that each student receives a study career advice,
partly for the purpose of his/her orientation to possible courses of study in and
outside the programme.
2. In study career counselling, the Head of School must give special care to counselling
of students with a functional limitation, whose participation in higher education
substantially lags behind the participation of students who do not belong to this
group.
3. On behalf of the Executive Board, the Head of School must give special care to the
counselling of students belonging to an ethnic or cultural minority, whose
participation in higher education substantially lags behind the participation of native
Dutch people who do not belong to such a minority.
4. Students can contact their study coach for problems directly connected with their
studies.
5. Students can contact their student counsellor for problems of a personal nature,
whether or not directly connected with their studies.
Article 2
Recommendation on continuation of studies at the end of the first year
of registration for the same programme at the same institution
1. On behalf of the Executive Board, the Examination Committee will issue to each
student a recommendation on the continuation of his/her studies within the
programme at the end of his/her first year of registration for the same programme at
the same institution in the post-propaedeutic phase of the programme.
2. In case of enrolment in September, the letter in which the Examination Committee
notifies the student of the recommendation may not be sent to students later than in
the third week of July.
3. In departure from paragraph 1, for those who enrol in February the word ‘year’ will
be replaced by 13 months. This exception to the regular enrolment in September is
made for organisational reasons due to a different structure of the programme year
for students enrolling in February. In the case of students enrolling in February, the
letter in which the Examination Committee notifies the student of the
recommendation may not be sent later than in the last week of February.
4. The recommendation on continuation of studies will be binding and rejecting in
nature if a student has obtained fewer than 51 credits from the propaedeutic phase,
and has not passed units of study from the propaedeutic phase designated by the
45
programme with a sufficient mark at the time the recommendation is given.
5. The units of study designated by the programme as referred to in the last sentence
are (for both the September and February programmes):
51 EC including completion of Personal Professional Development and a minimum of
one 3EC block of Business Economics (BE1 or BE2);
6. Marks obtained through an exemption will count in determining whether the
minimum of 51 credits has been obtained.
7. Students who have terminated their registration in the interim in the course of a
programme year will receive a recommendation for the propaedeutic phase not later
than at the end of the programme year that may also be a binding recommendation
with rejection, unless - in view of the student’s personal circumstances - the
Examination Committee has no reason to issue a binding recommendation on
continuation of studies with rejection (BSA).
8. Students who have registered for a programme, discontinued their studies and then
registered again for the same programme at the same institution are legally
considered ‘students in the second year of registration’. This means that these
students must have fulfilled all their propaedeutic requirements at the end of their
second year of registration.
Article 3
Recommendation on continuation of studies at the end of the second
year of registration for the same programme at the same institution
1. On behalf of the Executive Board, the Examination Committee will issue a binding
recommendation on continuation of studies with rejection (BSA) if a student has not
passed the propaedeutic examination at the end of the second year of registration
for the same programme at the same institution.
2. In the case of students enrolling in September, the letter in which the Examination
Committee notifies the student of the recommendation may not be sent later than in
the third week of July.
3. In departure from paragraph 1, for those who enrol in February the word ‘year’ will
be replaced by 13 months. This exception to the regular enrolment in September is
made for organisational reasons due to a different structure of the programme year
for students enrolling in February. In the case of students enrolling in February, the
letter in which the Examination Committee notifies the student of the
recommendation may not be sent later than in the last week of February.
4. Students who have terminated their registration for the programme in the interim in
the course of the programme year will receive a recommendation for the postpropaedeutic phase at the end of the programme year that may also be a binding
recommendation on continuation of studies with rejection, unless - in view of the
student’s personal circumstances - the Examination Committee has no reason to
issue a binding recommendation on continuation of studies with rejection (BSA).
5. After expiry of the period referred to in paragraphs 2 and 3 of this article, no binding
recommendation on continuation of studies with rejection (BSA) can be issued
46
anymore.
Article 4
Conditions for a Binding Recommendation on Continuation of Studies
with Rejection (BSA)
1. A binding recommendation on continuation of studies with rejection (BSA) will not be
issued if the student has not been warned (in writing) at least once during the
programme year in good time by the programme and in a reasonable time that if
circumstances do not change, the student could receive a binding recommendation on
continuation of studies with rejection, as well as what the consequences would be.
2. If applicable, the student must report special circumstances to the student counsellor
and possibly the study coach in a timely manner and request the Examination
Committee to take them into consideration in its decision on issuing a binding
recommendation on continuation of studies with rejection (BSA). The Examination
Committee can ask the student counsellor and study coach concerned for further
advice on possible personal circumstances that could justify not issuing a binding
recommendation on continuation of studies with rejection (BSA) to the student
concerned only with the student’s consent.
3. A report of special circumstances will be deemed to have been made in good time if
the student reports the circumstances as soon as they occur or very soon
afterwards.
4. The following are considered special circumstances:
a.
Illness;
b.
Pregnancy;
c.
special family circumstances;
d.
physical, sensory or other functional disorders;
e.
administrative activities a student carries out in the context of student
participation at Stenden on which the student spends a substantial amount of
time, to be assessed by the Executive Board, on condition that the student
can demonstrate that the applicable facilitation does not compensate the
delay in studies and they can therefore be considered special circumstances.
5. The situations referred to under a. to d. must be established in writing by an
independent expert.
6. If the Examination Committee decides not to issue a binding recommendation on
continuation of studies with rejection (BSA) in cases as referred to in the preceding
paragraph, the Examination Committee will be entitled instead to issue a non-binding
recommendation to the student concerned.
7. Depending on the nature of the special circumstances, the student can request the
Examination Committee to treat the information provided in the context of the
recommendation referred to in the second paragraph confidentially.
8. Irrespective of the provisions in the preceding paragraphs, before proceeding to
issue the binding recommendation on continuation of studies with rejection (BSA),
the Examination Committee must give the student the opportunity to be heard by or
on behalf of the Examination Committee.
47
Article 5
Consequences of a binding recommendation on continuation of studies
with rejection (BSA)
1. A person who has received a binding recommendation on continuation of studies with
rejection (BSA) can no longer register at the institution for the same programme as
a student or extraneus for at least one year. After this period, in case of a renewed
registration, the person concerned must make it plausible to the satisfaction of the
Examination Committee of the programme that the programme can be taken
successfully.
2. If the student receives a binding recommendation on continuation of studies with
rejection (BSA), his/her registration will be terminated by the Executive Board in
accordance with the applicable deregistration procedure in Chapter 2 of the Students’
Charter.
3. The Examination Committee will be authorised under certain conditions to
compromise in cases of extreme unfairness which might occur if a binding
recommendation on continuation of studies with rejection (BSA) were issued.
Article 6
Transfer from the propaedeutic to the post-propaedeutic phase
1. At the end of the first programme year, the Examination Committee will determine
which students may progress from the propaedeutic phase to the post-propaedeutic
phase. The following categories of students are admissible:
a.
students who have passed the propaedeutic examination;
b.
students who have obtained at least 51 credits in the propaedeutic phase
and have not received a binding recommendation on continuation of studies
with rejection (BSA) for a different reason.
2. A student who has obtained 51 or more but fewer than 60 credits from the
propaedeutic phase must draw up a study plan in consultation with the study coach
primarily aimed at making up the lag in the propaedeutic phase. In this study plan,
the units of study of the post-propaedeutic phase will be determined to which the
student can be admitted.
3. A student who has obtained 51 or more but fewer than 60 credits from the
propaedeutic phase must first consult with the study coach but afterwards will have
direct access to all units of study of the post-propaedeutic phase.
4. In working out both preceding paragraphs, one must take into account that the
student is not allowed to take a unit of study from the post-propaedeutic phase that
is a direct continuation of a unit of study from the propaedeutic phase which he or
she still has not passed. Account must also be taken of the provisions of Chapter 5,
article 2 on the order in which tests and/or examinations can be taken.
5. A student cannot derive any rights from taking courses from the propaedeutic phase
as well as the post-propaedeutic phase regarding the manner of scheduling. It is
therefore possible that such courses will be given at the same time.
48
Article 7
Referral in the post-propaedeutic phase
1. [Alternative 1. If this alternative is applicable, replace the text of paragraphs 2 and 3
by Not applicable] Students of the programme will have access to all specialisations
described in Chapter 3, article 2.
1. [Alternative 2] The Examination Committee may decide that a student in the postpropaedeutic phase will only have access to one or a few of the specialisations
described in Chapter 3, article 2.
2. The Examination Committee will base its decision on:
a.
the student’s study results: [Fill in further requirements]
b.
and/or the extent to which the programme taken by the student is sufficiently
in line with the specialisation desired by the student:[Fill in further
requirements].
3. The Examination Committee must give the student the opportunity to be heard
before proceeding to take a decision. In the decision, the Examination Committee
must take account of the student’s personal circumstances.
Article 8
Legal protection
1. A student who disagrees with the issued recommendation on continuation of studies
may lodge an objection with the Examination Committee of the programme.
4. The consequence of an objection or appeal procedure concerning a binding
recommendation on continuation of studies with rejection (BSA) is that as long as the
student has not yet received an irrevocable decision before courses start on 1
September, the student cannot reregister.
49
7
Examination Committee
Higher Education and Research Act (WHW):
7.28, 7.30, 7.42a, 7.61
Article 1
7.10,7.11,7.12,7.12b, 7.12c, 7.13,
Formation and composition of the Examination Committee
1. Each programme or group of programmes has an Examination Committee. The
Examination Committee is the body that determines in an objective and expert manner
whether a student meets the conditions these regulations set with respect to
knowledge, insight and skills that are necessary to obtain a degree as referred to in
Article 2 in Chapter 4 of this TER. The composition, manner of working, duties and
powers of the Examination Committee are worked out in the Examination Committees
Regulations of Stenden University of Applied Sciences.
50
8
Final and implementing provisions
Article 1
Hardship clause
1. The Examination Committee is authorised under certain conditions to take account of
exceptional cases of extreme unfairness that might occur in applying this TER.
Article 2
Unforeseen circumstances
1. In cases for which this TER does not provide and for which an immediate decision is
necessary, the Examination Committee will decide on the basis of reasonableness
and fairness.
Article 3
Publication of the regulations
1. The Head of School will provide for appropriate and timely publication of these
Teaching and Examination Regulations.
Article 4
Official title, entry into effect
1. These Teaching and Examination Regulations which will be adopted by the Executive
Board after having heard the Central Participation Council in accordance with Article
10.20 WHW, replace the previous Teaching and Examination Regulations applicable
to the programme and can be cited as the Teaching and Examination Regulations of
the programme Hoger Toeristisch en Recreatief Onderwijs/ Tourism
Management Fulltime, croho number 34410, Hoger Toeristisch Recreatief
Onderwijs / Tourism Management Associate Degree fulltime, croho number
80072 and will enter into effect on 1 September 2014.
51
Appendix A : Competencies of the programme
After completing the programme, the student should be able to work as a professional
practitioner independently and with a critical attitude, and the student should have the
following competencies at higher professional education level:
HBO- domain competencies Bachelor of Business Administration
a. Development of a vision on changes and trends in the external environment and
developing relationships, networks and chains.
b. Analysing policy problems and translating these in policy objectives and alternatives,
and preparing for decision-making.
c. Implementation of Human Resource Management in view of the strategy of the
organisation.
d. Organising, controlling and improving business and organisational processes.
e. Analysis of the financial and legal aspects, internal processes and the company or
organisation’s environment in order to strengthen connection and interaction.
f. Development, implementation and evaluation of the change process.
HBO domain competencies Generic
g. Social and communicative competence (interpersonal and within the organisation)
h. Self Management (self steering competency)
Tourism Management specific competencies
i. Balancing between People, Planet and Profit
HBO domain competencies Economic
j. Initiating, creating and marketing of products and services.
The relationship of these competencies to the Tourism Management curriculum is elaborated
in the following appendices.
52
Competence-module matrix: BBA
Year 1
DOM
BBA
Year 2
COMP
ITP
OP1
1
X
X
OP2
X
2
X
X
3
X
X
X
4
X
X
X
5
X
X
6
HBO
TM TP
X
DMM TIO
SM
TRP
IP
DISS
X
X
X
X
*
*
X
X
*
*
X
X
X
X
*
*
X
X
*
*
X
X
X
*
*
X
X
*
*
X
7
X
X
X
X
8
X
X
X
X
TM
9
X
X
X
COM
10
X
X
X
X
Year 4
TRD
X
X
Year 3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
*
*
X
X
X
X
*
*
X
*The competences addressed in the industrial placement and dissertation is dependent on
the specific research focus of the student.
DOM: Domain
COMP: Competence
BBA: Bachelor of Business Administration
HBO: Hoger Beroeps Onderwijs
TM: Tourism Management
COM: Commerce
ITP: Introducing the Tourism Profession
OP1: Organisations & Personnel 1
TM: Tourism Marketing
TP: The Tourism Product
TRD: Tourism Resource Development
DMM: Destinations Marketing & Management
TIO: Tourism Industry Operations
SM: Strategic Management
TRP: Tourism Research Project
IP: Industrial Placement
Diss: Dissertation
53
Appendix B: Year 1 (Propaedeutic Phase)
Study Load norms Stenden 2014-2015
All full-time programmes at Stenden use a standard approach to calculate and manage study
load, based on the following principles:
Each school year comprises 4 module periods of 9 weeks. Each module period includes one
week for testing. Each module period represents a study load of 15 EC. Part of the EC for each
year is allocated to the Progress Test whilst part of the EC for each module period is used to
assess content of the module. Each assessed component of the curriculum represents a
minimum of 3 EC or multiples of 3EC (i.e. maximum of 5 tested elements per module period).
PBL (comprising elements of case work and themed education) forms the basis of the
education. Central to this is group work and problem-solving in the tasks. Furthermore, the
programmes relate the PBL tasks to industry relevance, personal experience and practical
work.
For every programme a minimum standard of 12:12 applies (each PBL group has 12 student
members and each student has a minimum of 12 contact hours per week).
Contact Hours
1st year BBA / AD Tourism Management (full-time)
Module 1
Module 2
Module 3
Module 4
Lectures
45
44
24
40
153
PBL
40
46
32
40
158
Workshops
23
42
47
50
162
Fieldwork/ Excursions
0
0
0
49
49
Study Coaching / PPD
8
3
3
3
17
15
11
14
13
53
131,0
146,0
120,0
195,0
592,0
8,0
8,0
8,0
8,0
Tests
Totals
Number of class weeks per
module period:
The standard norm is that for every 1 contact hour the student experiences, they must invest
3 hours of self study (i.e. 10 clock hours of contact with a teacher in a week should be
matched with 30 hours of self study in the week).
Each PBL group meets twice for 2 contact hours each week to work on the tasks. The
remaining contact hours comprise other educational activities (workshops, lectures, study
54
coaching, etc). PBL groups are further subdivided or merged to provide optimal conditions for
each activity.
These standards are guidelines representing average situations: the intensity of contact hours
may vary within a programme or a module, with the initial stages tending to be busier. In the
upper years of the programme, PBL may be replaced with other work forms including project
work and work placement. Other differences that should be noted include: 1 contact hour of
lecture for a large group has a different impact than 1 contact hour of individual study
coaching or 1 hour spent in a small group.
Each year these work guidelines are monitored in relation to the study conduct. These
elements are addressed in Stenden-specific questions in the NSE.
Year 1 (Propaedeutic Phase)
Module 1
Introducing the
Tourism Profession
(A)
Module 2
Organisations and
Personnel 1 (A)
Tourism Profession
(B)
Tourism Marketing
(A)
Tourism Product (A)
3EC
Organisations and
Personnel 1 (B)
Tourism Marketing
(B)
6EC
3EC
Tourism Exploration
1
Module 4
3EC
6EC
Introducing the
Module 3
3EC
Tourism Product (B)
3EC
Research 1
3EC
6EC
Business Economics 1
3EC
3EC
Business Economics
2
Progress Test Year 1
3EC
3EC
English 1
English 2
English 3
3EC
3EC
3EC
Intercultural
Sensitivity
3EC
55
Introducing the Tourism Profession
Learning outcome:
By the end of this module, the student is expected to explain the role of people, profit, planet,
private and public sector and external influences on the tourism industry.
Introducing the Tourism Profession (A): 6EC
This introductory module aims to provide the student with a basic understanding of the
structure of tourism and the role of the tourism professional. It provides a general
overview of the industry, with emphasis on the socio-cultural, economic, and
environmental importance of tourism, the variety of destinations, the motivation for
travel, the external influences on the industry, and the trends. The comprehensive nature
of this module can help students learn about and appreciate the complexity of the tourism
industry and the tourism professional. Moreover, during this module there will be a focus
on the development of the student. The student works on assessing his/her work and that
of his/her peers. Frequent workshops are scheduled to discuss the development and other
important issues. In groups, students focus on an analysis of a selected destination, using
PESTEL and stakeholder analyses to consider what markets can best serve the needs of
the destination. In addition, management skills form an important component of the
module and are also addressed through a series of workshops.
Assessment
Destination Analysis & Management Skills (written
assessment & presentation)
Norm & Weight
5.5 (100%)
Introducing the Tourism Profession (B): 3EC
This block forms the main theoretical basis of the module, with emphasis on the sociocultural, economic, and environmental importance of tourism, and the motivation among
tourists for travel. Students will demonstrate their developing command of the theory
through creation and development of mind maps, which they present within their PBL
groups. There is also a written assessment in which students show their individual
research and writing skills regarding a tourism topic.
Assessment
Norm & Weight
Presentation & written assessment
5.5 (100%)
Learning Outcome:
At the end of the module the student is able to explain the internal and external influences on
an organisation, the structuring of an organisation including its processes, and the managerial
concepts (concerning motivation, leadership and ethics) of an organisation.
56
Organisations & Personnel 1 (A): 3 EC
For this individual part the student will focus on understanding the management and
operations of an organisation by means of desk research. The student will include the
structure and management of an organisation, knowledge about stakeholders and
external factors that have an influence on an organisation, knowledge about the different
legal forms of organisations, and knowledge about the different management positions
and roles in an organisation.
Assessment
Norm & Weight
Organisation Analysis
(individual written assessment)
5.5
(100%)
Organisations & Personnel 1 (B): 6 EC
The main themes of the module are strategy, leadership, motivation theories, decision
making processes, personnel and middle management, with an emphasis on linking theory
with practice. Taking the theoretical knowledge of management and placing this in the
context of business reality, students work in groups to analyse an organisation through an
interview with a manager.
The corresponding management skills workshops provide the student with the necessary
skills to perfom a professional interview.
Assessment
Norm & Weight
Group Company Analysis & Management Skills & Excel
(written assessment & presentation)
5.5 (100%)
Business Economics 1: 3 EC
Bookkeeping is one of the core operations in an organisation. Making sure that everything
is financially well documented will help to prevent you from making wrong decisions. It will
also help you to know that your business is properly organised.
This building block covers the basic principles of bookkeeping. The following subjects are
dealt with successively: the balance sheet, the ledger, the journal, the sub ledgers, the
special journals and the classification system, and the mutual relationships between the
different components in the 8 column financial statements. This is all placed in the
situation of a company.
Assessment
Norm & Weight
Business Economics Test
5.5 (100%)
Tourism Marketing
Learning Outcomes:
The student is able to develop a tourism marketing plan by applying basic marketing theory
adapted to the tourism industry.
The student is able to demonstrate the ability to apply marketing theory to a practical
marketing problem in the tourism industry.
57
Tourism Marketing (A): 3EC
This module will take the student further into the realm of marketing in tourism. Whereas
students have studied and discussed a number of themes and concepts in the previous
modules, in this module the focus lies in the application of these and other elements of
marketing for a tour operator. The consumer behaviour, the business environment, the
competition, marketing intelligence, strategy, the marketing mix, management
accounting, marketing communication and audit. These all play important roles in fulfilling
the company’s desire to make a profit and remain in the market. The challenge will be in
the application of the theory in a case study.
Applied Theory Test
(written assessment)
5.5 (100%)
Tourism Marketing (B): 6EC
In this block, students will discover the importance and difficulty of writing a marketing
plan for a tour operating organisation. Working in groups and coached with regular
feedback, students will carry out an audit of a selected destination, developing
objectives, creating a strategy and providing financial considerations for the marketing
plan.
Marketing Plan & Management Skills
5.5
(100%)
Business Economics 2: 3EC
Management accounting is generally concerned with the provision and use of accounting
information to managers within an organization. This permits the managers to be able to
make informed business decisions. Therefore they are better equipped in their
management and control functions. Management accounting information is forward
looking, historical, and uses extensive management information systems.
Some of the primary services performed by management accountants can comprise the
following: cost allocation; annual budgeting; capital budgeting; product profitability; cost
benefit analysis; cost-volume-profit analysis; variance analysis; and cost analysis.
Within the organisation, management will very often be called to make decisions on some
of the following issues:
1.
2.
3.
4.
Setting business objectives
Assessing alternatives and making decisions and plans.
Monitoring the outcomes.
Controlling and redefining its objectives and plans.
5.5 (100%)
58
Tourism Product
Learning outcomes:
At the end of the TP module students can explain what the tourism product includes
considering various tourism resources in the context of responsible tourism and technological
developments.
At the end of the TP module students can produce a clearly targeted (digital) guidebook for a
tourism destination.
Tourism Product (A): 3EC
In this module, the focus is on identifying tourism opportunities from basic resources in
order to develop successful tourism products in a responsible way. Themes include
resources analysis, inventories, assessment, certification and classification, experience
economy, service quality, risk management, and the influence of ICT on tourism
products.
Report & Management Skills
(written assessment, presentation)
5.5 (100%)
Tourism Product (B): 3EC
In this block, the emphasis is on application of theory. Drawing on the theoretical
knowledge, and through carrying out primary research during a fieldtrip to France,
students develop a guidebook for profiling tourism products of the area. The students
will also experience exposure to the industry and other stakeholders in determining the
opportunities for product development.
Module Assignment (inc. fieldtrip)
5.5 (100%)
(Assignment, market research report presentation)
Research 1: 3EC
Research
Fieldtrip 1 builds on research skills already introduced in English in a concentrated and
focused application, as part of the curriculum research line. The content includes
(written & oral
introduction
intoassessment)
research & an overview of research methods, writing an academic
research proposal (continuation from English 3), qualitative research methods &
conducting interviews, and writing a complete qualitative research report.
Research workshops & report (participation & written
5.5 (100%)
assessment)
English
Learning Outcomes:
By the end of the first two English modules, the students can use business communication at
B2 level in various professional situations.
By the end of the third English module, the students can write a well-structured critical
academic assignment (at B2 level), using sources from desk research.
59
English 1: 3EC
A significant number of hours in the first module period is devoted to the English
workshops. The training provided in these workshops and the homework assignments
enable the students to lay the basis for a solid understanding and execution of all aspects
of English usage in the business context. The programme is based on the textbook,
Market Leader: Upper Intermediate (3rd edition), and takes real life situations and role
plays as a starting point to accomplish proficiency (B2-C1 levels). The students will
acquire competences in all language areas (i.e. listening, reading, speaking, discussing
and writing summaries) by concentrating on building up their business terminology in
meetings and written products such as summaries. At the end of the module, the students
will be tested on their knowledge of the appropriate vocabulary and grammar as well as
on their ability to write summaries and speak fluently and correctly in business situations
(i.e. meetings).
Assessment
Grammar and Vocabulary Test
Summary Writing
Oral test
Norm & Weight
5.5 (30%)
5.5 (30%)
4.5 (40%)
English 2: 3EC
A significant number of hours in the second module period is devoted to the English
enable the students to further the basis for a solid understanding and execution of all
aspects of English usage in the business context. The programme is based on the
textbook, Market Leader: Upper Intermediate (3rd edition), and takes real life situations
and role plays as a starting point to accomplish proficiency (B2-C1 levels). The students
will acquire competences in all language areas (i.e. listening, reading, speaking, discussing
and writing) by concentrating on building up their business terminology in presentations,
and written products such as short reports. At the end of the module, the students will be
tested on their knowledge of the appropriate vocabulary and grammar as well as on their
ability to write short reports and speak fluently and correctly in business situations (i.e.
presentations).
Assessment
Grammar and Vocabulary Test
Report Writing
Oral test
Norm & Weight
5.5 (35%)
5.5 (15%)
5.5 (50%)
60
English 3: 3EC
The individual writing assignment is an opportunity for students to develop key academic
writing skills needed for the entire study programme. It builds on the skills studied in the
English programme, such as summarising, writing reports and using sources (APA
referencing style). It involves a series of workshops focused on defined sub products.
The Writing Assignment is regarded as a valuable instrument for assessing student
academic skills and is used to provide a qualitative assessment of each individual’s
performance as an indication for their continued studies. It may be used to support the
decision-making process in determining the Binding Study Advice issued to students
where there is some question about the student’s ability to proceed. All students will
receive feedback and advice on their academic writing competencies.
Assessment
Norm
Proposal
5.5 (25%)
(written assignment
assessment)
Written
5.5 (75%)
Intercultural Sensitivity: 3EC
The module seeks to prepare students for studying and working in an international and
intercultural environment and introduces them to relevant models and theories that
underpin their experience at Stenden. Various components to reflect, plan, articulate and
measure their intercultural development will be introduced and then built on in
management skills and in PPD, helping them to develop awareness of intercultural
sensitivity through academic study and practical assignments.
Assessment
Portfolio
Norm & Weight
5.5
100%
61
Tourism Exploration 1: 3 EC
Objectives PPD year 1
After year 1, the student is able to:
Explain what a competency profile is and what the competency profile of ITM is and how
it was developed;
Identify the study skills he / she possesses and which need to be further developed;
Understand how people learn, explain the different learning styles, levels of learning and
Kolb’s learning cycle and can apply these concepts to his /her own situation;
To reflect on his / her role in a group and on group dynamics and is able to use the Core
Quadrant Model for this purpose.
Formulate SMART development goals;
Use the PDP to steer his/ her personal and professional development;
Systematically use reflection as an instrument for learning and development;
Balance studies and leisure time. He knows what his / her time wasters are;
Actively plan and influence learning.
Make responsible choices with regard to studies and can investigate the consequences of
those choices;
Collect, select and evaluate information;
Motivate preference or certain sectors and / or jobs within the industry.
Assessment:
Participation Study Start Week,
attendance lectures + workshops module
1, 3 study coach meetings modules 2, 3
and 4, sufficient portfolio assignments
modules 1, 2, 3 and 4.
Norm:
Pass / fail
ITM Progress Test Year 1: 3EC
3EC is awarded when the student reaches the stated norm and having sat at least one
other test in the study year. In year 1 students can enrol for four different tests. It’s not
possible to meet the norm of year 2 in advance.
Year 1 Test Number of
True
False
Norm
Weight
EC
Questions
90
59
31
28
100%
3
62
Appendix C : Further elaboration on units of study of the curriculum for
the post-propaedeutic phase
Year 2
Module 1
Module 2
Module 3
Module 4
Organisations &
Personnel 2
Tourism Resource
Development
Destinations
Marketing &
Management
Tourism Industry
Operations
Management
9EC
12EC
12EC
12EC
Foreign Language 1
Foreign Language 2
Foreign Language 3
Foreign Language 4
3EC
3EC
3EC
3EC
3EC
Learning outcome:
At the end of the module the student can apply HRM instruments for recruitment, selection,
introduction, assessment, motivation and development purposes in organisations with a strong
service orientation. These instruments are derived from the organisational strategy.
Organisations & Personnel 2: 12 EC
The module is the logical follow-up to O&P1 from the first year, and builds on basic
knowledge and understanding of organisations, with a development of Human Resource
Management (HRM) theory and skills. The module has greater depth than O&P1 and
develops through integrating relevant aspects of HRM with organisational theory. In the
tourism industry, a great deal of emphasis is put on developing a strong service
orientation within organisations, and so much attention is given to optimising the factors
that determine success. The nature of customer contact has a direct impact on how
organisations are perceived by the customer. Therefore, future managers have an
important responsibility in recruiting, selecting, introducing, assessing, motivating and
developing employees. Management skills form an important component of the module
and are addressed through a series of workshops. The module focuses on the following
themes: the added value of HRM, diversity, leadership and management, career
development, job analysis, recruitment and selection, motivation, personnel plan, the
relationship quality of staff and service quality and HRM interviews.
Assessment
Norm & Weight
HRM Process, Binding & Bonding
5.5
(50%)
HRM Practice
5.5
(25%)
(BE Test)
5.5
(25%)
63
Tourism Resource Development
Learning outcome:
At the end of the TRD module students can produce a tourism management plan for a natural,
cultural or mixed site.
Tourism Resource Development: 12EC
The emphasis in this module is placed on finding a balance between sustainable tourism
development and economic exploitation of natural and cultural resources within
viable tourism product offerings. Issues of visitor management are coupled to ones
of conservation and guardianship in the pursuit of a long-term approach to the
development and use of tourism resources in the recognition that tourism can be
self-destructive if not managed with care. Furthermore, attention is paid to the
preservation/conservation of the material objects and to maintaining and improving
the social coherence and economic well-being of host communities.
The theme of the module assignment is UNESCO World Heritage. Students have to make
a proposal and management plan for a potential UNESCO site in Europe.
Assessment
Case Reports (oral & written assessment)
Norm & Weight
5.5 (25%)
Field Trip, Unesco Project & Management Skills
(written & oral assessment)
5.5 (50%)
Research 2 (written assessment)
5.5 (25%)
Destinations Marketing & Management
Learning Outcome:
By the end of the module the student is expected to construct a destination development plan
in an advisory capacity to a destination marketing/management organisation (DMO).
Destinations Marketing & Management: 12EC
More and more people are on the move, and all this activity provides employment for
millions, generates income for millions more and results in satisfaction or frustration
according to experience. The importance of tourism as a source of income is now widely
recognised. But, without a good planning, it is difficult to ensure economic benefit and
sustainability. Therefore, planning tourism at all levels is essential for achieving successful
tourism development and management. The experience of many tourism areas in the
world has demonstrated that, on a long-term basis, the planned approach to developing
tourism can bring benefits without significant problems, and maintain satisfied tourism
markets. Tourism should be planned at the national, regional and even site levels. At all
these levels, planning is concerned with tourism development policies, structure plans,
facility standards, institutional factors and all the other elements necessary to develop
and manage tourism. The module includes a field trip to the Costa Brava in Spain.
Assessment
Module Assignment, Case Reports & Law
Norm & Weight
5.5 (50%)
64
CBL, Fieldwork & Management Skills
5.5 (25%)
Business Economics 3 Test
5.5 (25%)
Tourism Industry Operations Management
Learning outcomes:
By the end of the TIO module students are able to demonstrate their understanding of service
design in tourism industry operations.
By the end of the TIO module students are able to produce a package for a targeted market
within the tourism industry.
By the end of the TIO module students are able to contribute to the operation of tourism
package services.
Tourism Industry Operations Management: 9EC
The main objective of the module is to present a detailed study of the role of Tour
Operators and is meant to provide the student with knowledge and skills in tour
wholesaling. Tourism Industry Operations builds on the Destinations Marketing and
Management module, integrating the content of previous modules in a detailed study of
the principal role of the tour wholesalers in combining transport and various other services
into tours or packages that are mainly sold through retail travel agencies to individual or
group travellers.
Marketing, management, law, automation, business economics, service operations
management and ethics all come together. The module includes a fieldtrip which
comprises a self-organised excursion. It forms a compulsory element of the module.
Assessment
TIO 1 Module Assignments 1-3
TIO 2 & Management Skills
(Participation, Reflection, presentation)
Norm & Weight
5.5 (33%)
5.5 (67%)
65
Foreign Language: 4x 3EC
Each student has to follow a course in one of the following modern languages: French,
German or Spanish. This course consists of 4 modules of 3 European Credits (EC) each.
French, German and Spanish are offered at B1 (intermediate level). The B1 language
courses will only take place if there are enough participants to form a group.
Learning outcome B1
The student demonstrates that he she is able to communicate orally and in writing at B1
level of the CEFR in the tourism profession.
The aim of the language courses at B1 is to teach the student to use the chosen language
in a professional, tourism and business oriented environment. The content of the language
courses is closely related to the wider tourism programme. Generally speaking, the French,
German or Spanish language courses are accessible to students who either have had a
minimum of 3 or 4 years schooling in the relevant language or/and who have had sufficient
practical experience in the language which is equivalent to 4 years of schooling.
Students without a minimum of 4 years of previous knowledge or equivalent experience in
French, Spanish or German will automatically take Spanish at beginners’ level, A1. For this
level no previous knowledge is required.
Learning outcome A1
After module 1, the student is able to read, write, understand and engage in conversations
on the following topics: greetings/ giving personal information / time telling /daily routine /
family / indicate where something or someone is at CEFR A1.1
Assessment
Norm & Weight
4x 3EC
5.5
(100%)
3EC is awarded when the student reaches the stated norm and has sat at least one other
test in the study year. In year 2 students can enrol for four different tests. It’s not possible
to meet the norm of year 3 in advance.
Year 2 Test
Number of
Questions
120
True
False
Norm
Weight
EC
78
42
36
100%
3
66
Year 3
Year 3
Module 1
Module 2
Module 3
Module 4
Strategic
Management
Tourism Research
Project
Minor
Minor
15EC
15EC
9EC
12EC
Competence in
Practice
3EC
Progress Test Year
3
3EC
3EC
Learning outcome:
The student can recommend the best strategic choice to management, based on an internal
and external analysis of a company.
Strategic Management: 12 EC
Strategic Management builds on the basic service organisational concepts relating to
management, research and economic principles covered in the first two years of the
curriculum. Major themes covered in the module include understanding strategy
development, strategic positioning, strategic choices, implementation of strategic
decisions, and values-based strategy. The management application project included in this
module runs for the duration of 9 weeks and encompasses a management simulation
game. A variety of case studies will be conducted requiring students to work in groups to
complete the course requirements.
Assessment
Cases & Test
Management Game
Norm & Weight
5.5
(50%)
5.5
(25%)
Participation
5.5
(25%)
Learning outcome:
By the end of the module the student is expected to be able to conduct relevant research with
the appropriate research method applied to the tourism sector.
67
Tourism Research Project: 9 EC
In this module the students work closely with the Research Groups of Stenden university.
The Research Groups of Stenden and work in close co-operation with the industry on
research projects and other activities. Students work on a variety of practical tasks,
allowing greater exposure to experiencing the real business world in order to help develop
their own business skills and competencies. This module also offers support in developing
the competencies needed for writing a Bachelor thesis.
The central theme of the module is: Research and Practice. Students carry out a research in
the field, either for a tourism company or organisation aimed at solving a specific problem
or fulfilling a specific information need, or as part of a longer term tourism research project.
The module aims at acquiring practical research skills by means of a project. By the end of
the module the student is expected to be able to conduct relevant research with the
appropriate research method applied to the tourism sector. The contents of the project
depend on the specific research needs during each module period. Although the contents of
the projects may therefore vary, the aim in every project is to analyse and evaluate
tourism activity or tourism potential. The analysis is based on data collected from primary
and secondary sources.
During the module period the students are doing research under supervision, initiating
activities, and analysing/solving problems. This constitutes the practical part of the
module.
Assessment
Group project
Lectures & Workshops & Project Management
Norm & Weight
5.5
(67%)
5.5
(33%)
Competence in Practice: 3EC
The CIP aspect of the ITM programme allows the students a considerable degree of
freedom to choose to participate in some form of activity for which they will be rewarded
with credits. Three CIP credits have to be obtained. They belong to the points structure of
the third year of study, but may be taken at any point in the curriculum.
It is important that students take part in activities that develop their professional
development. The activities on offer provide students with a chance to practice their
competencies. This means that from the description of the activity, students can derive
what competency and development curve is supported by the activity.
Assessment
Log book
Norm & Weight
Pass
(100%)
68
Learning outcomes:
The student is able to reflect critically on his own personal and professional performance.
Examples: time management, team role, participation in PBL, etc.
Student is able to use Ofman’s Core Quadrant model to find out which qualities need to be
further developed.
The student is able to use reflection in a systematic way
The student is able to systematically work on professional and personal development, using
a personal development plan and action plan.
The student is able to actively investigate the requirements and values of the (potentially)
future profession.
The student is able to take motivated decisions regarding minors /internship, taking into
account his/ her own qualities.
The student develops a notion of what aspects of the tourism industry he is most interested
in and where his professional ambitions lie.
The student is able to write a CV and cover letter, taking into account the context of the
specific job offer.
The student is able develop and maintain a(virtual) network of contacts related to one’s
studies and future career.
The student is able to use Linkedin and other digital social media for professional
networking.
The student improves his /her intercultural competency.
Assessment:
Portfolio
Norm:
Pass
69
OR
(students with APL8a and APL8b exemptions follow Tourism Exploration ST instead of
Tourism Exploration 2)
Tourism Exploration ST: 3EC
Tourism Exploration ST incorporates the SSW, and individual meetings with their study
coach throughout the year, during which the following issues are highlighted: individual
development during study; (study) career planning; optional modules; preparation for
industrial placement; binding study advice. The syllabus also incorporates Job Application
Training (JAT), aimed at preparing the student for the application procedure for the
industrial placement and beyond. The training includes self-analysis, and induces students
to develop skills in presenting themselves effectively in job application procedures. The
programme is supported by lectures and workshops.
Assessment
Norm & Weight
Portfolio
Pass
(100%)
3EC is awarded when the student reaches the stated norm. Students need only sit the
test once in the study year but can enrol for four different tests. It’s not possible to meet
the norm of year 3 in advance.
Year 3 Test
Number of
Questions
150
True
False
Norm
Weight
EC
98
52
46
100%
3
70
ITM Minors
Heritage Tourism
Learning Outcome:
By the end of the minor Heritage Tourism students are able to demonstrate their understanding
and knowledge of managing heritage resources in balance of different stakeholder needs.
Heritage Tourism: 15EC
The module offers students an opportunity to engage in a detailed study of heritage
tourism and the various related policy initiatives found within the commercial, public and
voluntary sectors. It involves different perspectives of heritage and its relationship with
tourism, the wider social and political context, developments and current issues and
management issues in heritage development.
The content provides a broad understanding of the range of heritage attractions that
exists but will also allow students to develop an in-depth analytical perspective on many
current, controversial and industry-relevant issues. The themes included in the module
are: Defining Heritage, Heritage Tourism, the Politics of Heritage, Heritage Policy in
Practice, Contested Heritage, Dissonant Heritage, Dark Tourism and Thanatourism,
Military Heritage and Battlefield Tourism, Religious Heritage, the Museums sector,
Commercial Heritage, Tradition: Living Heritage and Heritage Events, Managing Heritage
Attractions, Marketing Heritage Tourism, Heritage Interpretation, Memory, Memorials and
Remembrance, Heritage and Identity, Industrial Heritage.
The module includes a field trip to Edinburgh, Scotland, with presentations from
organisations involved in heritage tourism and its development, conservation,
marketing, interpretation, etc.
Assessment
Module Exam
Cases
Module Assignment
Field Trip Report
Participation Excursions
Norm & Weight
5.5
(25%)
5.5
(25%)
5.5
(32%)
5.5
(8%)
5.5
(10%)
71
Adventure Tourism
Learning Outcome:
By the end of the minor Adventure Tourism students are able to demonstrate their
understanding and knowledge of entrepreneurship by setting up and managing a company.
Adventure Tourism: 15EC
Learning outcome: By the end of the minor Adventure Tourism students are able to
demonstrate their understanding and knowledge of entrepreneurship by setting up and
managing a company. The student is able to explain the market of adventure tourism and
will be able to apply general knowledge of destinations management and tour operating in
order to design and organise an adventure tourism product, e.g. daytrips and holiday
packages, for a targeted market.
The module combines practice and theory and focuses on the development of
entrepreneurial skills and competencies. Key activities are outdoor activity management,
planning, development of sustainable packaged adventure tourism products and innovative
operational strategies and training in instructional trip and tour planning, leadership and
individual and group development.
The minor includes a field trip and day excursions. Participants need to consider travel
costs, outdoor clothes and gear (good walking boots, rain gear, etc.), food and lodging
costs, activity costs (for instance for canoeing, biking, etc).
Assessment
Norm & Weight
Test
5.5
(25%)
Cases
5.5
(25%)
Fieldwork
5.5
(10%)
Module Assignment A
5.5
(15%)
Module Assignment B
5.5
(25%)
Community Based Tourism
Learning outcome:
At the end of the minor the student is able to explain the internal and external influences on
pro-poor tourism, the structuring of a tourism related (i)ngo including management and
processes (concerning motivation, leadership, ethics, empowerment).
The student becomes a junior-consultant in managing and marketing “community based
tourism”.
At the end of the minor the student has produced an (academic) article based which is based
on qualitative research in an intercultural setting (Thailand).
72
Community Based Tourism: 15EC
This minor aims to provide students with a realistic opportunity to engage in tourism field
research. It involves a realistic experience of what tourism researchers and tourism
consultants actually do in a very practical and stimulating context. It draws on the
knowledge and skills developed in previous modules and allows the students to apply and
synthesise this all towards the development of something of real-world value. Additionally,
it provides a platform for students to develop and perfect interpersonal skills, inter-cultural
awareness, management and research competencies and a different perspective of tourism
in action.
“The idea of Community Tourism is simple: you can help local people and still have a
good holiday, simply by going on tours that involve local communities. In other words,
it is mutually beneficial trade.” (Tourism Concern)
Comprehensive awareness, understanding and sensitivity towards such things as cultural
differences, sustainable approaches towards development of tourist resources, integrated
and balanced growth of tourism in the community, awareness of stakeholder interests,
fears and concerns, and an ethics- driven or values-driven approach to doing business are
essential competencies for managers of the future. This module is an experience of
realities - the challenge is to recognise that ‘western’ realities can be quite different from
those of other parts of the world, and to explore ways for mutual, purposeful, balanced
responsible furtherance of tourism.
Assessment
Assignments
Community Work
Norm & Weight
5.5
(40%)
5.5
(15%)
Literature Review
5.5
(20%)
Portfolio
5.5
(25%)
Innovative Tourism
Learning outcomes:
At the end of the minor the student is able to develop tourism products considering the internal
and external influences on tourism in South Africa (Adventure, Heritage and Townships).
At the end of the minor the student can recommend tourism strategies based on qualitative
research in an intercultural setting (South Africa).
73
Innovative Tourism: 15EC
The aim of this minor is to apply the tourism system approach by studying the
sustainable and responsible development of a tourist destination in South Africa.
Moreover, the students will focus on “Sustainable Tourism Chains” to make
recommendations on developing adventure, heritage and community based tourism
products in a sustainable way.
Assessment
Cases
Assignments
Presentation
(oral assessment)
Portfolio
Norm & Weight
5.5
(30%)
5.5
(40%)
5.5
(10%)
5.5
(20%)
International Destination Branding
Learning outcomes:
At the end of the module the students can use different tools for Branding a destination i.e.
events, marketing, tourism and culture.
introduction, assessment, motivation and development purposes in events with a strong service
orientation. These instruments are derived from the organisational strategy.
The student can develop a marketing audit and bidbook of an event.
The student can suggest a tourist package for the corporate /business market focusing on the
Top 10 Projects in Qatar to market Qatar as a top business destination.
International Destination Branding: 15EC
The
minor deals with the following main subjects: destination marketing, heritage and
: 15EC
culture tourism, MICE, business travel, cruise tourism. These topics are addressed wholly
in the context of the Gulf states, with particular emphasis on Qatar. It provides students
with a strategic view on how events are used to create brand identity and destination
competitiveness. The content is experienced through the development of a number of
relevant professional products, in combination with study of the most up to date academic
and industry literature.
Assessment
Norm & Weight
Cases
5.5
(40%)
5.5
Excursions & (Guest) Lecture Participation
(40%)
Portfolio
5.5
(20%)
74
International Exchange Programme: 30EC
Stenden university has contracts with partner universities all over the world. Students
who want to participate in the exchange programme must have completed their
foundation phase. Students who obtain a place at another university, will have to obtain
a total of 30 EC. The subjects or courses are written down in a learning agreement that
is signed by the academic coordinator exchange in Stenden university as well as the
partner university.
Assessment
Norm & Weight
Passing International Exchange Programme Partner Institute Pass
educational units
(100%)
Open Minor: 15EC
A possibility for some students to pursue an alternative to one of the minors above is
offered throughout the year. Opportunities exist to engage in a project at an advanced
level of research. As such, it is only open to students who have completed the Year 3
TRP module. The open minor is flexible and can offer projects to individuals as well as
small groups of students.
Assessment
Report
Norm & Weight
5.5
(100%)
75
Year 4
30 weeks
Industrial Placement
12 weeks
Dissertation
42 EC
18 EC
Industrial Placement: 42EC
During the Industrial Placement (lasting 30 weeks for a full or 9 weeks for a short
traineeship), the students first familiarise themselves with the company, then generally
are given various assignments to complete within one or more departments of the
placement organisation. In addition to all sorts of practical skills, the student develops
company specific management competencies. Considering the nature of the receiving
industry, students are expected to be fully and professionally committed to the work that
they are given to do and to be available at the times (weekends included) required by the
industrial placement organisation. During the placement, the student is supervised and
coached by a member of staff at Stenden university and a designated person within the
placement organisation.
More and more ITM students do their industrial placement abroad. They gain
international experience which can be a competitive advantage when applying for a job.
International experience can be the beginning of international career plans and can
provide the student with insight into other cultures.
Assessment
Progress Reports
Institution Report Placement Report
Evaluations
Norm & Weight
5.5
(100%)
Dissertation: 18EC
A final paper (Dissertation) is completed during the 4th year. The Year One Writing
Assignment provided a basis for developing the appropriate style of academic research
writing and here the student has the opportunity to demonstrate his or her skills in a
sustained period of applied research. This will take 12 weeks (504 study load hours) and
may be completed during the Industrial Placement. The topic may be determined together
with and focused on something within the organisation.
Assessment
Dissertation & Defence
Norm & Weight
5.5
(100%)
76
Appendix D: Further elaboration on units of study of the Associate
Degree programme
Associate Degree
Year 1
DOM
BBA
Year 2
COMP
ITP
OP1
1
X
X
OP2
X
2
X
X
3
X
X
X
4
X
X
X
5
X
X
6
HBO
TM TP
TRD
DMM TIO
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
7
X
X
X
X
8
X
X
X
X
TM
9
X
X
X
COM
10
X
X
X
DOM: Domain
COMP: Competence
BBA: Bachelor of Business Administration
HBO: Hoger Beroeps Onderwijs
TM: Tourism Management
ITP: Introducing the Tourism Profession
TM: Tourism Marketing
TP: The Tourism Product
TRD: Tourism Resource Development
DMM: Destinations Marketing & Management
TIO: Tourism Industry Operations Mgt
COM: Commerce
77
Study Load norms Stenden 2014-2015
All full-time programmes at Stenden use a standard approach to calculate and manage study
load, based on the following principles:
Each school year comprises 4 module periods of 9 weeks. Each module period includes one
week for testing. Each module period represents a study load of 15 EC. Part of the EC for each
year is allocated to the Progress Test whilst part of the EC for each module period is used to
assess content of the module. Each assessed component of the curriculum represents a
minimum of 3 EC or multiples of 3EC (i.e. maximum of 5 tested elements per module period).
PBL (comprising elements of case work and themed education) forms the basis of the
education. Central to this is group work and problem-solving in the tasks. Furthermore, the
programmes relate the PBL tasks to industry relevance, personal experience and practical
work.
For every programme a minimum standard of 12:12 applies (each PBL group has 12 student
members and each student has a minimum of 12 contact hours per week).
Contact Hours
1st year BBA / AD Tourism Management (full-time)
Module 1
Module 2
Module 3
Module 4
Lectures
45
44
24
40
153
PBL
40
46
32
40
158
Workshops
23
42
47
50
162
Fieldwork/ Excursions
0
0
0
49
49
Study Coaching / PPD
8
3
3
3
17
15
11
14
13
53
131,0
146,0
120,0
195,0
592,0
8,0
8,0
8,0
8,0
Tests
Totals
Number of class weeks per
module period:
The standard norm is that for every 1 contact hour the student experiences, they must invest
3 hours of self study (i.e. 10 clock hours of contact with a teacher in a week should be
matched with 30 hours of self study in the week).
Each PBL group meets twice for 2 contact hours each week to work on the tasks. The
remaining contact hours comprise other educational activities (workshops, lectures, study
78
coaching, etc). PBL groups are further subdivided or merged to provide optimal conditions for
each activity.
These standards are guidelines representing average situations: the intensity of contact hours
may vary within a programme or a module, with the initial stages tending to be busier. In the
upper years of the programme, PBL may be replaced with other work forms including project
work and work placement. Other differences that should be noted include: 1 contact hour of
lecture for a large group has a different impact than 1 contact hour of individual study
coaching or 1 hour spent in a small group.
Each year these work guidelines are monitored in relation to the study conduct. These
elements are addressed in Stenden-specific questions in the NSE.
Module 1
Introducing the
Tourism Profession
(A)
Module 2
Organisations and
Personnel 1 (A)
Tourism Profession
(B)
3EC
Organisations and
Personnel 1 (B)
Tourism Marketing
(B)
6EC
3EC
Tourism Exploration
1
Module 4
Tourism Product (A)
3EC
6EC
Introducing the
Module 3
Tourism Marketing
(A)
3EC
Tourism Product (B)
3EC
Research 1
3EC
6EC
3EC
3EC
Business Economics
2
3EC
3EC
English 1
English 2
English 3
3EC
3EC
3EC
Intercultural
Sensitivity
3EC
79
Introducing the Tourism Profession
Learning outcome:
By the end of this module, the student is expected to explain the role of people, profit, planet,
private and public sector and external influences on the tourism industry.
Introducing the Tourism Profession (A): 6EC
This introductory module aims to provide the student with a basic understanding of the
structure of tourism and the role of the tourism professional. It provides a general
overview of the industry, with emphasis on the socio-cultural, economic, and
environmental importance of tourism, the variety of destinations, the motivation for
travel, the external influences on the industry, and the trends. The comprehensive nature
of this module can help students learn about and appreciate the complexity of the tourism
industry and the tourism professional. Moreover, during this module there will be a focus
on the development of the student. The student works on assessing his/her work and that
of his/her peers. Frequent workshops are scheduled to discuss the development and other
important issues. In groups, students focus on an analysis of a selected destination, using
PESTEL and stakeholder analyses to consider what markets can best serve the needs of
the destination. In addition, management skills form an important component of the
module and are also addressed through a series of workshops.
Assessment
Destination Analysis & Management Skills (written
assessment & presentation)
Norm & Weight
5.5 (100%)
Introducing the Tourism Profession (B): 3EC
This block forms the main theoretical basis of the module, with emphasis on the sociocultural, economic, and environmental importance of tourism, and the motivation among
tourists for travel. Students will demonstrate their developing command of the theory
through creation and development of mind maps, which they present within their PBL
groups. There is also a written assessment in which students show their individual
research and writing skills regarding a tourism topic.
Assessment
Norm & Weight
Presentation & written assessment
5.5 (100%)
Learning Outcome:
At the end of the module the student is able to explain the internal and external influences on
an organisation, the structuring of an organisation including its processes, and the managerial
concepts (concerning motivation, leadership and ethics) of an organisation.
80
Organisations & Personnel 1 (A): 3 EC
For this individual part the student will focus on understanding the management and
operations of an organisation by means of desk research. The student will include the
structure and management of an organisation, knowledge about stakeholders and
external factors that have an influence on an organisation, knowledge about the different
legal forms of organisations, and knowledge about the different management positions
and roles in an organisation.
Assessment
Norm & Weight
Organisation Analysis
(individual written assessment)
5.5
(100%)
Organisations & Personnel 1 (B): 6 EC
The main themes of the module are strategy, leadership, motivation theories, decision
making processes, personnel and middle management, with an emphasis on linking theory
with practice. Taking the theoretical knowledge of management and placing this in the
context of business reality, students work in groups to analyse an organisation through an
interview with a manager.
The corresponding management skills workshops provide the student with the necessary
skills to perfom a professional interview.
Assessment
Norm & Weight
Group Company Analysis & Management Skills & Excel
5.5 (100%)
Business Economics 1: 3 EC
Bookkeeping is one of the core operations in an organisation. Making sure that everything
is financially well documented will help to prevent you from making wrong decisions. It will
also help you to know that your business is properly organised.
This building block covers the basic principles of bookkeeping. The following subjects are
dealt with successively: the balance sheet, the ledger, the journal, the sub ledgers, the
special journals and the classification system, and the mutual relationships between the
different components in the 8 column financial statements. This is all placed in the
situation of a company.
Assessment
Norm & Weight
5.5 (100%)
Tourism Marketing
Learning Outcomes:
The student is able to develop a tourism marketing plan by applying basic marketing theory
adapted to the tourism industry.
The student is able to demonstrate the ability to apply marketing theory to a practical
marketing problem in the tourism industry.
81
Tourism Marketing (A): 3EC
This module will take the student further into the realm of marketing in tourism. Whereas
students have studied and discussed a number of themes and concepts in the previous
modules, in this module the focus lies in the application of these and other elements of
marketing for a tour operator. The consumer behaviour, the business environment, the
competition, marketing intelligence, strategy, the marketing mix, management
accounting, marketing communication and audit. These all play important roles in fulfilling
the company’s desire to make a profit and remain in the market. The challenge will be in
the application of the theory in a case study.
Applied Theory Test
5.5 (100%)
Tourism Marketing (B): 6EC
In this block, students will discover the importance and difficulty of writing a marketing
plan for a tour operating organisation. Working in groups and coached with regular
feedback, students will carry out an audit of a selected destination, developing
objectives, creating a strategy and providing financial considerations for the marketing
plan.
Marketing Plan & Management Skills
5.5
(100%)
Business Economics 2: 3EC
Management accounting is generally concerned with the provision and use of accounting
information to managers within an organization. This permits the managers to be able to
make informed business decisions. Therefore they are better equipped in their
management and control functions. Management accounting information is forward
looking, historical, and uses extensive management information systems.
Some of the primary services performed by management accountants can comprise the
following: cost allocation; annual budgeting; capital budgeting; product profitability; cost
benefit analysis; cost-volume-profit analysis; variance analysis; and cost analysis.
Within the organization, management will very often be called to make decisions on some
of the following issues:
1.
2.
3.
4.
Setting business objectives
Assessing alternatives and making decisions and plans.
Monitoring the outcomes.
Controlling and redefining its objectives and plans.
5.5 (100%)
82
Tourism Product
Learning outcomes:
At the end of the TP module students can explain what the tourism product includes
considering various tourism resources in the context of responsible tourism and technological
developments.
At the end of the TP module students can produce a clearly targeted (digital) guidebook for a
tourism destination.
Tourism Product (A): 3EC
In this module, the focus is on identifying tourism opportunities from basic resources in
order to develop successful tourism products in a responsible way. Themes include
resources analysis, inventories, assessment, certification and classification, experience
economy, service quality, risk management, and the influence of ICT on tourism
products.
Report & Management Skills
(written assessment, presentation)
5.5 (100%)
Tourism Product (B): 3EC
In this block, the emphasis is on application of theory. Drawing on the theoretical
knowledge, and through carrying out primary research during a fieldtrip to France,
students develop a guidebook for profiling tourism products of the area. The students
will also experience exposure to the industry and other stakeholders in determining the
opportunities for product development.
Module Assignment (inc. fieldtrip)
5.5 (100%)
(Assignment, market research report presentation)
Research 1: 3EC
Research
Fieldtrip 1 builds on research skills already introduced in English in a concentrated and
focused application, as part of the curriculum research line. The content includes
(written & oral
introduction
intoassessment)
research & an overview of research methods, writing an academic
research proposal (continuation from English 3), qualitative research methods &
conducting interviews, and writing a complete qualitative research report.
Research workshops & report (participation & written
5.5 (100%)
assessment)
English
Learning Outcomes:
By the end of the first two English modules, the students can use business communication at
B2 level in various professional situations.
By the end of the third English module, the students can write a well-structured critical
academic assignment (at B2 level), using sources from desk research.
83
English 1: 3EC
A significant number of hours in the first module period is devoted to the English
enable the students to lay the basis for a solid understanding and execution of all aspects
of English usage in the business context. The programme is based on the textbook,
Market Leader: Upper Intermediate (3rd edition), and takes real life situations and role
plays as a starting point to accomplish proficiency (B2-C1 levels). The students will
acquire competences in all language areas (i.e. listening, reading, speaking, discussing
and writing summaries) by concentrating on building up their business terminology in
meetings and written products such as summaries. At the end of the module, the students
will be tested on their knowledge of the appropriate vocabulary and grammar as well as
on their ability to speak fluently and correctly in business situations (i.e. meetings).
Assessment
Written & Oral assement
Norm & Weight
5.5 (100%)
English 2: 3EC
A significant number of hours in the second module period is devoted to the English
enable the students to further the basis for a solid understanding and execution of all
aspects of English usage in the business context. The programme is based on the
textbook, Market Leader: Upper Intermediate (3rd edition), and takes real life situations
and role plays as a starting point to accomplish proficiency (B2-C1 levels). The students
will acquire competences in all language areas (i.e. listening, reading, speaking, discussing
and writing) by concentrating on building up their business terminology in presentations,
and written products such as reports. At the end of the module, the students will be tested
on their knowledge of the appropriate vocabulary and grammar as well as on their ability
to speak fluently and correctly in business situations (i.e. presentations).
Assessment
Written & Oral assement
Norm & Weight
5.5 (100%)
English 3: 3EC
The individual writing assignment is an opportunity for students to develop key academic
writing skills needed for the entire study programme. It builds on the skills studied in the
English programme, such as summarising, writing reports and using sources (APA
referencing style). It involves a series of workshops focused on defined sub products.
The Writing Assignment is regarded as a valuable instrument for assessing student
academic skills and is used to provide a qualitative assessment of each individual’s
performance as an indication for their continued studies. It may be used to support the
decision-making process in determining the Binding Study Advice issued to students
where there is some question about the student’s ability to proceed. All students will
receive feedback and advice on their academic writing competencies.
Assessment
Norm
Written assignment
5.5 (100%)
84
Intercultural Sensitivity: 3EC
The module seeks to prepare students for studying and working in an international and
intercultural environment and introduces them to relevant models and theories that
underpin their experience at Stenden. Various components to reflect, plan, articulate and
measure their intercultural development will be introduced and then built on in
management skills and in PPD, helping them to develop awareness of intercultural
sensitivity through academic study and practical assignments.
Assessment
Portfolio
Norm & Weight
5.5
100%
Objectives PPD year 1
After year 1, the student is able to:
Explain what a competency profile is and what the competency profile of ITM is and how
it was developed;
Identify the study skills he / she possesses and which need to be further developed;
Understand how people learn, explain the different learning styles, levels of learning and
Kolb’s learning cycle and can apply these concepts to his /her own situation;
To reflect on his / her role in a group and on group dynamics and is able to use the Core
Quadrant Model for this purpose.
Formulate SMART development goals;
Use the PDP to steer his/ her personal and professional development;
Systematically use reflection as an instrument for learning and development;
Balance studies and leisure time. He knows what his / her time wasters are;
Actively plan and influence learning.
Make responsible choices with regard to studies and can investigate the consequences of
those choices;
Collect, select and evaluate information;
Motivate preference or certain sectors and / or jobs within the industry.
Assessment:
Participation Study Start Week,
attendance lectures + workshops module
1, 3 study coach meetings modules 2, 3
and 4, sufficient portfolio assignments
modules 1, 2, 3 and 4.
Norm:
Pass / fail
85
3EC is awarded when the student reaches the stated norm and having sat at least one
other test in the study year. In year 1 students can enrol for four different tests. It’s not
possible to meet the norm of year 2 in advance.
Year 1 Test Number of
True
False
Norm
Weight
EC
Questions
90
59
31
28
100%
3
Further elaboration on units of study of the curriculum for the postpropaedeutic phase
Year 2
Module 1
Module 2
Module 3
Module 4
Organisations &
Personnel 2
Tourism Resource
Development
Destinations
Marketing &
Management
Tourism Industry
Operations
Management
9EC
12EC
12EC
12EC
3EC
Foreign Language 1
Foreign Language 2
Foreign Language 3
Foreign Language 4
3EC
3EC
3EC
3EC
Learning outcome:
introduction, assessment, motivation and development purposes in organisations with a strong
service orientation. These instruments are derived from the organisational strategy.
86
Organisations & Personnel 2: 12 EC
The module is the logical follow-up to O&P1 from the first year, and builds on basic
knowledge and understanding of organisations, with a development of Human Resource
Management (HRM) theory and skills. The module has greater depth than O&P1 and
develops through integrating relevant aspects of HRM with organisational theory. In the
tourism industry, a great deal of emphasis is put on developing a strong service
orientation within organisations, and so much attention is given to optimising the factors
that determine success. The nature of customer contact has a direct impact on how
organisations are perceived by the customer. Therefore, future managers have an
important responsibility in recruiting, selecting, introducing, assessing, motivating and
developing employees. Management skills form an important component of the module
and are addressed through a series of workshops. The module focuses on the following
themes: the added value of HRM, diversity, leadership and management, career
development, job analysis, recruitment and selection, motivation, personnel plan, the
relationship quality of staff and service quality and HRM interviews.
Assessment
Norm & Weight
HRM Process, Binding & Bonding
5.5
(50%)
HRM Practice
5.5
(25%)
(BE Test)
5.5
(25%)
Tourism Resource Development
Learning outcome:
At the end of the TRD module students can produce a tourism management plan for a natural,
cultural or mixed site.
Tourism Resource Development: 12EC
The emphasis in this module is placed on finding a balance between sustainable tourism
development and economic exploitation of natural and cultural resources within
viable tourism product offerings. Issues of visitor management are coupled to ones
of conservation and guardianship in the pursuit of a long-term approach to the
development and use of tourism resources in the recognition that tourism can be
self-destructive if not managed with care. Furthermore, attention is paid to the
preservation/conservation of the material objects and to maintaining and improving
the social coherence and economic well-being of host communities.
The theme of the module assignment is UNESCO World Heritage. Students have to make
a proposal and management plan for a potential UNESCO site in Europe.
Assessment
Case Reports (oral & written assessment)
Norm & Weight
5.5 (25%)
Field Trip, Unesco Project & Management Skills
5.5 (50%)
Research 2 (written assessment)
5.5 (25%)
87
Destinations Marketing & Management
Learning Outcome:
By the end of the module the student is expected to construct a destination development plan
in an advisory capacity to a destination marketing/management organisation (DMO).
Destinations Marketing & Management: 12EC
Tourism remains one of the world’s fastest-growing industries. More and more people are
on the move, and all this activity provides employment for millions, generates income for
millions more and results in satisfaction or frustration according to experience. The
importance of tourism as a source of income is now widely recognised. But, without a good
planning, it is difficult to ensure economic benefit and sustainability. Therefore, planning
tourism at all levels is essential for achieving successful tourism development and
management. The experience of many tourism areas in the world has demonstrated that,
on a long-term basis, the planned approach to developing tourism can bring benefits
without significant problems, and maintain satisfied tourism markets. Tourism should be
planned at the national, regional and even site levels. At all these levels, planning is
concerned with tourism development policies, structure plans, facility standards,
institutional factors and all the other elements necessary to develop and manage tourism.
Assessment
Norm & Weight
The
module includes a field trip to the Costa Brava in Spain.
5.5 (50%)
Module Assignment, Case Reports & Law
(written
& oral assessment)
5.5 (25%)
CBL, Fieldwork
& Management Skills
Business Economics 3 Test
5.5 (25%)
Tourism Industry Operations Management(including Graduation Assignment)
Learning outcomes:
By the end of the TIO module students are able to demonstrate their understanding of service
design in tourism industry operations.
By the end of the TIO module students are able to produce a package for a targeted market
within the tourism industry.
By the end of the TIO module students are able to contribute to the operation of tourism
package services.
88
Tourism Industry Operations Management: 9EC
The main objective of the module is to present a detailed study of the role of Tour
Operators and is to provide the student with knowledge and skills in tour wholesaling.
Tourism Industry Operations builds on the Destinations Marketing and Management
module, integrating the content of previous modules in a detailed study of the principal
role of the tour wholesalers in combining transport and various other services into tours or
packages that are mainly sold through retail travel agencies to individual or group
travelers.
Marketing, management, law, automation, business economics, service operations
management and ethics all come together. The module includes a fieldtrip which
comprises a self-organised excursion. It forms a compulsory element of the module.
Graduation Assignment HTRO AD
Ad graduates are capable of working an assistant manager in the tourism workfield. The
Ad graduate operates mainly on an operational and tactical level but is also equipped to
cope with basic strategic issues. The Ad graduation assignment is an individual assignment
that addresses this. Students choose a subject from within the broad tourism industry as
described in the TIOM module rationale, in the applied field of operations and operations
management. First, students write a proposal for which approval is required before they
can proceed further with their research on this topic. The proposal includes:
reason for dealing with the particular subject proposed (background)
objective of the assignment
statement of the problem
research questions
limitations
research methods
resources, especially the basic literature to be used
a visit to a relevant organisation in the field e.g. tour operator, travel agency, hotel,
ICT company etc.
The proposal is presented in maximum 500 words. The assignment report itself comprises
between 10 – 15 pages A4 excl. appendices. The grading is done by the first grader, who
also guides the student, and a second grader.
Assessment
Norm & Weight
TIO 1 Module Assignments 1-3
TIO 2 & Management Skills
(Participation, Reflection, presentation)
5.5 (33%)
5.5 (67%)
89
Foreign Language: 4x 3EC
Each student has to follow a course in one of the following modern languages: French,
German or Spanish. This course consists of 4 modules of 3 European Credits (EC) each.
French, German and Spanish are offered at B1 (intermediate level). The B1 language
courses will only take place if there are enough participants to form a group.
Learning outcome B1
The student demonstrates that he she is able to communicate orally and in writing at B1
level of the CEFR in the tourism profession.
The aim of the language courses at B1 is to teach the student to use the chosen language
in a professional, tourism and business oriented environment. The content of the language
courses is closely related to the wider tourism programme. Generally speaking, the French,
German or Spanish language courses are accessible to students who either have had a
minimum of 3 or 4 years schooling in the relevant language or/and who have had sufficient
practical experience in the language which is equivalent to 4 years of schooling.
Students without a minimum of 4 years of previous knowledge or equivalent experience in
French, Spanish or German will automatically take Spanish at beginners’ level, A1. For this
level no previous knowledge is required.
Learning outcome A1
After module 1, the student is able to read, write, understand and engage in conversations
on the following topics: greetings/ giving personal information / time telling /daily routine /
family / indicate where something or someone is at CEFR A1.1
Assessment
Norm & Weight
4x 3EC
5.5
(100%)
3EC is awarded when the student reaches the stated norm and has sat at least one other
test in the study year. In year 2 students can enrol for four different tests. It’s not possible
to meet the norm of year 3 in advance.
Year 2 Test
Number of
Questions
120
True
False
Norm
Weight
EC
78
42
36
100%
3
90
Appendix F: Programme for BBA Tourism Management IBC (Qatar)
students
Students studying at the International Branch Campus of Stenden University of Applied
Sciences in Doha, Qatar, follow a representative part of the programme, for a total of 60 ECs,
at Stenden University in The Netherlands.
Arrangement 60EC in the Netherlands
1. Students who have completed their propaedeutic phase will follow 60EC of their postpropaedeutic programme in the Netherlands.
2. Where a student enters into the programme is determined on a case-by-case basis.
3. Students are to take part in tests and assessments offered by the Tourism Management
programme in The Netherlands, as well as their resits.
4. In deviation of paragraph 3, if, after one year, a student has not passed his/her tests,
he/she may be allowed to resit tests in Stenden University Qatar on the following
conditions:
a. The student receives permission for this after request to the Examination
Committee Tourism Management Stenden University Netherlands;
b. The production and determination of the results of these tests will originate in
Stenden University Netherlands;
c. ECs will be publicised and awarded by Stenden University Netherlands.
5. For a student to be awarded a resit in Stenden University Qatar by the Examination
Committee Tourism Management Stenden University Netherlands, they must have taken
part in both the first chance as well as the resit in the Netherlands of each exam a resit
is requested for.
91
Appendix G:
Practical rules for the course Tourism Management
2014-2015
The aim of this appendix is to regulate the practical affairs concerning the BBA (including those
following the programme at Stenden University Qatar when in The Netherlands) and AD
Tourism Management course.
Article 1
Participating in education
Clause 1.
In principle, a student can attend a specific unit of study once per programme
year.
During the course, a student can attend a specific unit of study, twice
maximum. If a student fails to obtain the specific unit of study, after retaking
tests, the Examination Committee will decide in all fairness upon further
measures.
Clause 2.
Article 2
The interim examination
Section 2.1 The written assignment
Clause 1.
A written assignment may need to be executed entirely individually, entirely as a
group or part individually, part as a group.
Clause 2.
An assignment can be retaken once. The resit will be granted by the module
coordinator within four weeks after the date at which the preliminary results of
the assignment are published on Progress, if he/she has received a written
request from the student. Requests received after this four-week-period, will not
be processed, neither by the module coordinator, nor the examination
committee, subject to force majeure.
Clause 3.
Assignments need to be handed in both hardcopy and digitally before
the set deadline.
Clause 4.
Handing in the assignment after the set deadline, means that the first chance is
forfeited. An assignment handed in after the deadline will automatically be
considered as re-sit.
Clause 5.
The student is informed about where and when written assignments and digital
elaborations of assignments need to be handed in. When handing in assignments
at the secretariat’s Front Office of ITM, the student signs the list as proof of
handing in.
Clause 6.
If the hardcopy version of the assignment is handed in on time and the digital
version of the same assignment hasn’t been handed in on time, or vice versa,
the assignment will not be graded.
Clause 7.
The examiner who judges the work mentioned under section 2.1, clause 6 of
these practical regulations, should inform students of incomplete handed in
assignments within 2 school days.
Clause 8.
Section 2.1, clause 6 is not applicable if the missing version of the assignment is
handed in within five school days after the deadline.
Clause 9.
In case of a group assignment, any teamwork issues need to be reported directly
to the tutor or module coordinator. In case of persistent problems, the module
coordinator can decide to disband the group and require one or several members
of the group to complete the assignment individually or in smaller formation.
Section 2.2 The written test
Clause 1.
A written test is a test as described in art. 6, Chapter 5 of the Teaching and
Examination Regulation 2014-2015.
92
Clause 2.
Clause 3.
Clause 4.
a. The student has the right to participate in written tests, with a maximum of
four times, per attended unit of study.
b. In the first year, the student can participate in at most two test moments for
every individual written test, per programme year.
c. If the student has failed to receive a sufficient mark in a written test after
partaking four times, the student will need to retake the entire unit of which the
written test is part, the following programme year.
Students who go on internship may receive extra opportunities for tests that
belong to a unit of study in the programme year in which they start their
internship.
Requests need to be made in writing to the examination committee including
evidence of the start date of the internship. Without this evidence, the request
will not be processed. If the request is granted, the moment of testing will be
determined in agreement with the student.
The inability to partake in a test because of overlapping testing moments is at
the student’s own risk.
Section 2.3 The progress test
Clause 1.
The progress test is offered four different times every year.
Clause 2.
Students have the ability to partake in the offered progress tests, subject to
registration obligations for participating in written tests (see Teaching and
Examination Regulation 2014-2015, chapter 5, art. 5, section 3).
Section 2.4 Replacement assignment for a unit of study
Art. 2.4.A
Alternative Form of Assessment for the last education entity still open,
BBA programme.
Clause 1.
The student can be eligible to submit an assignment which replaces a unit of
study under the following conditions:
a. It is the last unit of study to finalise.
b. The unit of study, as mentioned under section 2.4, clause 1a, is part of the
obligatory postpropedeutic programme, but may not be part of the minor
programme.
c. The student has partaken in the unit of study and corresponding test in the
conventional manner.
d. The student has taken part in at least two resits in case of a written test and a
minimum of one resit in case of a test in the form of an assignment or
participation.
Clause 2.
The alternative form of assessment, with which the last education entity still
open can be concluded, can have a maximum study load of 336 hours (12 EC)
Clause 3.
open can be concluded, is stipulated by the relevant module co-ordinator or the
relevant expertise group, after approval by the Examinations Committee.
Clause 4a.
The subject of the assignment that replaces the unit of study should cover the
topic of the unit of and can have no relation with the topic of the dissertation of
the concerning student.
Clause 4b.
The student is free to determine where the assignment is executed and is
entitled to make full use of the school’s facilities.
93
Clause 4c.
The student has the right to receive regular feedback during the time he/she
works on the assignment. The student is only entitled to supervision during
school weeks.
Clause 5a.
In the case the last remaining education entity to gain concerns the Year 3
Progress Test, the following conditions apply:
The student must have the minimum level of having passed the Year 1 Progress
Test and the Year Two Progress Test;
The student must have attempted the Year 3 Progress Test a minimum of 6
times;
The student must have attained a minimum score of 5 for the Year 3 Progress
Test.
Clause 5b.
The alternative form of assessment for the Year 3 Progress Test will be an oral
examination, conducted by a panel of selected staff.
Clause 5c.
The results of the last attempted Progress Tests are used to determinative the
selection of subjects which are questioned, the focus being those subjects in
which the student scored poorly.
Clause 6.
open can be concluded, a written request must be submitted to the Examinations
Committee.
Clause 7.
Sufficient evaluation gives a 5,5 grade for the unit of study. In case of an
insufficient evaluation the previous assessment of the unit of study is maintained.
Art. 2.4.B
Alternative Form of Assessment for the last education entity still open,
AD programme.
Clause 1.
The student can be eligible to submit an assignment which replaces a unit of
study under the following conditions:
a. It is the last unit of study to finalise.
b. The unit of study, as mentioned under section 2.4B, clause 1a, is part of the
obligatory postpropedeutic programme, but may not be part of the minor
programme.
c. The student has partaken in the unit of study and corresponding test in the
conventional manner.
d. The student has taken part in at least two resits in case of a written test and a
minimum of one resit in case of a test in the form of an assignment or
participation.
Clause 2.
open can be concluded, can have a maximum study load of 336 hours (12 EC)
Clause 3.
open can be concluded, is stipulated by the relevant module co-ordinator or the
relevant expertise group, after approval by the Examinations Committee.
Clause 4a.
The subject of the assignment that replaces the unit of study should cover the
topic of the unit of and can have no relation with the topic of the dissertation of
the concerning student.
Clause 4b.
The student is free to determine where the assignment is executed and is
entitled to make full use of the school’s facilities.
94
Clause 4c.
The student has the right to receive regular feedback during the time he/she
works on the assignment. The student is only entitled to supervision during
school weeks.
Clause 5a.
In the case that the last remaining education entity concerns the Year 2 Progress
Test, the following conditions apply:
The student must have the minimum level of having passed the Year 1 Progress
Test;
The student must have attempted the Year 2 Progress Test a minimum of 4
times;
The student must have attained a minimum score of 5 for the Year 2 Progress
Test.
Clause 5b.
The alternative form of assessment for the Year 2 Progress Test will be an oral
examination, conducted by a panel of selected staff.
Clause 5c.
The results of the last attempted Progress Tests are used to determinative the
selection of subjects which are questioned, the focus being those subjects in
which the student scored poorly.
Clause 6.
open can be concluded, a written request must be submitted to the Examinations
Committee.
Clause 7.
Sufficient evaluation gives a 5,5 grade for the unit of study. In case of an
insufficient evaluation the previous assessment of the unit of study is maintained.
Clause 8.
If a student chooses to opt for an alternative form of assessment for the
completion of an educational entity in the AD programme, and then goes on to
study in the BBA programme, they have no further opportunity within the BBA
programme to request an alternative form of assessment for another educational
entity.
Article 3
Force majeure with written or oral test
Clause 1.
When a student has partaken in a test, it is no longer possible to invoke force
majeure regarding that test.
Clause 2.
When a student is unable to partake in a written or oral test because of force
majeure, the enrolment regarding that test expires. This means the student does
not forfeit a test opportunity.
Clause 3.
A request to maintain the opportunity to take the test due to force majeure
needs to be made to the examination committee within 5 school days after the
date of the test where the request of force majeure is concerned.
Clause 4.
In the in art.3, clause 3 named request, the student needs to submit written
proof for force majeure. The student also needs to comply with the condition that
the student has notified the Front Office of the program of his/her absence that
same day.
Clause 5.
In order to be considered for the force majeure arrangement for making an
assignment, contact must be made with the coordinator of the concerning unit of
study prior to the deadline. The coordinator will come up with a temporary
95
arrangement with the student and notifies the examination committee’s
secretary. The secretary will assess whether the temporary arrangement can be
converted to a definitive arrangement or if this needs to be placed on the agenda
for the next meeting of the examination committee.
Article 4
Force majeure concerning participation
Clause 1.
The student has the possibility to hand in a request with the coordinator of the
unit of study for a compensation assignment for missed participation, when there
are circumstances that the student cannot be held accountable for (force
majeure).
Clause 2.
In order to be considered for the force majeure arrangement for making a
compensation assignment one needs to comply with the following conditions:
- The student has notified the Front Office of the secretariat International
Tourism Management of his/her absence that same day.
- All missed obligatory activities within the concerning component of the unit of
study because of force majeure, will be assessed by the coordinator of the
concerning unit of study.
- The student participated in remaining meetings.
- The student should come up with written proof for force majeure.
Clause 3.
The request for a replacement assignment can only be submitted after the final
week of the concerning unit of study and has to be in the possession of the
coordinator of the unit within 4 school weeks after the last day of the period in
which the unit of study was offered.
Clause 4.
The coordinator of the unit of study determines, possibly in consultation with the
relevant teacher or tutor, the content and execution of the compensation
assignment.
Clause 5.
The compensation assignment needs to replace the content of the missed
obligatory part and be equivalent in work load to the missed obligatory parts.
Clause 6.
Compensation assignments belonging to one of the first three module periods in
a certain programme year have to be handed in and assessed the same
programme year. Compensation assignments belonging to the fourth module
period have to be handed in before the 14th of August and must be assessed
within one week.
Clause 7.
The coordinator of the concerned unit of study is responsible for determining
whether the assignment meets the set criteria. If the assignment is assessed as
satisfactory, the coordinator of the concerned unit of study will grant the
participation credits.
Clause 8.
In case of absence of a specific course, other than pbl and/or assignment
supervision, one can read ‘concerning course teacher’ instead of ‘coordinator of
unit of study’ in this article.
Clause 9.
In the case that student and coordinator of the unit of study, the concerning
course teacher respectively, have no clear judgement on whether or not there
was force majeure, the student can direct a request to the examination
committee again within 4 weeks after the last day of the period in which the unit
of study was offered.
96
Article 5
Second assessment
Clause 1.
Students that wish for their assignment to be considered for a second
assessment, be it individually or as a group, can submit a written request to the
examination committee’s secretary. In case the request for a second assessment
is done by one student, when the assignment has been made by two or more
students, the altered result will only apply to the student who submitted the
request. The other students will no longer be eligible.
Clause 2.
The request, stated under clause 1, has to be in the secretary’s possession within
6 school weeks after publication of the definitive results of the concerning unit of
study. Requests submitted after that date will not be processed.
Clause 3
The secretary will, in deliberation with the study management, appoint a second
assessor whose evaluation is binding. The result of the second assessment has to
be submitted to the secretary within 10 school days. The examination committee
secretary will inform the student of the result.
Article 6
Certificates
Clause 1.
Students who have registered for the propedeutic phase, who have completed
the propedeutic phase and wish to receive their Foundation Year Degree
Certificate have to submit a request to the examination committee. After
receiving the request the examination committee will inspect the student’s
credits and issue the Foundation Year Degree Certificate.
The format for requests can be found on the appropriate, by the examination
committee generated, pages on Blackboard.
Clause 2.
Students who have an exemption for the propaedeutic phase will not receive a
Foundation Year Degree Certificate.
Clause 3.
Students who have finished the complete course satisfactorily, have to make a
request in order to receive the Certificate of Associate Degree of Business
Administration in Tourism Management, respectively the Certificate of Bachelor
of Business Administration in Tourism Management
Clause 4.
Students who wish to graduate need to submit a request to the examination
committee secretary, at least 14 days prior to the desired graduation date. The
request will be reviewed by the examination committee. The format for the
request can be found on the appropriate, by the examination committee
generated, page on Blackboard.
Clause 5.
Students can graduate every month on the dates that have been made public on
the Blackboard page of the Examination Committee at the start of the Academic
year.
97

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