The International Hospitality Management Code ... - Stenden Rangsit

„practice‟ modules. The practice modules include a large practical training component. The
fourth year consists entirely of a practical training during the Industrial Placement.
English as language of instruction
The ability to communicate in and understand English is necessary in the hospitality field, due to
globalization. All students may be asked to submit the results of an IELTS-test. The minimum
score must be 550 points on a paper-based test and 213 on a computer based test.
Students with a Dutch diploma (HAVO or VWO) must have a minimum score of 6 for English.
We recommend at least a 7.
Study Load: Relation between school contact hours and self-study
Each BBA study year has a study load of 1680 hours. As there are 42 weeks in our academic
year, we require students to study 40 hours per week on average. To support this, we suggest
that on average one school contact hour should generate 2 to 3 hours of self-study. Therefore,
the theory modules are based on 10 to 12 school contact hours per 5-day work week. This
results in 28 to 30 hours of self-study per theory week. The practice modules include at least 4
40-hour work weeks.
IHM supports you in developing an active study attitude. This attitude can be described as
collecting information yourself and processing it into knowledge. To promote this active study
attitude, we have chosen a range of appropriate educational tools. (see below: Didactic
Methods). In addition, our study landscape is attractive and up-to-date. There is a wide range of
tools available (study books, magazines, video and audio tapes, computer aided teaching
programmes, practice programmes, self-study programmes, dvds and cd-roms) to enable you
to collect the required information.
In developing an active study attitude, you also need to reflect from time to time. You need to
look at your activities and place them in the perspective of your future career. To facilitate this
we have created Self-Management Activities that will stimulate you to reflect on the
development of your personal competences enabling you to become competent professionals.
During these activities, a study career coach is assigned to each student.
1.3 Educational functions and work methods
Educational functions
Educational functions indicate the elements of teaching required to optimise the learning
process.
IHM extracted these functions from the desired learning process in PBL and aims to realise the
various teaching functions in the best possible way. The teaching functions provide a structure
for our lecturers for developing their teaching plans and play a major role during the evaluation
of the organisation and realisation of the modules.
In addition to the four main functions described in this section, the functions of motivating,
having the education fit with the student‟s initial situation (prior knowledge), and providing
insight into learning goals are essential elements necessary for a students‟ successful study.
These functions remain activated during the complete educational process and optimise the
quality of the realisation of the four main functions.
Offering students practical problems from important hospitality themes motivates our students.
A motivating introduction, in both the module book and the introductory module lecture,
supports this function.
One of the most important criteria for the development of PBL tasks is the requirement that the
task fits the initial situation of our students. The required initial situation of our students for
each module is clearly stated in the module book. In order to make the professional perspective
of the subject themes clear to our students, the module objectives have been extracted from
the desired competences. These objectives are outlined in the module book.
Orientation
Orientation is the first educational function: to give students a first introduction to and
exploration of tasks and information. The students start to understand the essential elements
of knowledge. Discussing the problem activates the student‟s present knowledge and leads
them to formulate their study objectives after they have analysed, structured and reviewed the
information from different points of view.
Part 2 Hotel Management Study Guide 2011-2012 7