The International Hospitality Management Code ... - Stenden Rangsit

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„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
Practical training The second educational function concerns having students practice the use of new information and feedback. In relation to PBL, this means that the students explain, in their own words, the new information based upon the learning objectives as formulated during the previous meeting. Their fellow students determine, during or after the report, whether or not they have reached the same insight, or faults or misunderstandings prevail. Correct and additional information is available to the tutor in the tutor instruction manual. Assessment The third educational function is to assess the study results of students and determine whether these results meet the module standards. A variety of assessment methods is used (e.g. assignments, written tests and presentations). Stenden university organises these assessments in the last week of each module and in the Progress test. The module book contains the objectives of and requirements for the module examination, the study credit structure of the examination, the evaluation criteria of the module task(s) and the pass norm. Feedback The fourth educational function is to give feedback to students based upon their test results. Students learn to what degree they have mastered the various parts of the subject matter and decide how to continue their study process. In PBL feedback is given on the personal, professional and content related competences of students. Didactic work methods „Hotel Management‟ has chosen a variety of work methods: meetings of the PBL group, lectures, interactive workshops, practical training and small group assignments during the module. The PBL meetings determine the material for self-study. The various lecture types are meant to support you in gaining and processing the subject matter. Module lectures are used to introduce the module and its theme. Formal lectures structure difficult subject matter and response lectures are structured discussions of topics that are supplied by the students themselves (usually handed in before the lecture). Interactive workshops usually focus on training a skill and knowledge application. Examples are the economics and research workshops, practical training in our hotel, modern foreign languages sessions and computer skills. The lecturer‟s role in these workshops is to give instructions and feedback on your skill development. A module assignment is a task based on the main module theme usually performed in a groups of students. There is a large variety of module assingments, ranging from a paper to an oral presentation. 1.4 Organisation of International Hotel Management (IHM) Identity Stenden university-International Hotel Management educates young people to become hotel managers who will perform as broadly educated enterprising professionals with an international orientation in hospitality companies and institutions. Our training enables our graduates to perform their job in hospitality organisations in an innovative way that will open new horizons. IHM realises Stenden university‟s mission (as established in World Wise Education, 2009) by means of three concepts: Service, Education and Care. Service IHM aims to be a innovative and initiating educational organisation that tries to realise its responsibility within society. The education has an international orientation. In our opinion internationalisation can only succeed if there is also an ongoing process of interculturalisation: gaining knowledge, understanding and respect for the variety of cultures within our education. Our goal is to integrate professional practice into the education and we therefore aim to maintain close contacts with the hospitality industry. Our education has an Advisory Board consisting of people from various hospitality organisations. Our students actively contribute to our relationship with the industry through their industrial placements and/or their participation in projects of Lumius. The service character of our university allows us to train young people to become managers who empathise with their clients and do their work with an actively helpful attitude. Education Our educational programme is characterised by a problem based, modular and thematic structure. Within this structure, the lecturer stimulates the students‟ learning. After analysing a given situation, students, more or less independently, collect the knowledge and skills related to Part 2 Hotel Management Study Guide 2011-2012 8
Page 1 and 2: Hotel Management Study guide 2011-2
Page 3 and 4: Table of Contents Introduction 1 Th
Page 5 and 6: 3 Student Facilities 71 3.1 Informa
Page 7 and 8: The Hotel Management Code of Behavi
Page 9 and 10: What is expected from IHM IHM‟s e
Page 11: 1 General information about the Edu
Page 15 and 16: Composition Advisory Board Mr. G. B
Page 17 and 18: Mission & Vision We provide a home
Page 19 and 20: Twelve competences form the basis o
Page 21 and 22: Competence Year 1 Year 2 Year 3 Yea
Page 23 and 24: 2A.3 Views on learning and teaching
Page 25 and 26: Exceptions There are two exceptions
Page 27 and 28: Students with an MHS diploma After
Page 29 and 30: More and more students want to foll
Page 31 and 32: From Up to week Particulars Activit
Page 33 and 34: Each first year student receives a
Page 35 and 36: Career Development 3 84 Extracurric
Page 37 and 38: Module content In the first year of
Page 39 and 40: Guest Experience Module coordinator
Page 41 and 42: organisation of the different depar
Page 43 and 44: leading employees in a department;
Page 45 and 46: Planning Module coordinator Mr. F.
Page 47 and 48: 2B.6 Curriculum for the third year
Page 49 and 50: Hospitality Operations Management M
Page 51 and 52: After completing the industrial pla
Page 53 and 54: Learning Communities: Study Career
Page 55 and 56: Procedure Elective credits Modern F
Page 57 and 58: 2C.3 Finishing Touch Programme The
Page 59 and 60: par.13 A student who is not able to
Page 61 and 62: par. 5 Announcements concerning the
Page 63 and 64:
par. 3 Additional regulations gover
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. Students can only collect the ori
Page 67 and 68:
the request after consulting the di
Page 69 and 70:
situation applies, unless this is n
Page 71 and 72:
Article 17.2 Closed questions in a
Page 73 and 74:
8. Your input as a foreign student
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4.7 Excessive make-up, piercings (t
Page 77 and 78:
functional restriction and dyslexia
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students, even remotely from home.
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4 Regulations for illness and other
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Re C Financial facilities When the
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5 Employees IHM Employees IHM Name
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Name / Lecturer Title/Init. Positio
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Name/Lecturer Title/Init. Position
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