hotelschool den haag - nvao

HOTELSCHOOL DEN HAAG

HOGER HOTEL ONDERWIJS; HBO-Bachelor Visit: 10th and 11th October 2005 © NQA (Netherlands Quality Agency) Utrecht, February 2006

Contents 3 Part A: Topics 5

1. Preface 7 2. Introduction 8 3. Method 9 4. Formation of Judgements 10 5. Judgements by Topic 11 6. Schematic Overview of Judgements 12 7. Overall Judgement 12

Part B: Facets 13

Topic 1: Aims and Objectives of the Programme 15 Topic 2: Programme Contents and Structure 17 Topic 3: Deployment of Staff 27 Topic 4: Facilities 30 Topic 5: Internal Quality Assurance 32 Topic 6: Results 35

Part C: Appendixes 39

Appendix 1: Declaration of Independence 40 Appendix 2: Expertise of Audit Panel Members 41 Appendix 3: Programme of Audit visits 44 Appendix 4: Performance Indicators 47 Appendix 5: Overview of the Documents made available for scrutiny by the Institution 49


Part A: Topics


1. Preface In this report the audit panel that paid the audit visit to Hotelschool The Hague, Hoger Hotelonderwijs (HHO) by order of NQA gives an account on its method of working, its findings and conclusions. The investigation was undertaken within the framework of the accreditation of higher professional education programmes. Effectively, it started in September of 2005, at which time the institution submitted its self-evaluation report to NQA. The audit visit took place on 10th and 11th of October 2005 and was executed by an audit panel consisting of the following individuals: A. Mosher BS in Ed., MA, Ph.D. (Chairperson and audit panel member); Drs. C.T.F. Haans (domain audit panel member and educationalist); T.M.W. Weiland (student audit panel member); Drs. P. Göbel (NQA auditor). The audit panel satisfies the requirements laid down in the NVAO** ‘Protocol ter beoordeling van de werkwijze van visiterende en beoordelende instanties’ (2005). (This document contains a protocol of the method used by organisations that review and assess study programmes.) The audit panel includes members with domain-specific expertise, teaching and assessing expertise and expertise regarding the international developments within the discipline (see Appendix 2). The report consists of three parts:

• Part A: The Topic Report, in which the audit panel passes judgement on the basic quality of the programme at the level of the topics. It contains the considerations on which the judgements are based. The judgements are graded as either positive or negative. In addition, the final judgement is formulated in the Topic Report.

• Part B: The Detailed Report in which the audit panel passes judgement on the basic quality of the programme at the level of the facets. It provides the arguments to underpin that judgement. The judgements are based on a four-point scale as prescribed by NVAO: unsatisfactory [onvoldoende], satisfactory [voldoende], good [goed] and excellent [uitstekend]. The Detailed Report forms the basis of the Topic Report.

• Part C: Contains all the relevant Appendices.

** NVAO = Nederlands - Vlaams Accreditatie Organisatie [Netherlands Flemish Accreditation Organisation]


2. Introduction The Hotelschool The Hague is an independent institute of learning and knowledge in the field of management of hospitality. In the Netherlands it is one of few schools that focus on one course. The Hotelschool concentrates on supplying quality within its core competence: developing and making accessible and applicable the knowledge, learning and skills relevant to the management of (inter)national hospitality companies. The World Tourism Organization has added the Hotelschool to its list of the ten best educational centres in the world. The programmes are accredited until 1 June 2006 by de European Foundation for Accreditation of Hotelschools (EFAH). The results of the study Kennis in Kaart (2004) by the Ministry of Education, Culture and Science showed the Hotelschool The Hague to be the best university of professional education in the Netherlands. Within the framework of the project Ruim baan voor talent the Hotelschool has been given permission to raise tuition fees. The Hotelschool offers a Bachelor’s Degree programme and a Master’s Degree programme. The Masters programme was introduced in 2001 and is a collaboration with Erasmus University Rotterdam. Furthermore the Hotelschool offers a Summer Course for (young) managers in the international hotel industry and E-learning courses to a number of hotel chains. The policy of the Hotelschool on internationalisation is that it focuses on the entire world as can be seen from the list of origins from the students and the list of internships. The recruitment of students takes place mainly via the internet. The recruitment activities of the Hotelschool are concentrated on the following countries: Norway, Sweden, Denmark, Finland, Germany, Austria and Spain. These countries were chosen mainly because of the lack of courses in higher professional hotel management, their situation close to the Netherlands and the English language skills of the students. The Hotelschool has 1705 students, 163 staff members and 25 free lance lecturers. The number of international student for the English stream have increased from 25 percent in 2003 to 40 percent in 2005. The staff employed by the Hotelschool total 130 fte, including 8.5 fte staff of the Skotel. In 2003 the Hotelschool started a course in Amsterdam. The intake of students corresponds with the expectations: 120 students per year in Amsterdam and 250 per year in the Hague. In the spring of 2005 a new organisational structure was introduced that was developed in 2004. A new Educational Management Team (EMT), consisting of five (newly appointed) Education managers, the Head of Educational Services and the (also newly appointed) Board of Directors member have implemented this organisational course of action that was started in 2004.


3. Method The audit visit to the institution took place in accordance with the procedure set down in the assessment protocol of NQA which is described below. This also means that the audit panel found that the Self-evaluation Report and the Appendices provided a clear basis for the audit visit and that the review took place on the basis of the domain-specific frame of reference applicable to the programmes (see facet 1.2). NQA distinguishes three review phases: the preparatory phase, the actual audit visit and the reporting phase. Below is a brief explanation by phase. The Preparatory Phase First of all, a NQA auditor checked the self-evaluation report for quality and completeness (the screening), and determined its usefulness for the audit visit. After the Self-evaluation Report and the Appendices had been found in order (September 2005) the audit panel members started preparing themselves on the actual audit visit (September/October 2005). They read the Self-evaluation Report (and the Appendices), formulated provisional judgements according to a prescribed review format on the basis of arguments, and they formulated questions that they passed on to the NQA auditor. On the basis of an overview of provisional judgements, the NQA auditor finally made an inventory of essential points and priorities for scrutinising documents and for conducting interviews. The audit visit was prepared concretely during a preparatory meeting the evening before the visit. The most important topics for review were determined and placed on the agenda of the audit visit, enabling the institution and the audit panel to prepare themselves adequately for the audit visit. In its Self-evaluation Report the institution indicated what domain-specific frame of reference it chose. Together with the domain expert in the audit panel, the NQA auditor established whether the domain-specific aims and objectives were adequate, or whether more detailed supplementation or specification was needed. The Detailed Report states on what national, professional and programme profiles the domain-specific framework (and the programme contents and structure) was based. The Audit visit NQA drew up a timetable for the audit visit that was adjusted to the specific situation at the institution (Appendix 3). Interviews were held with the management. In addition, interviews were held with lecturers and students for each programme, graduates and representatives of the professional field. At the beginning and during the audit visit, the documents requested for scrutiny were studied. In between the interviews, the audit panel inserted so-called moments of consultation in order to exchange findings and to arrive at joint and more definite (tentative) judgements. The audit panel members substantiated their findings in writing. At the end of the visit the chairperson gave oral feedback on a few impressions and experiences of the audit panel without expressing an explicit judgement.


The Reporting Phase On the basis of the findings of the audit panel, NQA drafted a two-part report consisting of the Detailed Report and the Topic Report, in which the quality of the programme was reviewed. With this report in hand an institution applies for accreditation with NVAO. In the Detailed Report, NQA reported on facet level. The institution received a draft of this report in August 2005 and checked it for errors of fact on the basis of which a few adaptations were made. In the Topic Report NQA passed judgement on the topics and the programme as a whole. This report was presented to the institution in November 2005 for a check on errors of fact. The audit panel established the definite report in December 2005. And finally in December 2005, the audit report was presented to the institution which could then submit it to NVAO together with an application for accreditation. In February 2006 a revised version was sent to the institution. 4. Formation of Judgements In this Chapter a judgement is passed on each topic by weighing the facets belonging to that topic. The ‘Decision Making Rules’ set by NQA in the review protocol [Beoordelingsprotocol] and elaborated on further in the NQA memorandum ‘Guidelines for the Formation of Judgements’ [Handreiking voor oordeelsvorming], play an important role in this decision-making process. Moreover, the review takes into account any special emphases the institution might have placed on the programme, the domain-specific framework, and a comparison with other relevant programmes on a number of aspects. The final judgement is supplied with a supplementary text in case of:

• weighing of judgement at facet level; • benchmarking; • generic findings that surpass the facet level; • special emphases or ‘best practices’.

In the judgements on the separate topics, the judgement of the facets is repeated each time followed by a weighing that leads to the final conclusion. Extensive substantiation is to be found in the Detailed Report. With regards to benchmarking a comparison is made with other similar programmes in the Netherlands. For the national comparison, the audit panel makes use of the data contained in the central register of programmes in higher education, CRIHO**** [Centraal Register van Inschrijvingen Hoger Onderwijs], since these allow a comparison to be made. This in contrast to the performance indicators of the programme itself that differ in definition and registration.


5. Judgements by Topic Topic 1: Aims and Objectives of the Programme All three facets are marked ‘good’. Therefore the outcome of Topic 1 is positive. Topic 2: Programme Contents and Structure Seven facets are marked ‘good’, one is ‘satisfactory’. Therefore the outcome of Topic 2 is positive. Topic 3: Deployment of Staff All three facets are marked ‘good’. Therefore the outcome of Topic 3 is positive. Topic 4: Facilities One facet is marked ‘satisfactory’ and one is marked ‘good’. Therefore the outcome of Topic 4 is positive Topic 5: Internal Quality Assurance Three facets are marked ‘satisfactory’. Therefore the outcome of Topic 5 is positive. Topic 6: Results One facet is marked ‘good’ and one is ‘satisfactory’. Therefore the outcome of Topic 6 is positive.


6. Schematic Overview of Judgements Complete Overview of Judgements at Facet and Topic Level Topic/Facet Programme Topic 1 Aims and Objectives Facet 1. Domain-specific requirements Good Facet 2. Bachelor’s level Good Facet 3. Orientation HBO-bachelor’s degree

Good

Overall Judgement Positive Topic 2 Programme Contents and Structure Facet 1. HBO requirements Good Facet 2. Relationship between aims and objectives and contents of the programme

Good

Facet 3.Coherence of the programme Good Facet 4.Study load Good Facet 5. Intake Good Facet 6. Duration Good Facet 7. Co-ordination of structure and contents

Good

Facet 8. Assessments and examinations

Satisfactory

Overall Judgement Positive Topic 3 Deployment of Staff Facet 1. HBO requirements Good Facet 2. Quantity of staff Good Facet 3. Quality of staff Good Overall Judgement Positive Topic 4 Facilities Facet 1. Material facilities Satisfactory Facet 2. Student counselling Good Overall Judgement Positive Topic 5 Internal Quality Assurance Facet 1. Evaluation of results Satisfactory Facet 2. Measures for improvement Satisfactory Facet 3. Involvement of staff, students, graduates and the professional field

Satisfactory

Overall Judgement Positive Topic 6 Results Facet 1. Level achieved Good Facet 2. Educational outcomes Level achieved

Satisfactory

Overall judgement Positive 7. Overall Judgement On the basis of the above scheme and its underpinning in Section 5, it appears that the programmes score positive on the six topics, resulting in the overall judgement of the programme being positive.


Part B: Facets


Topic 1 AIMS AND OBJECTIVES OF THE PROGRAMME Topic 1, Facet 1

Domain-specific requirements Good

Criterion: - The final qualifications of the programme correspond with the requirements set by

the profession in the Netherlands and abroad and professional practice, in the relevant domain (field of study/discipline and/or professional practice).

The assessment is based on the following findings: • The final qualifications are based on the national Professional and Educational Profile

(PEP) (Beroeps- en Opleidingsprofiel, 1999), developed by the then existing hotelschools in the Netherlands (Maastricht, Leeuwarden and The Hague).

• An investigation in June 2002 (Rapportage werkgroep ‘Beroepenveld’, Juni 2002) among a number of hotel chains (Six Continents, Marriot, Centerparcs, Accor, Sofitel, Hilton international) confirms that the final qualifications and the learning goals correspond with the descriptions of the key competences that these organizations require of their managers. These competences are also at the heart of the new competence profile from 2004.

• The PEP is recently (2004) superseded by the new Professional Competence Profile (PCP) for the Bachelor in Hospitality Management. The hospitality industry was closely involved in this process. A committee at Hotelschool The Hague has mapped out how this new profile matches the current curriculum (Competency Profile The HotelManagement School Education Programmes). The Dublin-descriptors have been included to indicate the bachelor level. The details from the PCP will be translated to the Study Guide and the module guides in 2005-2006.

• The core skills from the PCP consist of twelve key objectives within the following skills: - basic skills (service-minded attitude, flexibility, responsibility, team builder, result-

orientated attitude), - communication skills (in English and one other modern foreign language,

argumentation), - problem-solving skills (collecting information, problem-solving strategies) and - business skills (running a hospitality company, making tactical decisions,

preparing strategic decisions). • The Hotelschool strives at graduates that distinguish themselves by the following

characteristic: - communication skills (advanced level in English and a modern foreign language), - pro-activity, working in an international team, entrepreneurship, tuned in to the

requirements of the client, sense of duty and responsibility, - obtaining results in which guests, staff and the owners are more than satisfied, - innovative ability, - information skills.


Topic 1, Facet 2

Bachelor’s level Good

Criterion: - The final qualifications of the programme correspond to the general, internationally

accepted descriptions of the qualifications of a Bachelor. The assessment is based on the following findings: • The final qualifications are based on the national Professional and Educational Profile

(PEP). The PEP is recently (2004) superseded by the new Professional Competence Profile (PCP). The current curriculum of the Hotelschool is based on the profile and final qualifications from PEP.

• The Hotelschool uses the Dublin-descriptors as a frame of reference to determine the bachelor level. The final qualifications are in line with the Dublin-descriptors as the panel has seen in Het nieuwe Beroeps- en opleidingsprofiel, Dublin-descriptoren en het programma.


Topic 1, Facet 3

Orientation HBO Bachelor’s degree Good

Criteria: - The final qualifications are derived partly from the professional profiles and/or

professional competencies drawn up by (or in consultation with) the relevant professional field.

- The final qualifications reflect the level of the starting professional practitioner in a specific profession or related spectrum of professions for which a HBO qualification is required or useful.

The assessment is based on the following findings: • The Hotelschool trains students to become managers in hospitality, entrepreneurs whose

focus is on the internationally oriented manager with entrepreneurial qualities, ultimately responsible for the results of the organisation (Professional Educational Profile, 1999 and Professional Competence Profile, 2004). The PCP outlines the vision of the professional field, which is shared collectively by the Dutch universities that offer courses in hospitality management.


• The PEP is based on the professional competences a hospitality manager needs in order to be able to function successfully in the industry. For this profile the results from national and international research into (international) hospitality developments were used.


• According to the representatives from the hospitality industry the entrepreneurial way of learning corresponds with the requirements of the hospitality industry.

• The Advisory Board meets three times a year. In the past the Board meeting had in informal character. Two years ago the meetings were formalised. Representatives from other industries were asked to become a member. Most members are graduates from the Hotelschool who now hold executive functions. During a meeting lecturers give a presentation of their modules and get feedback from the members of the Board.

Topic 2 PROGRAMME CONTENTS AND STRUCTURE Topic 2, Facet 1

HBO requirements Good

Criteria: - Students acquire knowledge by studying professional literature, study material

derived from professional practice and by interaction with professional practice and/or (applied) research.

- The programme has demonstrable ties with current developments in the professional field of study/ the discipline.

- The programme ensures the development of professional skills and has demonstrable ties with current professional practice.

The assessment is based on the following findings: • Acquiring knowledge (individually or in groups) and applying this knowledge to solve real

life problems characterize the course according to the Hotelschool. Application takes place as the students carry out assignments and in practical training, including in de school’s hospitality practical trainings (kitchen, restaurant and hotel).

• The literature employed is mostly hospitality related and mostly in English. Standard works are used for the theoretical side of the course. In the field of hospitality use is made of state of the art websites and current journals. Most of the literature is (on line) available in the Media centre. The panel can confirm this.


• In contrast to Anglo-Saxon management courses, the Hotelschool chooses to pay relatively much attention to internal practical lessons: in housekeeping, reception, restaurant, kitchen, as well as a practical training period in the Skotel (13 percent of the course). These practical trainings provide the students with insight into operational duties. The training of practical and management skills starts from day one in the Skotel.

• During the first year of study all students (with the exception of the mbo-students) have to stay at the Skotel. From the interviews the panel learned that students think this year is important for improving their social skills and creating bonds between students from different countries.

• The two six month industrial placements make up twenty five percent of the course. The craft level placement is the rounding off of Stage 1 and concentrates on gaining experience in operational departments. The management placement is the rounding off of the whole course and forms a natural transition for the graduates to paid employment. The Stagebureau helps the students in finding a suitable placement and finalising the contract.

• Case studies and teaching materials are taken from or related to the hospitality industry as the panel has seen. The students work with case studies directly from companies for e.g. the modules MoSaC and Money and Markets. Students use their own experience from the Craft Level Placement in e.g. ICM (Matrix contribution of hospitality practice to the curriculum 2005).

• According to the representatives of the hospitality industry the programme of the Hotelschool is up to date. The outcome of the MoSaC-case is based on the theoretical and practical experience of the students. This outcome is often implemented in the hotel.

• Research in and for the industry is the norm for the final project. The panel has seen several of these projects and they all contained some sort of research for the hospitality industry.

• The Advisory Board provides a relevant platform for discussion on the curriculum (ref. 1.3).

• Since February 2005 a lector has been appointed to investigate the relationship between HRM and people development in the hospitality industry. At this stage the panel has not been able to determine the effects for students and for the course.

• The Hotelschool portrays itself as intertnational. The representatives from the hospitality industry underline the importance of the international orientation of the Hotelschool. The students originate from more than forty different countries. In the first year at the Skotel there are mixed groups of students. The Hotelschool has an English speaking stream in which students from over 30 countries, mostly Western European countries, take part and a Dutch speaking stream. From phase 2 there are modules in English that can be attended by Dutch and international students. Another aspect of internationalisation consists of going abroad during the placements. The management of the Hotelschool is satisfied with the international orientation and with the international orientated staff. The panel is of the opinion that the Hotelschool could broaden the international orientation. At this moment middle eastern and eastern countries get more and more important for the hospitality industry as can be seen in the hospitality literature today.


• According to the students they are prepared for working in an international context. There are students from many countries, including Asian countries, studying at the school. They have a cross cultural module in the first year. In Stage 2 some modules are in English and are attended by Dutch and international students. At this moment the management of the school considers the possibilities of mixing the Dutch and the English streams.

Topic 2, Facet 2

Relationship between Aims and Objectives and the Contents of the programme

Good

Criteria: - The programme is an adequate concretization of the final qualifications with respect

to level, orientation and domain-specific requirements. - The final qualifications of the aims and objectives have been adequately translated

into learning objectives of the programme or its components. - The contents of the programme offer students the possibility to obtain the final

qualifications that have been formulated. The assessment is based on the following findings: • The Hotelschool strives at a programme that relates to the five functions of the company:

- operations management - financial management - marketing management - management of human resources - management of information and communication.

and to the three levels that can be distinguished: - operational level: duties that have a direct effect on the result - tactical level: deployment of people and resources - strategic level: scanning of developments and positioning of the company.

• The Hotelschool characterises the curriculum as follows: based on themes and modules, high degree of integration (horizontal and vertical), central role for the student, final attainment level in line with PEP, and business management at strategic level.

• The panel has ascertained that the course has a modular form with themes or (management) domain as subject. The three levels of operation in a company can be distinguished in the structure of the curriculum (the three stages). The five business processes are represented in each stage, but each time at a higher level.

• At Stage 1 (hospitality performance: doing the existing well) the students learn the correct attitude, basic skills for positions on the work floor in hotels and restaurant, basic hotel management theories and applying them in solving problems, and the craft level placement. In Stage 2 (tactical hospitality management: improving existing) the programme concentrates on the five domains of management. The students learn to use the knowledge when resolving management issues (e.g. achieving higher standards, working more effectively, pleasing the guest even more, motivating staff). In practical training the students develop their managerial abilities. In Stage 3 (strategic hospitality management: searching for new combinations) students are taught to think strategically,


to find solutions for difficult, potential problems in a creative way (Study Guide 2005-2006).

• In several documents the Hotelschool shows how the final attainment levels correspond with the content of the programme (Curriculum Hotelschool Den Haag, eindrapport werkgroep Ontwerp, mei 1998) and with the goals in the module guides (Matrix final attainment levels in the modules). The panel has seen the module guides in which the final attainment levels to which they aspire, are indicated.

• The Fast Track for mbo1 students is a special adaptation of the programme in which attention is paid to the acquisition of the skills students need for the transition from mbo to hbo2 (Project aansluiting MBO-HBO, 2003-2005, Hoe hebben de studenten het FT adaptieprogramma ervaren?, april 2004, Fast Track en de tweede vreemde taal, maart 2005).

• The programme of Amsterdam and The Hague is the same. At this moment the English Stream is only offered in The Hague, but it will be part of the Amsterdam programme in 2006 or 2007.

• The representatives of the hospitality industry told the panel that they find the practical management in the programme good, especially now that it has become cross cultural. They were also impressed by the Knowledge Hotel, an e-learning programme. They can participate in the chat room and get into a discussion with lecturers and students.

Topic 2, Facet 3

Coherence of the programme Good

Criterion: - Students follow a programme that is coherent in its contents. The assessment is based on the following findings: • The entrepreneurial way of learning is the foundation for the organisation of the

curriculum. The organising principle of the curriculum of the Hotelschool is based on growth lines between the stages and links or interdependencies within the stages. Within a stage the students should be able to concentrate on certain areas in which subjects are interrelated.

• Knowledge in all domains is widened and deepened by following it through in the stages of the curriculum (Curriculum Hotelschool Den Haag, eindrapport werkgroep Ontwerp, mei 1998). In the diagram of vertical integration this principle is made visible (Vertical integration in the curriculum). This vertical integration is recognised by students according to the Hotelschool. In the interview with the graduates this was confirmed.

• Between the modules in Stage 1 and 2 there are links. Total integration of all domain knowledge is realised in Stage 3. The students of the Hotelschool learn to apply what they have learned to an increasing degree in an integral way, both in depth and in complexity

1 Mbo = middelbaar beroepsonderwijs, upper secondary vocational education 2 Hbo = hoger beroepsonderwijs, higher professional education


of knowledge and skills. Modules are therefore offered integrally, e.g. Money and Markets and People and Organisation. What the students have learned at an earlier stage is incorporated in modules like Business Plan and Strategic Management. The Training Management Skills (TMS) modules give the students the opportunity not only to learn about management but also to put it into practice in the laboratory situation at school. In the nterviews everyone was enthusiastic about these modules.

• Each stage ends with a natural integrative moment: Stage 1 with the Craft Level Placement (learned skills are put to work), Stage 2 with the Business Plan (integration of theoretical knowledge from the five domains), and Stage 3 with the Final Placement (all skills and knowledge are needed) (Curriculum Hotelschool Den Haag, eindrapport werkgroep Ontwerp, mei 1998).

Topic 2, Facet 4

Study load Good

Criterion: - The programme can be successfully completed within the set time, as certain

programme-related factors that may impede study progress are eliminated as much as possible.

The assessment is based on the following findings: • The Study Guide 2005-2006 gives a clear overview of the programme, the modules and

the module content. In the module books these are further specified into module objectives, teaching and examinations methods and the expected student activities per module.

• The course is offered in five blocks of eight weeks, with one main module and one or two other modules (e.g. a language or an optional subject).

• The study load is divided over the various blocks as evenly as possible. This was confirmed by the students the panel has spoken. For students the workload is between 30 and 50 hours a week. Students told the panel that they all had jobs (8-20 hours a week) in the hospitality industry. The panel concludes that the study is doable for the students.

• Module evaluations show that the majority of the students find the study hours allocated reasonably reflect the hours spent.

• The entrance requirements apply to individual modules. There are no barriers in Stage 1. In Stages 2 and 3 students can always continue with subjects such as languages and optionals if they have not fulfilled the requirements for the main module yet.

• The Study Advisor is available daily for advice on problems with progress. Students can request an alternative programme.

• The Hotelschool advises the students after one year of study whether to continue the study or to leave the school. This advice is binding and based on the results of the modules Hospitality Performance A, the Skotel, Money and Market or People and Organisation, and one of the two languages (Warning for the Requirement to Discontinue the Course, Studentenstatuut, September 2005).


• In the meeting with the panel, the students did not mention any specific subjects/modules that impede study progress or form any specific restrictions.

• The Hotelschool aims at maintaining an average study duration for graduates of 52 months in 2005-2006 and 50 months in 2006-2007 and a maximum study duration for drop out students of 20 months in 2005-2006 and 15 months in 2006-2007. The figures over 2004-2005 show that the average study duration of graduates was 52 months and for drop out students it was 30 months.

• The panel is of the opinion that the Hotelschool has enough measures to keep an eye on students’ progress and to determine whether there are course elements which impede the study progress of students. Module evaluations give enough information to have a good overview of the study load.

Topic 2, Facet 5

Intake Good

Criterion: - The structure and contents of the programme are in line with the qualifications of the

incoming students: vwo [university preparatory education], havo [senior secondary general education], secondary vocational education (Wet Educatie en Beroepsonderwijs, WEB) [Adult and Vocational Education Act] or comparable qualifications as evident from an admission test.

The assessment is based on the following findings: • The Hoteschool offers three variants of the programme: the four year programme in

Dutch, the four year programme in English and the three year programme for students who have completed the MHS3, the so called Fast Track. Students can start with the course in August and in January.

• Requirements for the admission of Dutch students comply with the legal requirements for tertiary educations in the Netherlands (Studentenstatuut, September 2005). Entrance requirements for the foreign students comply with the norms for tertiary education in the countries from which the students originate. When it is unclear whether a foreign student qualifies, the NUFFIC is asked for validation of certificates.

• The Hotelschool selects the students on the basis of suitability for the profession and for the course (Selectie manual, Handleiding selectie). Each year the school gets a thousand requests for admission, only 250 students are admitted. Selection has the form of an assessment lasting one day. Each year ten selection days are organised. The students are assessed on a variety of criteria by a number of selectors from the teaching staff (educational potential), the hospitality industry (potential for the industry) and the student body (survival potential in the school). A group exercise is part of the assessment. The students are accepted or rejected on the basis of a composite score resulting from the

3 MHS: middelbare hotelschool (Intermediate Hotelschool)


assessment. This applies to all students. The panel concludes that the intake procedure is a thorough/rigorous one.

• Students following the English stream must demonstrate sufficient proficiency in English. Dutch students must have studied a second foreign language for their secondary school diploma.

• Experiments with VDL tests have been recently carried out with Fast Track students in order to fine tune the selection procedure for this group.

• Students can formulate a preference for The Hague or Amsterdam, but the Hotelschool decides where a student is placed (Study Guide 2005-2006).

• In the first module: World of Hospitality, special attention is paid to help students understand the requirements and help them adapt to the teaching methods employed.

• During the first year students have to stay at the Skotel, except the MHS-students. The panel wonders why not all the students have to stay at the Skotel in order to acquire the necessary skills and attitudes (intercultural and social).

• There is a tutor system for all the students (ref. 4.2), an EHM coordinator for the students in the English programme and a Fast Track coordinator for the MHS students. The EHM coordinators monitors and arranges help with English usage for the English stream. The Fast Track coordinator maintains links with the MHS schools in the Netherlands.

• In the light of the changing skills of the students coming from the secondary schools, the Hotelschool is considering the introduction of deficiency programmes. A project will start in 2006.

• The English stream will start in Amsterdam in 2006 or 2007. The Hotelschool will also develop an International Fast Track programme.

• De drop out rate after one year is less than ten percent. The national average is more than twenty percent.

Topic 2, Facet 6

Duration Good

Criterion: - The programme complies with formal requirements regarding the size of the

curriculum: HBO bachelor’s degree programme: 240 credits. The assessment is based on the following findings: • The Study Guide 2005-2006 contains a clear overview of the programme and the

corresponding credits. The credits are specified in the descriptions of the separate modules and in the module books.

• All 240 credits are accounted for. Stage 1 consists of the propaedeutic stage, 60 ec’s, and the practical placement, 30 ec’s. Stage 2 consists of 72 ec’s and the optionals of 12 ec’s. Stage 3 consists of 36 ec’s and the management placement of 30 ec’s.

• The Fast Track students get exemptions for the first placement and for some of the practical modules in Stage 2. They have a programme of 161 ec’s.


• Foreign students who have completed a course in hospitality management abroad can get an exemption from the Craft level Placement and complete the course in three and a half years.

Topic 2, Facet 2.7

Co-ordination of structure and contents Good

Criteria: - The teaching concept is in line with the aims and objectives of the programme. - The teaching methods correspond with the teaching concept. The assessment is based on the following findings: • The course at the Hotelschool is based on an active, independent and analytical learning

attitude of the student. The student is expected to be pro active. This is the entrepreneurial learning principle. The organisation of the modules reflects this basic principle. The stages of learning match the development of thought and skills.

• The Hotelschool has chosen the principle of entrepreneurial learning to reflect the entrepreneurial attitude required of all students in the hospitality industry after graduation. It is designed to reflect the changing roles of students and teaching staff and to emphasise the role of the student at the centre of the learning process.

• Social skills are crucial for the hospitality industry. At the Hotelschool the students stay at the Skotel during the first year. Here they have to live and work together from the beginning, in the first module 24 hours a day, seven days a week. According to the school and the students that the panel has met, the impact on the social skills of a student is huge and makes tolerance, teamwork and flexibility second nature to the students by the time they go on their first placement. The units at the Skotel are mixed: half of the students follow the Dutch stream and the other half the English stream.

• Other teaching methods that are used at the Hotelschool are: introductory lectures, key question lectures, theory assignments, seminars, application assignments, reflection and placements. Students often work in teams.

• Evaluation of the concept of entrepreneurial learning shows that this concept and the development of thought is matched in the development of the students as they progress through the course (Evaluatie Ondernemend leren april 2003, Learning and teaching: a model of linked continua of conceptions 2004).

• The panel is convinced that with the teaching concept of entrepreneurial learning and the teaching methods used the aims and objectives of the programme can be realised.


Topic 2, Facet 2.8

Assessments and examinations Satisfactory

Criterion: - The system of assessments, testing and examinations provides an effective indication

of whether the students have achieved the learning objectives of the programme or its components.

The assessment is based on the following findings: • The vision of the Hotelschool on testing is intertwined with the vision on the curriculum

and the didactic concept. Testing always includes knowledge acquisition, some form of application (of theory or of demonstration of skills). Testing takes place at more than one moment and/or in more than one form. The testing of competencies means that a substantial proportion of testing is directly related to performance in the field (Tentamensysteem, 1997, Overview testing and evaluation, June 2005).

• The testing follows the didactic concept: multiple choice exams in Stage 1 for testing basic knowledge, written exams with open questions in Stage 2 where the student has to show his grasp of and insight in the material, and in Stage 3 there are projects, papers and assignments and an oral exam on the basis of the work of the student (Overview testing and evaluation, June 2005, Evaluation norms).

• There is an Exam Committee watching over the procedures of examinations and a Court of Appeal (Individueel beoordelen en teamwork: mogelijkheden, June 1999, Kwaliteitsborging toetsing en examinering, 2002, Verslag onderzoek naar de toetsing in de hoofdmodules van fase 2, December 2002).

• For the testing of skills the students set up a portfolio. With the portfolio the students learn to reflect on their own skills.They get feedback from the instructors who use checklists with the skills needed. The portfolio is also used during the internships. The panel has seen one portfolio. This portfolio was very well structured and contained a performance checklist. Sometimes elements on the checklist were ticked off, but de comment fields were blank. Furthermore reflection had only a moderate part in the portfolio. The panel is of the opinion that a portfolio can be a good check on the practical and technical skills in Stage 1, but it needs more depth in the following Stages. According to the Hotelschool reflection is integrated in the course: students have to reflect on their experience in the practicals and the knowledge they have gathered in order to prepare themselves for their practical internship. They formulate goals that come out of this reflection. Furthermore the students write a reflection report after Hospitality Leadership in Stage 2 and a personal development plan during the management internship in Stage 3.

• During a course students are motivated by quizzes. They learn whether they have studied enough or have to study more.

• The graduation projects are based on assignments / projects from the hospitality industry. Students work on these assignments in groups of three students. On a regular basis they have a meeting with their coach from the Hotelschool. In the Research module students have learned different methods of tackling a problem. Before the students can start


working on the project they have to develop a method for handling the problem. The experts from the hospitality industry that the panel has interviewed, are more than satisfied with the level of performance in these projects. Several of the results were implemented in the organisation involved.

• The panel has seen that the grading of the final project is done by the teachers from the Hotelschool. The panel was surprised to find that the satisfaction / opinion of the professional field is not taken into account. But according to the Hotelschool the company involved has a certain influence: the formulation of the assignment and having contact with the project tutors. They can also be present at the examination and grading. This way the opinion of the professional field is taken into consideration while the teachers remain responsible for the grading. This way differences in expectations from the companies with regard to the output or differences in assignments do not lead to less objective assessments. The panel still thinks that apart from the academic aspect the client aspect is very important. The client needs to be sold the student’ point of view. In some way this should be reflected in the grade.

• There are two internship placements and some practicals amongst which the Skotel practicals. During the first year the students are assessed in the Skotelpractical. Two aspects are graded: functioning as a fellow occupant in the Skotel and functioning as a hotelmanager in the Skotel. After the first year most students go abroad for their craft level placement. They have to work in different hotel departments. In each department they are assessed twice. There are special forms for these assessments. The students are graded on the basis of these forms, impressions of the coach from meetings and contact with the company. At the end of the course the students go for their management placement. The assessment of this placement is based on the grade from the coach in the company for the practical work and the grade for the management report the students have to write. Both have to be sufficient.

• Students are graded individually (Individueel beoordelen en teamwork: mogelijkheden, June 1999) for tests. The groups for teamwork are small. Students have learned to give each other feedback. The grading is therefore also based on peer rating. In Training Management Skills (TMS) the teachers discuss the grading and they sit in on each others assessments. The same procedure works for practical and technical skills.

• Although the students are familiar with the aspect of free riders in teamwork they inform the panel that they know how to handle these situations. When nothing else works a student can be thrown out of the group.

• Teachers are satisfied with testing procedures as they told the panel. Still they always try to improve it.


Topic 3 Deployment of Staff Topic 3, Facet 1

HBO requirements Good

Criterion: - Teaching is provided for the most part by staff who relate the programme to

professional practice. The assessment is based on the following findings: • The Hotelschool’s personnel policy is directed at creating a balance between staff with a

background in the (international) hospitality business and staff with an educational background or a specific expertise. The lecturers mostly originate from the Netherlands, but there are also lecturers from USA, New Zealand, Great Britain, France, Germany, Spain, Greece, Italy, Portugal, Vietnam, Algeria, Canada, South Africa and Turkey. Twenty percent of the staff members have international work experience, fifteen percent of which in the international hospitality industry.

• Many part time lecturers (44 including free lance lecturers) work in the hospitality industry in addition to their work at the Hotelschool.

• Both lecturers and instructors function as placement tutors and visit the placement companies.

• National and international guest speakers are invited to the school, e.g. in MoSaC. • Twice a year at the staff conference, a meeting for all members of staff at the Hotelschool,

a theme is chosen that makes a comparison between the professional field and the internal organisation.

• Lecturers and instructors are given time to go on (mini) placements in the industry or in other institutes of education. The panel has learned that some of the instructors an lecturers make use of this opportunity.

• Lecturers and instructors attend conferences, instructors visit companies as well. Many lecturers and instructors are members of branch organisations.

• Many hotel chains come to the Hotelschool for example for selection days that are compulsory for lecturers. They also come for the placement market, alumni meetings, presentations and applications for craft level and management placements.

• The Hotelschool has a lector for HRM with a knowledge circle that gives an extra link with the industry as research is being done in cooperation with HRM managers in the international hospitality industry.

• The students that the panel has met, are satisfied with the teachers and the link they make with the hospitality industry.


Topic 3, Facet 2

Quantity of Staff Good

Criterion: - Sufficient staff are deployed to ensure that the programme is delivered to the required

quality standard. The assessment is based on the following findings: • With the opening of the new branch in Amsterdam the number of staff has increased

considerably. The Hotelschool is always looking for the perfect balance between maintaining ‘the human measure’ and a payroll that remains within the budget. The growth due to the opening of the Amsterdam campus was in line with the business plan.

• The Hotelschool has three layers of staff. At the core are the employees with a permanent position, the middle layer is formed by employees with one or more temporary contracts and the outer layer is made up of trainees, temp agency staff, freelancers and guest lecturers. The various peaks in the educational process are absorbed by an annual plan for the employment of freelance lecturers or lecturers on a temporary basis.

• The staff-student ratio for 2004 was 1:11. The build up of staff is close to the desired situation: the balance between male and female, full timer and part timer and the age distribution. The average age of staff is 42 years. There are an equal number of male and female employees and of full timers and part timers.

• The sickness rate has dropped from 6,3 percent in 1997 to 2,85 percent in 2004. • A lecturer has ten percent of the annual working hours available to perform organisational

tasks and ten percent to improve expertise. • A survey of how staff experience the pressure of work has as a result that requests for

extensive leave are nearly always honoured. • The recent appointment of Educational managers has made it possible to invest more

time in and pay more attention to the effective and efficient deployment of staff in the educational process. The panel has learned from the lecturers that the feedback from the Educational Team is good and that the communication lines are short.

Topic 3, Facet 3

Quality of Staff Good

Criterion: - The staff are qualified to ensure that the aims of the programme regarding contents,

didactics and organisation are achieved. The assessment is based on the following findings: • In addition to qualification requirements specific to a particular position, the Hotelschool’s

acquisition policy requires candidates to fulfil a number of special requirements, namely practical knowledge of the profession, international orientation, affinity with the hotel and catering industry, affinity with students and education, an open attitude with regard to the


transference and exchange of knowledge, and willingness to continue to develop at a personal level. A candidate is interviewed by P&O, lecturers, the educational team and the board of directors. Within a year a new lecturer gets a formal interview (Procedure in- en externe werving, Procedurehandboek P&O 2005).

• Educational policy has six spearheads: knowledge of the hospitality industry, teaching skills, knowledge of English and Dutch, professional/expert knowledge, knowledge and skills in the field of ICT and the introduction of new employees (Opleidingsbeleid 2003-2008).

- Wageningen University has developed a special training course for the instructors of the Hotelschool. All instructors follow this course.

- Each year one member of staff is given the opportunity of studying for a Master’s degree.

- All employees are tested as regards their knowledge of the English language. Internal training sessions are organised. The EHM Coordinator also monitors the use of English and ensures that standards are met (Checklist Engelse test, 2002). A translater has been appointed to translate internal documents professionally into English.

- Lecturers are allowed to spend ten percent of their time on professional training and personal development.

- Participation in ICT training sessions is stimulated and organised internally on a regular basis.

- Twice a year an introduction day for new members of staff is organised. • The Hotelschool has introduced performance management: a new system of progress

interviews, the training of staff and managers, new job descriptions, the control by the P&O department on the frequency and quality of progress interviews (Functioneringssysteem Hotelschool Den Haag 2005, Hay functiebeschrijvingen 2005, Functiematrix Hotelschool Den Haang 2005). The panel was told that each member of staff has to hand in a Personal Development Plan before a performance interview. The management uses results from evaluations (students, colleagues) for these interviews.

• Nearly all lecturers and instructors teach in The Hague and in Amsterdam. • Two lecturers are the ‘guardians’ of the entrepreneurial approach of learning. While

revising modules lecturers and instructors can get help from those guardians. • In the interviews with lecturers and instructors the panel learned that they use the time

given for professionalisation, although they have to organise it themselves. • The Hotelschool offers collective training in for instance entrepreneurial learning,

intervision.


Topic 4 FACILITIES Topic 4, Facet 1

Material Facilities Satisfactory

Criterion:

- The accommodation and material facilities are satisfactory to implement the programme.

The assessment is based on the following findings:

• In The Hague the school has three locations: Brusselselaan and the adjacent Villa ‘de Zonnehoek’ and the Skotel in Zwolsestraat. There are two restaurants open for staff, students and guests from outside and a self service restaurant. In Amsterdam there are two locations: Prinses Irenestraat and the Klencke in Graafschapstraat. There are plans for a new building in Amsterdam.

• Apart from classrooms, places for students to study, places for staff to work and ICT/computerfacilities the Hotelschool offers a number of practical facilities that are integrated in the educational process.

• The company of the Hotelschool The Hague has three main functions. It is a place of training. Students work in the various outlets of the company. Secondly, it has a commercial function: students and employees but also paying guests from outside make use of the banqueting facilities, the hotel facilities, the restaurant and the gym. Thirdly the company offers services in the area of maintenance, security and cleaning of the school premises and does the catering for events organised by the school.

• The Skotel is the training and study hotel where the first year students live and study. There are also several guestrooms. In addition to the instruction practical training and acquaintance with aspects of Rooms Division, Food and Beverage, sport facilities and Facility Services of a hotel, the Hotelschool attaches great importance to character moulding by training in social skills and working in a team. This starts in the Skotel.

• The panel was shown around the building during the visitation of the school in The Hague. The panel visited the location in Amsterdam in December. The panel can confirm that the buildings in The Hague are well equipped for the educational goals of the Hotelschool. There are ample computer facilities. The library is up to date not only according to the students but also according to the panel. From the students the panel heard that the space for students to study and practice is rather limited. The panel was wondering why the library is not open during the weekends. On the other hand students can lend all books over the weekend. They want to start a small book collection in the Skotel. The educational facilities in Amsterdam are more limited than in The Hague. The Skotel is situated in an old building. Amsterdam lacks sport facilities for students. The HDH will build a new school in Amsterdam. The panel did not find the student accommodation up to hospitality standards. The panel also wondered why there is no dress code. Poper grooming and dress need to become habitual.


• The electronic learning environment, Knowledge Hotel, supports the entrepreneurial way of learning as the panel has seen. Students and staff can plug into the school’s computer network at various points in the school and in the Skotel. They can log in from anywhere. In Amsterdam ICT support will be further extended, it is still in a starting-up stage.

Topic 4, Facet 2

Student Counselling Good

Criteria: - Student counselling and the information given to students are adequate for the

purpose of study progress. - Student counselling and information given to the students correspond with students’

needs. The assessment is based on the following findings:

• The programme for personal tutoring at the Hotelschool aims to ensure that at the end of the first year the students have been able to establish that the course matches their aims and expectations and that the school has ascertained whether the student will be able to complete the course successfully. In the post propaedeutic stage the school offers support and practical assistance to students who have problems or are delayed with their studies (Handleiding studiebegeleiding, 2005, Handleiding studiebegeleiding FT, juli 2004)).

• During the first year there is a set programme for personal tutoring for all regular students and a comparable programme for the Fast Track students during their propaedeutic stage. Every two months the student has an interview with his/her tutor. On a voluntary basis first year students have a student mentor as well.

• If a student decides to quit the course the tutor holds an exit interview with the student. Only a small number of students decide to quit the course during the post propaedeutic stage. For the Hotelschool this is an indication that the procedure for matching students and study is successful.

• In 2003 the A-team was formed to contact students that have left the course without a grade in order to assist them in graduating. This team also pays special attention to students who get behind.

• In The Hague there is a Study Coordinator available for advice on progress and study planning. In Amsterdam this task is performed by the Student Counsellor.

• Students are also closely monitored during the practical training where a portfolio system is in use and industrial release preparation classes are given in small groups. Elderly students are leader of an outlet and in this capacity they monitor younger students.

• The Vereniging van Oud Leerlingen (VOL) (Graduate Association) organises activities for graduates, including a forum for information on jobs and advice and help with applications. VOL also organises a Personal Assistant Day for students in their last year. Students can increase their knowledge and test their ideas on possible


fields of interest by spending a day shadowing a member of the VOL who has a management position in the hospitality industry.

• The Hotelschool has several means of communication and information: e-mail, a weekly news bulletin and pigeon holes. The Study Guide, timetables and the Students’ Statute are available via the Knowledge Hotel.

• According to the students living in the Skotel helps them to create bonds and to develop their social skills.

• The graduates that the panel has met were very positive about the social network you get at the Hotelschool (the bonding).

Topic 5 INTERNAL QUALITY ASSURANCE Topic 5, Facet 1

Evaluation Results Satisfactory

Criterion: - The programme is subject to periodic evaluation that is partly based on verifiable

targets. The assessment is based on the following findings: • The Hotelschool works hard to realise a system of quality care based on the pdca-cycle.

Due to reorganisations, changes in the management and the departure of several employees there are gaps in the consistency with which quality care is conducted and improvement processes are steered. Because of the commitment of the employees the consequences were not felt in the execution of the educational process. With the organisational structure that was developed in 2004 and implemented in 2005 there has come an end to this period.

• Quality is defined as ‘fit for purpose’: producing the result that has been agreed upon and that serves the goal of the customer. The Hotelschool’s vision on quality care is that results from research into quality must always lead to improvements. The school has the following goals for quality care (Kwaliteitszorg Hotelschool Den Haag: motor voor ontwikkeling, mei 2003):

- to contribute to each employee’s awareness of quality, result-orientated work and integrality;

- to contribute to a continuous development and improvement of processes and quality/results;

- to contribute to the goals of the Hotelschool. • The Hotelschool has a Quality Care Plan from 2003 that has been updated in 2005 and

will be implemented from September 2005. The panel has seen these plans (Kwaliteitszorg Hotelschool Den Haag: motor voor ontwikkeling, mei 2003, Kwaliteitszorg Hotelschool Den Haag 2005-2006, augustus 2005) .

• The Hotelschool has determined target figures for the most important indicators in the course: the selection criteria which are strictly adhered to and which ensure that students


are suitable for the profession, dropout rates, the propadedeutic exam (Warning for the Requirement to discontinue the course) and the length of time a student needs to graduate (ref. 6.2).

• The Hotelschool uses a range of instruments: module evaluations, forum meetings, focus interviews, research studies etc. Modules, placements and final projects are evaluated annually (the craft level placement was evaluated in 2003, the management placement in 2004). The curriculum as a whole was last evaluated in 2002-2003 (And what you give is what you get, report curriculum evaluation 2002-2003). The various support services are evaluated regularly.

• A survey has been carried out among representatives from the industry (Final Project 052-06, Industrial Release Office, June 2005).

• The quality of the English skills of the lecturers and the instructors is evaluated regularly and if necessary extra after signals from students (Het Engels op de Hotelschool, december 2003).

• The panel is of the opinion that Hotelschool has ample instruments to measure the quality of the educational input, process and output. Furthermore the panel has seen that the Hotelschool has a long history of evaluations. Due to reorganisation problems the school has not been able to establish a full quality cycle, but the plans that the panel has seen are good. The panel believes the management will be able to implement the plans and create a working pdca-cycle. Therefore the panel assesses this facet as satisfactory.

Topic 5, Facet 2

Measures for Improvement Satisfactory

Criterion: - The results of these evaluations form the basis for demonstrable measures of

improvement that contribute to achieving the targets. The assessment is based on the following findings: • The annual reports contain a summary of the activities and the results in the area of

quality care as the panel has seen (Jaarverslagen 2001, 2002, 2003 and 2004). • The panel has seen several plans for improvements (Kwaliteitszorg, Overzicht

verbetertrajecten 2002-2004, Stand van zaken kwaliteitszorg, juli 2004, Kwaliteitszorg 2004-2005).

• The Educational Team is responsible for the evaluation process. The results of module evaluations are discussed with the lecturer(s) and this leads to concrete plans for improvement. In the past these actions were not minuted, but the actions were carried out as the panel has learned in the meetings with instructors and lecturers. Now the Educational Team will monitor the improvements. When the outcome concerns one teacher he will get supervision.


• The panel has seen several results from improvement that have been implemented: - The investigation into the level of English among lecturers has led to extra support

and training. Lecturers have all received individual advice on their proficiency in English. There is a translator on the payroll.

- The average length of dropout time increased. Therefore targets were not met. In 2003 the A-team was set up, a group of lecturers with the explicit task of getting to grips with this problem, by looking for causes and taking measures to solve them. This has lead to a reduction in the average drop-out time.

• The Hotelschool has started a project to pay more attention to completing the circle of quality care, the consistency of the various instruments employed and to give further structure to the execution of points for improvement. The panel has seen a document Detailed planning evaluations, in which all actions concerning an evaluation are written down, in which period the action must taken and who is responsible. The panel expects that these evaluations will be carried out according to plan. At the time of the panel visit the quality care was still under construction.

• The Hotelschool will resume the investigations carried out by the HBO-monitor. • In a written statement the Board of Directors has declared that they have made budget

availabale to continue the quality assurance: 1.5 fte for personnel and 40.000 euros for handling the evaluations.

Topic 5, Facet 3

Involvement of Staff, Students, Graduates and the Professional Field

Satisfactory

Criterion: - Staff, students, graduates and the professional field for which the students are being

trained, are actively involved in the internal quality assurance. The assessment is based on the following findings: • Students are involved in module evaluations. All modules are evaluated at least once a

year and all students who have followed the module in that block are invited to fill in the evaluation form (e.g. Evaluation of MoSaC and lecturers meeting as a result).

• The evaluation of the placements involves the placements tutors from the school and from the companies, and the students. The results are discussed in a meeting of the placements tutors, twice a year.

• Feedback on the investigation into the level of English of the lecturers among EHM students (English stream) has been given to the lecturers. Lecturers all received individual advice on their level of English. One of the English lecturers has four hours a week to give staff English lessons.

• Representatives from the industry are involved in the developments at the Hotelschool. The Advisory Board has been active for ten years. The Board will in the near future also participate in evaluation.


• The Board of directors meets students from various groups, cohorts and bodies regularly (once every two months). Actions that are the result of these meetings are discussed with the middle management.

• Via the Students’ Council students are involved in plans for improvement and curriculum development by sitting on the Representativie Advisory Council and the Education Committee. The students told the panel that the Students’ Council was not very well organised until recently. They also told the panel the things work out better now the Educational Team has been set up.

• The students told the panel that there is no communication about the results from evaluations and actions planned. They hear from younger students that modules have changed because of their comments. The management (Board of Directors) stated to the panel that it wants to improve the communication to students, especially about the results from evaluations.

• The alumni participate actively in the yearly reunion. Once a year they can also participate in an industry day at the Hotelschool.

• The Hotelschool meets with the Hospitality Management Club six times a year. The members of this club all hold positions on an executive level.

Topic 6 RESULTS Topic 6, Facet 1

Level Achieved Good

Criterion: - The final qualifications that have been achieved are in line with the targets set for the

final qualifications as to level, orientation and domain-specific requirements. The assessment is based on the following findings: • The Hotelschool strives at graduates that distinguish themselves by the following points:

- communication skills (advanced level in English and a modern foreign language), - pro-activity, working in an international team, entrepreneurship, tuned in to the

requirements of the client, sense of duty and responsibility, - obtaining results in which guests, staff and the owners are more than satisfied, - innovative ability, - information skills.

• A survey among graduates shows that the alumni are nearly unanimous in their opinion that the curriculum has prepared them well for the core tasks necessary for positions in the hospitality sector and that they score well on the distinguishing factors (And what you give is what you get, report evaluation curriculum 2002-2003).

• An analysis performed bij Misset’s Top 100 companies shows that more than a third of these companies are managed by alumni of the Hotelschool.


• The evaluations of final project in 2002 and 2005 show that in 2002 75 percent of the representatives from industry and 81 percent in 2005 consider the quality of the assignments better than those carried out by students on other courses.

• Investigations in companies in which students do their management traineeship confirm the picture that students from the Hotelschool fulfil the requirements demanded by the industry (Final Project 052-06, Industrial Release Office June 2005).

• According to the Hotelschool the demand for trainees from the school has for years been higher than the supply. Various leading hotel chains come to select students several times a year (management development programme), often with the idea of offering them a job.

• According to the representatives from industry that the panel has met the students from the Hotelschool have in common that they solve a problem on their own and then ask for feedback. This attitude is created through entrepreneurial learning and working in teams. They told the panel that graduates find jobs easily. Graduates start at the front office, administration etc, but within six months they should / will be supervisors when they have the potential. Graduates also find jobs in e.g. banking companies.

• The representatives characterise the graduates from the Hotelschool as assertive and maybe a little arrogant. But in any business you need to be self confident. Internationally the graduates have to be careful with being direct, although pride and assertiveness are positive characteristics. According to the graduates the panel has met they can spot a graduate from the Hotelschool by his/her self confidence, assertiveness and arrogance.

• The graduates are positive about having acquired the final qualifications. Especially in the modules TMS (training management skills) they learn how to cooperate as a team and how the concept of hospitality can be implemented everywhere.

• The representatives of industry are positive about the level of the graduates. • The panel has seen more that ten final reports and is positive about the contents and the

hbo level achieved by the students (ref. 2.8). The Hotelschool The Hague can be compared with other (international) hotelschools.

Topic 6, Facet 2

Educational outcomes Satisfactory

Criteria: - For educational outcomes target figures have been set for comparison with other

relevant programmes. - The educational outcomes meet these target figures.


The assessment is based on the following findings:

• The Hotelschool has the following target figures: 2004/2005 2005/2006 2006/2007 Average study length of graduated students

4,5 years < 52 months


4,2 years Average study length of students who drop out



1,25 years Percentage of drop out in the propaedeutic stage Max. 12% Max. 10% Course yield: percentage of graduates per cohort 75% 80%

• The Hotelschool has realised the following results:

2003 2004 Average study length of graduated students 4,5 4,4 Average study length of students who drop out 2 2,6 Percentage of drop out in the propaedeutic stage 8,6% 11,8% Course yield: percentage of graduates per cohort (after 5 years) 63%

(cohort 1999) 53%

(cohort 2000) • The average study length of graduated students is on target, as well as the

percentage of drop outs in the propaedeutic stage. The average study length of students that drop out is above the target, the course yield is less than the target.

• The Hotelschool saw an increase of students that were taking longer and longer to graduate and sometimes not graduating at all. In order to address this problem the ‘A-team’ was started in 2003. The aim was to get half of these students to graduate before September 2004. This action did result in over half of the students graduating. Later the goal was extended to students who got delayed.

• According to the Hotelschool the high study length of drop out students is due to the fact that after one year students get a Warning for the Requirement to Discontinue the Course but the actual Requirement is given after 1,5 years. The school has made a proposal to shorten the length of the Requirement to 12 months so that students can be given a warning earlier.


Part C: Appendices


Appendix 1: Declaration of Independence by the Audit Panel Members


Appendix 2: Expertise of the Audit Panel Members Expertise in panels cf. NVAO Protocol VBI’s; 22 August 2005

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Expertise in the relevant professional field

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Work experience in the subject: Familiar with recent developments in the professional field in this subject

X X

Expertise in the subject: Experience in teaching and examining and assessing on the level and in the type of course under review

X X X

Educational expertise

X X X X

Studentrelated expertise

X

Audit expertise

X X

Specific additions from the pool of audit panel members in random order: Ms A. Mosher BS in Ed., MA, Ph.D. Is primarily deployed due to her experience as chairperson. She has wide (international) knowledge of (higher) education and educational processes based on her qualifications and work experience. She has knowledge of the domain of Hospitality Management. Education B.S. In Education, Boston College: Majors in Education, English & Philosophy Honors Society MA at Boston University: Majors in Greek and Ancient Mythologies Ph.D. at Boston University and University of Thessaloniki: Ancient Greek Language & Hellenistic Literature INSEAD Senior Management Program - Starwood Work experience Teacher – English, Latin & Geek (20 years) City of Lynn, Massachusetts, USA Waitress, F & B Manager Saunders Hotels in Boston – 10 years (nights while teaching)


Director of H.R. Sonesta Hotel, Cambridge – 2 years Director of H.R. & Training Sonesta Hotel, Bermuda – 2 years Director of H.R. Sheraton Boston – 2 years Director of Training Starwood Hotels, EAME, based in Brussels – 16 years

(travel over 200 days per year) Taught Courses for American Hotel/Lodging Institute Instituted island wide program in Bermuda Ms drs. C.T.F. Haans Ms Haans is familiar with the accreditation system bases on previous audit visits. She participated in the NQA auditor training for higher education. She is knowledgeable about higher education and educational processes based on her qualifications and work experience. Education: Adult Education 1982-1986 Psychology 1984-1990 Educational Studies 1986-1989 Negotiating Skills following the Harvard Model Work Experience: 1989-1990 Developing and co-ordinating responsibilities at Utrecht University and with

Oranjewoud, a firm of consulting engineers in Almere, the Netherlands 1989-1990 Various lectureships with Amsterdam University and with the Stichtse Opleidingen

Middelbare Akten [courses for secondary school teaching certificates] in Utrecht, the Netherlands

1990-1996 Educational member of staff at the Hanzehogeschool in Groningen 1991-1996 Secretary of the co-determination council of the former Hanzehogeschool and later of

the merged Hanzehogeschool 1996-1997 Acting head of the General and Technical Support Services of the Faculty of Economics

of the Hanzehogeschool 1997 Policy advisor to the Department of Financial Affairs and Personnel & Organisation 1997-1999 Coordinator at the International Office of the Faculty of Economics of the

Hanzehogeschool as well as Coordinator of Erasmus subsidies Hanzehogeschool at present Educational policy advisor at the Hotel and Catering Industry, Tourism, Food and

Cosmetics Unit of ROC Gilde Opleidingen Mr. T. M. Weiland Deployed as student. He has knowledge of (higher) international education. Education: 08.2002 – (06.2006) Ecole hôtelière de Lausanne, Switzerland

Bachelor of International Hospitality Management Programme Work experience July 2005 39th Montreux Jazz Festival – Bar manager 09.2004 – 12.2004 New Port Bay Club, Paris – Banqueting manager 06.2004 – 08.2004 Disneyland Hotel, Paris – Room Service manager 02.2004 – 05.2004 EHL Fete Final – General Manager 07.2003 – 11.2003 Hyatt Regency, Spain – Head Waiter


05.2002 – 07.2002 Hostal la Gavina, Spain – Kitchen Intern 12.2001 – 05.2002 Robinson Select Alpenrose, Austria - Waiter 05.2001 – 07.2001 Robisnson Club Scuol Palace, CH – Barman 12.2001 – 03.2001 African Lounge, Germany – Waiter/Barman 12.2001 – 03.2001 Snowboardschule Erwin Gruber – Instructor Occasionally in 2000 Swiss Consulate Cape Town – Waiter / Barman 09.1999 – 04.2000 Panarottis Restaurant, South Africa - Waiter Ms drs. P. Göbel Ms Göbel is deployed as NQA auditor. Apart from more than five years’ experience with audit visits in almost all sections of HBO [higher professional education], her auditor qualities are based on many years of assessment experience as well as having attended auditor courses at Lloyds. She has worked in higher professional education for twenty years. Education: Grade two teacher training: Dutch and English: 1971-1976 Utrecht University, Dutch Language and Literature 1976-1979 Work Experience: Lecturer of linguistic competence at Saxion Hogeschool Enschede: 1980-1993 Student counsellor at Saxion Hogeschool Enschede 1987-1995 Director of Saxion Hogeschool Enschede 1994-1997 Project leader at Saxion Hogeschool Enschede 1997-2000 Policy advisor of Quality Assurance at HBO-raad [Netherlands Association of Professional Universities] 2000-2004 NQA Auditor at present


Appendix 3: Audit Visit Programme Monday 10th October 2005 Time Activity Group 10.00 – 10.30 Welcome Visitation Panel Executive Board/Management 10.30 – 12.00 Private meeting Panel

Panel

12.00 – 13.00 Lunch at brasserie Zinq Panel

13.00 – 14.00 Guided tour Two students

14.00 – 16.00 Private meeting Panel

Panel

16.00 – 17.00 Meeting contacts hospitality industry:

placement companies Members Advisory Board Members Hospitality Industry Coaches Practical Period


Panel

18.00 Diner at restaurant Le Début Panel


Tuesday 11th October 2005 Time Activity Group 09.00 – 09.45 Meeting Educational Management

Management

10.00 – 10.45 Meeting lecturers/coaches practical

education

Lecturers

11.00 – 11.45 Meeting students Representative group of students

12.00 – 13.00 Lunch

Panel

13.00 – 13.45 Meeting lecturers

Representative group of lecturers

14.00 – 14.45 Meeting graduates

Recent graduates


Panel

17.00 – 17.45 Second meeting Executive

Board/Management Executive Board


Appendix 4: Performance Indicators Here you find a comparison of performance indicators from the Hotelschool The Hague with national averages. Table 1a: Data on programme Hotelschool versus national average full-time (NA)

(enrolment cohort first time hogeschool). 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Percentage of diplomas awarded after 5 years

Progr NA

77,370,5

71,767,9

71,962,3

67,563,2

64,060,5

Average duration of study of certificate e-holders of the graduate cohort year X (in months)

Progr NA

64,757,0

69,8 59,4

73,9 58,7

73,560,3

81,961,6

Dropout percentage after 1 year

Progr NA

6,718,7

8,4 18,2

6,3 21,8

9,521,5

9,522,6

Average duration of study of dropouts in months of the school leavers cohort in X (in months)

Progr NA

43,422,6

41,7 30,8

52,0 23,1

43,521,8

50,924,9

References: the self-evaluation report of programme HHO, CHN and the website of the Netherlands Association of Universities of Professional Education [HBO-raad].


Appendix 5: Overview of the Documents Made Available by the Programme Management for Scrutiny

Documents Subject/section Policy documents (at course and HBO level) Quality care Organisation Personnel policy (incl. Job and qualification profiles, documentation on functioning and professionalisation) Educational policy and testing & assessment policy Performance policy

5 3 2 5, 6

Assessment reports/results (internal as well as external research) Including measuring instruments

2, 3.3, 4, 5, 6.2

Course and examination regulations The final attainment levels which should be reached 1 Job profile or similar document 1 Study guide 2, 4.2 Overview of the programme (for all variations and both locations) Including study points

2

Overview of personnel (lecturer qualifications) 3.1 Base Figures 6.1 Curriculum documents: Module guides Placement /final project guides Book list Project assignments Deficiency programmes Text books Readers

2

Tests, portfolios and assessments, including evaluations 2.8, 6.2 Final products, including evaluations 6.2 Placement reports, including evaluations 2.8
