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Hotelschool The Hague boasts a learning environment and campus facilities that encourage active student engagement and facilitate the achievement of intended learning outcomes.
Milestones Completed
The BA in Hospitality Management consists of a total of 240 EC divided over four years of study. The current programme of the innovated curriculum is detailed in the BA course catalogue and can be illustrated as follows:
Dee Fink Taxonomy of Significant Learning (2003)
Didactical Philosophy and Models
The educational philosophy of the BA.HM is student-centred, based on Dee Fink’s taxonomy of Significant Learning and closely aligned with HTH Educational Vision. We ensure that we consider the programme from a student perspective in designing the education, reflecting on how the learning process works, how to ensure students remain motivated, and how we encourage students to engage in lifelong learning.
Special Feature: Small-Scale and Intensive Education
The HM programme features a diversity of teaching methods, allowing the students to develop in-depth learning through the educational content in a variety of ways, as can been seen in the scores of the National Student Survey (NSE) performed on HTH campuses. The teaching methods encompass lectures, Real Life Labs and interactive masterclasses, research projects (group work, pairwork, and individual work), field trips, and individual written assignments, collaborative learning, debates, as well as giving consideration to blended learning and digital transformation in which educational content is available to students irrespective of time and place.
In-depth learning | HTH Total | Amsterdam | The Hague |
|---|---|---|---|
Applying facts, theories or methods to practical problems or new situations | 4.05 | 4.08 | 4.01 |
Performing an in-depth analysis of an idea, experience or argument by examining its components | 3.99 | 4.05 | 3.92 |
Evaluating an opinion, decision or source of information | 4.04 | 4.07 | 3.99 |
Formulating a new idea based on multiple sources of information | 4.14 | 4.22 | 4.05 |
NSE Student Survey 2023: HTH BA Hospitality Management; 5-point scale
Special Feature: Small-Scale and Intensive Education
The teaching methods also relate to that of fostering ‘learning communities’, in which academic discourse and interaction between all types of participants (students, lecturers, hospitality industry, knowledge institutes, etc.) take place. We see this reflected in guest lecturers and interactive workshops of industry experts who bring recent industry developments or theories into the programme, in the collaborative research projects that our Bachelor’s students participate in alongside HTH researchers and industry, in the formative feedback provided by industry commissioners to students during the real life cases, in the graduation work of students who have worked within companies.
The innovated curriculum has been carefully designed to ensure that students make nominal study progress, with extracurricular activities seamlessly integrated into their educational journey. This has been achieved by lectures providing continuous (feed-forward) feedback and study coaching being an integrated component of the curriculum structure.
As HTH offers small-scale and intense education, classroom activities take place in small groups of mostly 12 or 24 students. In addition, many courses work with small group assignments where students are required to collaborate on (research) projects. In most of these projects, students work with a coach who often takes on both a process-coordinating and a content role. As supported by student evaluations, access to coaches (lecturers) is easy as there are a high number of contact hours in small group settings.
Involvement and Contact | Hotelschool The Hague | Breda UAS | NHL Stenden UAS | Saxion UAS | Zuyd UAS | National HM Programmes |
|---|---|---|---|---|---|---|
The teachers provide good support | 3.6 | 3.6 | 3.3 | 3.5 | 3.5 | 3.5 |
I can reach teachers if I need to | 4.1 | 4.0 | 3.6 | 3.9 | 3.9 | 3.9 |
NSE Student Survey 2023: BA Hospitality Management Stem Benchmark; 5-point scale
Special Feature: Small-Scale and Intensive Education
The teaching concept is centered around a challenging and intensive learning environment, fostering a strong learning community among students and staff. The NSE results on content and structure of education demonstrate that students recognise positively that they are challenged and inspired in their pursuit of excellence through activated teaching methods and an intensive curriculum, with multiple opportunities to meet their own interests and achieve educational aspirations. They also experience extracurricular activities as being socially relevant and contributing to a more intense and personal experience.
Content and structure of education | Hotelschool The Hague | Breda UAS | NHL Stenden UAS | Saxion UAS | Zuyd UAS | National |
The teachers foster an environment where questions can be asked | 4.1 | 3.9 | 3.8 | 3.8 | 3.9 | 3.9 |
The work methods used in your course programme | 3.8 | 3.7 | 3.4 | 3.7 | 3.7 | 3.7 |
The degree to which you find the content of your course programme to be challenging | 3.7 | 3.7 | 3.4 | 3.8 | 3.5 | 3.6 |
I feel inspired by what I learn during my course programme | 3.9 | 3.8 | 3.5 | 3.7 | 3.8 | 3.7 |
I am regularly engaged in learning and work with the subject material | 3.9 | 3.7 | 3.4 | 3.6 | 3.7 | 3.6 |
In addition to the regular activities, I am also actively involved in my course programme | 3.9 | 3.7 | 3.4 | 3.6 | 3.7 | 3.6 |
NSE Student Survey 2023: BA Hospitality Management Stem Benchmark; 5-point scale
Special Feature: Small-Scale and Intensive Education
Real Life Cases
Hotelschool The Hague has achieved significant milestones in transforming its education to align with the rapidly evolving hospitality industry. The institution has shifted from traditional, closed-environment cases to implementing dynamic Real Life Cases (RLCs) - one of HTH education and research objectives in the strategic direction 2024-2027 - that provide students with a more realistic understanding of the industry. This comprehensive integration of RLCs enhances meaningful learning experiences, linking education, industry, and research while preparing students for the industry's demands on IQ, EQ, and AQ.
Real Life Cases involve working with a real-life context, ranging from paper cases to occasional interaction with industry representatives (e.g. Business Inspiration Days) to full engagement with a commissioner, solving a real-life challenge (e.g. in Minors, LYCar Graduation Course and Real-Life Labs). The institution has successfully set up and expanded RLCs in courses (e.g. Business Transformation) with a focus on the innovated curriculum, involving course teams and adopting a co-creation approach.
To distinguish possible levels of Real Life Case implementation in the curriculum, we have developed a detailed, in cooperation with the Curriculum Committee, Typology Ranking of Real Life Cases. Following the typology, an overview of all courses and ECs has been created showing the level aimed for each course.
The small-scale and intense nature of the education delivered through Real Life Learning alongside the content integration of courses, is evident by the high level of participation and preparation that is expected from students. Working with RLCs allows students to focus on cross-sectoral and interdisciplinary learning assignments and learning goals that are transferable to similar situations encountered by students in their (future) professional careers. In terms of the AuCom-I model, RLCs challenge our students to attain a higher level of autonomy while working in complex contexts and on complex, interdisciplinary assignments.
We will continue the emphasis on RLCs, focusing on further interaction with course teams and gathering feedback from students, industry partners, and faculty.
Future Aspirations
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HTH aims to review and establish policies and guidelines to ensure a balanced combination of companies and industry touchpoints, contributing to a holistic student journey and achieving programme learning outcomes.
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The BA in Hospitality Management consists of a total of 240 EC divided over four years of study. The current programme of the innovated curriculum is detailed in the BA course catalogue and can be illustrated as follows:
Hotelschool The Hague boasts a learning environment and campus facilities that encourage active student engagement and facilitate the achievement of intended learning outcomes.
Milestones Completed
Dee Fink Taxonomy of Significant Learning (2003)
Didactical Philosophy and Models
The educational philosophy of the BA.HM is student-centred, based on Dee Fink’s taxonomy of Significant Learning and closely aligned with HTH Educational Vision. We ensure that we consider the programme from a student perspective in designing the education, reflecting on how the learning process works, how to ensure students remain motivated, and how we encourage students to engage in lifelong learning.
Special Feature: Small-Scale and Intensive Education
The HM programme features a diversity of teaching methods, allowing the students to develop in-depth learning through the educational content in a variety of ways, as can been seen in the scores of the National Student Survey (NSE) performed on HTH campuses. The teaching methods encompass lectures, Real Life Labs and interactive masterclasses, research projects (group work, pairwork, and individual work), field trips, and individual written assignments, collaborative learning, debates, as well as giving consideration to blended learning and digital transformation in which educational content is available to students irrespective of time and place.
In-depth learning | HTH Total | Amsterdam | The Hague |
|---|---|---|---|
Applying facts, theories or methods to practical problems or new situations | 4.05 | 4.08 | 4.01 |
Performing an in-depth analysis of an idea, experience or argument by examining its components | 3.99 | 4.05 | 3.92 |
Evaluating an opinion, decision or source of information | 4.04 | 4.07 | 3.99 |
Formulating a new idea based on multiple sources of information | 4.14 | 4.22 | 4.05 |
NSE Student Survey 2023: HTH BA Hospitality Management; 5-point scale
Special Feature: Small-Scale and Intensive Education
The teaching methods also relate to that of fostering ‘learning communities’, in which academic discourse and interaction between all types of participants (students, lecturers, hospitality industry, knowledge institutes, etc.) take place. We see this reflected in guest lecturers and interactive workshops of industry experts who bring recent industry developments or theories into the programme, in the collaborative research projects that our Bachelor’s students participate in alongside HTH researchers and industry, in the formative feedback provided by industry commissioners to students during the real life cases, in the graduation work of students who have worked within companies.
The innovated curriculum has been carefully designed to ensure that students make nominal study progress, with extracurricular activities seamlessly integrated into their educational journey. This has been achieved by lectures providing continuous (feed-forward) feedback and study coaching being an integrated component of the curriculum structure.
As HTH offers small-scale and intense education, classroom activities take place in small groups of mostly 12 or 24 students. In addition, many courses work with small group assignments where students are required to collaborate on (research) projects. In most of these projects, students work with a coach who often takes on both a process-coordinating and a content role. As supported by student evaluations, access to coaches (lecturers) is easy as there are a high number of contact hours in small group settings.
Involvement and Contact | Hotelschool The Hague | Breda UAS | NHL Stenden UAS | Saxion UAS | Zuyd UAS | National HM Programmes |
|---|---|---|---|---|---|---|
The teachers provide good support | 3.6 | 3.6 | 3.3 | 3.5 | 3.5 | 3.5 |
I can reach teachers if I need to | 4.1 | 4.0 | 3.6 | 3.9 | 3.9 | 3.9 |
NSE Student Survey 2023: BA Hospitality Management Stem Benchmark; 5-point scale
Special Feature: Small-Scale and Intensive Education
The teaching concept is centered around a challenging and intensive learning environment, fostering a strong learning community among students and staff. The NSE results on content and structure of education demonstrate that students recognise positively that they are challenged and inspired in their pursuit of excellence through activated teaching methods and an intensive curriculum, with multiple opportunities to meet their own interests and achieve educational aspirations. They also experience extracurricular activities as being socially relevant and contributing to a more intense and personal experience.
Content and structure of education | Hotelschool The Hague | Breda UAS | NHL Stenden UAS | Saxion UAS | Zuyd UAS | National |
The teachers foster an environment where questions can be asked | 4.1 | 3.9 | 3.8 | 3.8 | 3.9 | 3.9 |
The work methods used in your course programme | 3.8 | 3.7 | 3.4 | 3.7 | 3.7 | 3.7 |
The degree to which you find the content of your course programme to be challenging | 3.7 | 3.7 | 3.4 | 3.8 | 3.5 | 3.6 |
I feel inspired by what I learn during my course programme | 3.9 | 3.8 | 3.5 | 3.7 | 3.8 | 3.7 |
I am regularly engaged in learning and work with the subject material | 3.9 | 3.7 | 3.4 | 3.6 | 3.7 | 3.6 |
In addition to the regular activities, I am also actively involved in my course programme | 3.9 | 3.7 | 3.4 | 3.6 | 3.7 | 3.6 |
NSE Student Survey 2023: BA Hospitality Management Stem Benchmark; 5-point scale
Special Feature: Small-Scale and Intensive Education
Real Life Cases
Hotelschool The Hague has achieved significant milestones in transforming its education to align with the rapidly evolving hospitality industry. The institution has shifted from traditional, closed-environment cases to implementing dynamic Real Life Cases (RLCs) - one of HTH education and research objectives in the strategic direction 2024-2027 - that provide students with a more realistic understanding of the industry. This comprehensive integration of RLCs enhances meaningful learning experiences, linking education, industry, and research while preparing students for the industry's demands on IQ, EQ, and AQ.
Real Life Cases involve working with a real-life context, ranging from paper cases to occasional interaction with industry representatives (e.g. Business Inspiration Days) to full engagement with a commissioner, solving a real-life challenge (e.g. in Minors, LYCar Graduation Course and Real-Life Labs). The institution has successfully set up and expanded RLCs in courses (e.g. Business Transformation) with a focus on the innovated curriculum, involving course teams and adopting a co-creation approach.
To distinguish possible levels of Real Life Case implementation in the curriculum, we have developed a detailed, in cooperation with the Curriculum Committee, Typology Ranking of Real Life Cases. Following the typology, an overview of all courses and ECs has been created showing the level aimed for each course.
The small-scale and intense nature of the education delivered through Real Life Learning alongside the content integration of courses, is evident by the high level of participation and preparation that is expected from students. Working with RLCs allows students to focus on cross-sectoral and interdisciplinary learning assignments and learning goals that are transferable to similar situations encountered by students in their (future) professional careers. In terms of the AuCom-I model, RLCs challenge our students to attain a higher level of autonomy while working in complex contexts and on complex, interdisciplinary assignments.
We will continue the emphasis on RLCs, focusing on further interaction with course teams and gathering feedback from students, industry partners, and faculty.
Future Aspirations
HTH aims to review and establish policies and guidelines to ensure a balanced combination of companies and industry touchpoints, contributing to a holistic student journey and achieving programme learning outcomes.
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