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Pathfinder Reading Guidelines
The Self-Evaluation is laid out in chapters structured under Milestones Completed and Future Aspirations.
Each chapter is titled in line with the NVAO extensive assessment framework; it consists of subchapters named after corresponding standards 1 to 11.
The reflection on the criteria pertaining to the special feature of Small-Scale and Intensive Education, namely A to G, is embedded in line with subchapters, but marked with an icon on each page.
To highlight distinctive components of the BA curriculum under the small-scale and intensive education concept, extra pages on Minors (1.2A), Premaster Programme (1.2B), Exchange Programme (1.3C), the Extra Mile Office (1.3A), the SDG Office (1.3B), VR/AR Implementation (2.2A), and Alumni Community (5.3A) have been added to the subchapters.
Further, there is a drop-down tab Read Standard that outlines a corresponding assessment standard(s) and the criteria of special feature covered on a respective subchapter/page. Hyperlinks contain primary documentation and policies and/or additional elicitation and definitions. Supplementary curriculum information, relevant policies, staff data and selected samples of graduate projects have been added to the MS Teams site shared.
The final chapter is Student Chapter, which takes the format of two fireside video chats with current BA students.
We hope you will enjoy the read.
The Bachelor Programme in Hospitality Management (BA.HM) is a 240 European Credit degree programme taught entirely through English. The decision to teach through English was made for various reasons. Firstly, we feel the field of Hospitality Management is inherently an international arena. To best prepare our students for this international playing field, an English language environment is the perfect medium. Also, English is the academic and research language of the hospitality management discipline. Secondly, our graduates are expected to become intercultural, hospitality leaders and to achieve this, a good mix of international students and faculty are needed. The diversity of both faculty and the student body help create an international environment. By teaching through English, we can better prepare our students for future career opportunities and further studies. We truly believe offering an English language programme helps us create an intercultural classroom and in turn increases the quality of our education. Our Bachelor has been offered in different formats since Hotelschool The Hague (HTH) was founded in 1929, and it became a fully English language programme in 2008.
The Bachelor programme has both an English and a Dutch name; Bachelor in Hospitality Management (English) and Bachelor in Hotel Management (Dutch). Hotelschool The Hague identifies more with the English name as it aligns better with the definition of industry we work with and prepare our students for.
The BA.HM caters to both Dutch and international students and offers a unique combination of research, theoretical, and practical education. Students of the Bachelor programme are prepared for a career in both the primary and secondary hospitality as well as the tertiary field: industries in which hospitality makes a difference.
The global pandemic posed a huge challenge for tertiary education institutes and HTH is no exception. At the same time, the constraints of the lockdowns also presented an opportunity to further invest in digital tools for both teaching and assessing. In addition, it created a unique opportunity to (temporarily) redefine practical education as well as placement modules. Valuable progress was made, and this knowledge is continuing to be applied in the BA.HM.
The hospitality industry faced significant challenges during the COVID-19 pandemic which in turn created a sense of uncertainty for students. Thanks to its resilience, the industry has experienced an extraordinary comeback, highlighted by a renewed focus on agility and creativity. This has directly had a positive impact on students and the programme. It has opened new opportunities in the areas of Placement, Management Internships and Research. Successful and plentiful job prospects following graduation are a testament to the strong recovery and rebound of the hospitality industry, reassuring students of a promising future within the field.
Over the past 5 years, the focus has been on the development of an innovated curriculum. The changes in curriculum not only take the new demands of industry into account but also recognise the needs and characteristics of Gen Z. Classes are more interactive focusing on collaborative learning environments which foster greater creativity and innovation while real life learning sees the application of theory in real business cases and examples.
Whilst redesigning the curriculum, we have ensured all dimensions of the Significant Learning taxonomy (Dee Fink, 2003) have been incorporated. The curriculum and indeed the learning goals do not just focus on Knowledge, Application and Integration, but also highlight the dimensions of Caring, Learning How to Learn and the Human dimension.
In addition, the curriculum was revisited to help ensure we offer the right balance between formative and summative assessment and that assessment is also seen as an opportunity to learn how to learn.
The present curriculum has also embraced digitalisation as a means of enhancing the educational experience. The integration of AR (Augmented Reality), VR (Virtual Reality), AV(Audiovisuals) and COIL (Collaborative Online International Learning) projects has opened the door to interactive and immersive learning. Next to these tools, a variety of digital programmes are used in classes and for home study to facilitate students’ studying at their preferred location and pace. All these digital tools have facilitated virtual simulations, lectures, and collaborative projects, providing students with real-world exposure and practical skills preparing them for an ever greater technologically driven industry. Also, in the contents of the curriculum, there is a heavier focus on digitalisation and the implications of the digital era for our industry.
We are proud that in the midst of a curriculum innovation, student satisfaction and study success have remained high with the Bachelor programme ranking as first place among the public Hospitality Management programmes in the ‘Keuzegids’ for the tenth consecutive year. In the ‘Keuzegids’ 2024, the BA.HM campus Amsterdam scored 80/100 points and campus The Hague scored 75/100.
We are also proud of our extracurricular programme and the small-scale environment we have managed to create. Based on the THE-ICE survey 2022, HTH received a recognition for excellence for three categories, namely introduction to clubs & societies, the size of classes and making friends from other countries.
Finally, our sustainability and societal efforts were recognised in the Triple E awards 2023, where the initiative of the food truck STr-EATS was awarded 3rd place in the SDG initiative of the year contest organised by the ACEEU, the Accreditation Council for Entrepreneurial & Engaged Universities.
The feedback received following the 2018 accreditation was embraced and implemented, for instance the more extensive documentation of assessor feedback in the graduation project, and we have sought to uphold the positive elements as highlighted in the panel report (ambitious learning goals, clear link to industry needs and trends, plentiful opportunities for extracurricular activities, excellent facilities to name a few).
The preparations for the upcoming cluster accreditation have awarded us the opportunity to further reflect on our achievements but also on the areas of possible improvement and indeed our future ambitions. In the following chapters, we will share this reflection as well as those ambitions with you.
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Back to Contents
Follow the Path
The Bachelor Programme in Hospitality Management (BA.HM) is a 240 European Credit degree programme taught entirely through English. The decision to teach through English was made for various reasons. Firstly, we feel the field of Hospitality Management is inherently an international arena. To best prepare our students for this international playing field, an English language environment is the perfect medium. Also, English is the academic and research language of the hospitality management discipline. Secondly, our graduates are expected to become intercultural, hospitality leaders and to achieve this, a good mix of international students and faculty are needed. The diversity of both faculty and the student body help create an international environment. By teaching through English, we can better prepare our students for future career opportunities and further studies. We truly believe offering an English language programme helps us create an intercultural classroom and in turn increases the quality of our education. Our Bachelor has been offered in different formats since Hotelschool The Hague (HTH) was founded in 1929, and it became a fully English language programme in 2008.
The Bachelor programme has both an English and a Dutch name; Bachelor in Hospitality Management (English) and Bachelor in Hotel Management (Dutch). Hotelschool The Hague identifies more with the English name as it aligns better with the definition of industry we work with and prepare our students for.
The BA.HM caters to both Dutch and international students and offers a unique combination of research, theoretical, and practical education. Students of the Bachelor programme are prepared for a career in both the primary and secondary hospitality as well as the tertiary field: industries in which hospitality makes a difference.
The global pandemic posed a huge challenge for tertiary education institutes and HTH is no exception. At the same time, the constraints of the lockdowns also presented an opportunity to further invest in digital tools for both teaching and assessing. In addition, it created a unique opportunity to (temporarily) redefine practical education as well as placement modules. Valuable progress was made, and this knowledge is continuing to be applied in the BA.HM.
The hospitality industry faced significant challenges during the COVID-19 pandemic which in turn created a sense of uncertainty for students. Thanks to its resilience, the industry has experienced an extraordinary comeback, highlighted by a renewed focus on agility and creativity. This has directly had a positive impact on students and the programme. It has opened new opportunities in the areas of Placement, Management Internships and Research. Successful and plentiful job prospects following graduation are a testament to the strong recovery and rebound of the hospitality industry, reassuring students of a promising future within the field.
Over the past 5 years, the focus has been on the development of an innovated curriculum. The changes in curriculum not only take the new demands of industry into account but also recognise the needs and characteristics of Gen Z. Classes are more interactive focusing on collaborative learning environments which foster greater creativity and innovation while real life learning sees the application of theory in real business cases and examples.
Whilst redesigning the curriculum, we have ensured all dimensions of the Significant Learning taxonomy (Dee Fink, 2003) have been incorporated. The curriculum and indeed the learning goals do not just focus on Knowledge, Application and Integration, but also highlight the dimensions of Caring, Learning How to Learn and the Human dimension.
In addition, the curriculum was revisited to help ensure we offer the right balance between formative and summative assessment and that assessment is also seen as an opportunity to learn how to learn.
The present curriculum has also embraced digitalisation as a means of enhancing the educational experience. The integration of AR (Augmented Reality), VR (Virtual Reality), AV(Audiovisuals) and COIL (Collaborative Online International Learning) projects has opened the door to interactive and immersive learning. Next to these tools, a variety of digital programmes are used in classes and for home study to facilitate students’ studying at their preferred location and pace. All these digital tools have facilitated virtual simulations, lectures, and collaborative projects, providing students with real-world exposure and practical skills preparing them for an ever greater technologically driven industry. Also, in the contents of the curriculum, there is a heavier focus on digitalisation and the implications of the digital era for our industry.
We are proud that in the midst of a curriculum innovation, student satisfaction and study success have remained high with the Bachelor programme ranking as first place among the public Hospitality Management programmes in the ‘Keuzegids’ for the tenth consecutive year. In the ‘Keuzegids’ 2024, the BA.HM campus Amsterdam scored 80/100 points and campus The Hague scored 75/100.
We are also proud of our extracurricular programme and the small-scale environment we have managed to create. Based on the THE-ICE survey 2022, HTH received a recognition for excellence for three categories, namely introduction to clubs & societies, the size of classes and making friends from other countries.
Finally, our sustainability and societal efforts were recognised in the Triple E awards 2023, where the initiative of the food truck STr-EATS was awarded 3rd place in the SDG initiative of the year contest organised by the ACEEU, the Accreditation Council for Entrepreneurial & Engaged Universities.
The feedback received following the 2018 accreditation was embraced and implemented, for instance the more extensive documentation of assessor feedback in the graduation project, and we have sought to uphold the positive elements as highlighted in the panel report (ambitious learning goals, clear link to industry needs and trends, plentiful opportunities for extracurricular activities, excellent facilities to name a few).
The preparations for the upcoming cluster accreditation have awarded us the opportunity to further reflect on our achievements but also on the areas of possible improvement and indeed our future ambitions. In the following chapters, we will share this reflection as well as those ambitions with you.
Back to top
The Self-Evaluation is laid out in chapters structured under Milestones Completed and Future Aspirations.
Each chapter is titled in line with the NVAO extensive assessment framework; it consists of subchapters named after corresponding standards 1 to 11.
The reflection on the criteria pertaining to the special feature of Small-Scale and Intensive Education, namely A to G, is embedded in line with subchapters, but marked with an icon on each page.
To highlight distinctive components of the BA curriculum under the small-scale and intensive education concept, extra pages on Minors (1.2A), Premaster Programme (1.2B), Exchange Programme (1.3C), the Extra Mile Office (1.3A), the SDG Office (1.3B), VR/AR Implementation (2.2A), and Alumni Community (5.3A) have been added to the subchapters.
Further, there is a drop-down tab Read Standard that outlines a corresponding assessment standard(s) and the criteria of special feature covered on a respective subchapter/page. Hyperlinks contain primary documentation and policies and/or additional elicitation and definitions. Supplementary curriculum information, relevant policies, staff data and selected samples of graduate projects have been added to the MS Teams site shared.
The final chapter is Student Chapter, which takes the format of two fireside video chats with current BA students.
We hope you will enjoy the read.
Pathfinder Reading Guidelines