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Milestones Completed
HTH Board of Directors
Hotelschool The Hague has implemented a Quality Management System based on five pillars, which has created a tailor-made ‘Hotelschool The Hague’s Quality Management Model’ and ‘Hotelschool The Hague’s Heart Rate Monitor’ (describing the Quality Management Cycle). The quality management system has been externally audited by Certiked, part of Lloyd’s Register Nederland BV that declared its trust in the basis of the current quality management system and made some valuable recommendations. Over the last 6 years, we have maintained a comprehensive quality assurance system in place. To strengthen the quality culture of continuous improvement we have further increased the engagement between stakeholders, made quality part of the daily operations and communicated available information better. Shared leadership, promoting an open culture has remained an important carrier to take appropriate steps towards a culture in which everyone takes responsibility for ongoing improvements.
HTH quality assurance system encompasses the entire institution and all its departments. This approach to quality management involves a cycle of planning, execution, evaluation, and improvement, aligned with the Plan-Do-Check-Act (PDCA) methodology. The process commences with the planning phase (PLAN), rooted in the Institutional Plan. Various policies and regulations, covering a three-year horizon and aligned with the Institutional Plan, are redeveloped and adapted, including the Education & Exams Regulations (EER). Additionally, departmental managers, core teams, and individual staff members align their activities and priorities with the institutional and departmental plans, forming an integral part of the planning process.
HTH Heart Rate Monitor
Subsequently, the delivery phase (DO) focuses on executing the unique combination of theory, practice, and research, along with the development of skills (IQ, AQ, and EQ) that HTH promises to provide. A variety of instruments and tools, including the HTH Quality Management Cycle Dashboards, are employed to measure the extent to which HTH fulfills its commitments, thus constituting the 'CHECK' phase of the quality assurance cycle. Continuous data analysis and performance dialogue ensure that training courses and further development opportunities are offered where necessary.
Throughout the process, a collaborative approach is embraced, with different departments working together to design and deliver education, consider stakeholders' needs, and drive continuous improvement, guided by Environmental, Social and Governance (ESG) standards. The results analysis informs the development of improvement and development plans (ACT) in accordance with project management guidelines, making it the final phase of the PDCA cycle.
HTH closely monitors progress at various levels, from the Board of Directors (BoD) having quarterly meetings with the Board of Trustees to managers conducting progress meetings with the BoD. Additionally, individual dialogue and performance sessions provide valuable insights. Before commencing a new quality management cycle, HTH evaluates the impact of external forces, such as changes in society, the hospitality industry, and government regulations, on the institution and its ecosystem. An annual organisational "heart rate" snapshot is taken to assess governance, programme and course quality, and organisational culture.
To conclude the yearly quality management cycle, the Board of Directors, managers, and internal committees undertake a management review to evaluate the extent to which organisational goals have been met. This review, along with the forces driving change analysis and annual snapshots, serves as a 'CHECK' process to verify the alignment of institutional and multi-annual plans with the internal and external environment. Any necessary adaptations are made to ensure that HTH's quality assurance system remains robust and responsive.
The management team, comprising all managers at HTH, have a thrice yearly management conference where all current affairs are discussed over a 2-day period. The management conference is the ideal setting for cross-departmental discussions on quality assurance and also offers room for training opportunities.
Continue reading
On a course level, work has been done to improve the course evaluations. Courses are evaluated each block based on an annual calendar in which each course is evaluated at least once per year. Students are asked to fill out a survey in week 8 of the block to evaluate various aspects of the course. The survey questions are based on the principle of constructive alignment and inquire after the learning goals, teaching activities and assessments. The course elements are scored on a scale from 1-5. Each year, the Bachelor Management Team (BMT) sets an objective in terms of student satisfaction; in the past year this has been 4.0. The average score over the past 4 blocks has been 3.7. A sample of course evaluations is available on MS Teams site.
In addition to the course evaluations, we work with a system of student representatives. Student representatives are students currently in a certain block who act as a ‘go-between’ for the core teams and students and in the process collect feedback on the course, course materials, lecturers and assessments. Each student representative stands for the combination of courses offered to them that block (between 1-3). Student representatives are also asked to help core teams organise focus group discussions when needed or desired. Once the course evaluation results are in, core teams are asked to compile a reflection report which includes the student feedback, the survey results as well as the assessment outcomes (pass rate/average grade) which is presented to the BMT and core teams.
These reflection reports form the basis of the discussion between the manager and the core team and can lead to a course change proposal. By paying attention to the outcomes of the evaluation and subsequent reflection, the involvement of students, lecturers and management is improved which in turn leads to a stronger quality culture at HTH.
Student Council plays a vital role representing not only student wishes and concerns but also working collaboratively with management. Student Council gives students the opportunity to be heard with their “Hear Me Out” events occurring four times per year at which, students’ questions are addressed by management. This nurtures the close caring community and understanding within the organisation. In smaller forums, Student Council organises “Heart to Heart” sessions which bring representatives from Student Council, Student Associations, the Education Committee and the CDC (Co-Determination Council) together with the Board of Directors and educational management to discuss and critically view both the operations and vision of the Bachelor Programme.
Looking back to the past year, concrete improvements have been made, such as:
Updated and calibrated the Heart Rate Monitor based on the previous version in 2021, connecting the desired vision with actual activities and operations.
Structured, professionalised, and stabilised the course evaluation procedure, integrating feedback from various perspectives – students, student representatives, teaching staff, factual data on assessment results.
Aligned continuously with the BoD’s way of working while seeking improvement opportunities constantly, in clearer RASCI (Responsible, Accountable, Support, Consulted, Informed) definitions and taking steps for the digital transformation of the quality archive.
Overcame business continuity challenges in (internal) quality assurance at HTH.
Future Aspirations
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Looking ahead, we identify the following priorities:
Keep on fostering the quality culture at HTH and further strengthen the trust we have built in setting up evaluation activities.
Continue to set quality assurance on the management team’s agenda and raise awareness on active quality management.
Follow the Heart Rate Monitor thoroughly and systematically with the required actions and within the cycles, develop concise processes, and document everything properly for future references and continuous improvement.
Translate course evaluation and student representative feedback into actionable input for team performance feedback.
Define RASCI responsibilities further, on a more detailed but concise basis, ideally linking it to an archival environment with SharePoint.
Follow the Path
Back to Contents
Read Standard
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HTH Board of Directors
Hotelschool The Hague has implemented a Quality Management System based on five pillars, which has created a tailor-made ‘Hotelschool The Hague’s Quality Management Model’ and ‘Hotelschool The Hague’s Heart Rate Monitor’ (describing the Quality Management Cycle). The quality management system has been externally audited by Certiked, part of Lloyd’s Register Nederland BV that declared its trust in the basis of the current quality management system and made some valuable recommendations. Over the last 6 years, we have maintained a comprehensive quality assurance system in place. To strengthen the quality culture of continuous improvement we have further increased the engagement between stakeholders, made quality part of the daily operations and communicated available information better. Shared leadership, promoting an open culture has remained an important carrier to take appropriate steps towards a culture in which everyone takes responsibility for ongoing improvements.
Milestones Completed
HTH Heart Rate Monitor
Subsequently, the delivery phase (DO) focuses on executing the unique combination of theory, practice, and research, along with the development of skills (IQ, AQ, and EQ) that HTH promises to provide. A variety of instruments and tools, including the HTH Quality Management Cycle Dashboards, are employed to measure the extent to which HTH fulfills its commitments, thus constituting the 'CHECK' phase of the quality assurance cycle. Continuous data analysis and performance dialogue ensure that training courses and further development opportunities are offered where necessary.
Throughout the process, a collaborative approach is embraced, with different departments working together to design and deliver education, consider stakeholders' needs, and drive continuous improvement, guided by Environmental, Social and Governance (ESG) standards. The results analysis informs the development of improvement and development plans (ACT) in accordance with project management guidelines, making it the final phase of the PDCA cycle.
HTH closely monitors progress at various levels, from the Board of Directors (BoD) having quarterly meetings with the Board of Trustees to managers conducting progress meetings with the BoD. Additionally, individual dialogue and performance sessions provide valuable insights. Before commencing a new quality management cycle, HTH evaluates the impact of external forces, such as changes in society, the hospitality industry, and government regulations, on the institution and its ecosystem. An annual organisational "heart rate" snapshot is taken to assess governance, programme and course quality, and organisational culture.
Continue reading
To conclude the yearly quality management cycle, the Board of Directors, managers, and internal committees undertake a management review to evaluate the extent to which organisational goals have been met. This review, along with the forces driving change analysis and annual snapshots, serves as a 'CHECK' process to verify the alignment of institutional and multi-annual plans with the internal and external environment. Any necessary adaptations are made to ensure that HTH's quality assurance system remains robust and responsive.
The management team, comprising all managers at HTH, have a thrice yearly management conference where all current affairs are discussed over a 2-day period. The management conference is the ideal setting for cross-departmental discussions on quality assurance and also offers room for training opportunities.
HTH quality assurance system encompasses the entire institution and all its departments. This approach to quality management involves a cycle of planning, execution, evaluation, and improvement, aligned with the Plan-Do-Check-Act (PDCA) methodology. The process commences with the planning phase (PLAN), rooted in the Institutional Plan. Various policies and regulations, covering a three-year horizon and aligned with the Institutional Plan, are redeveloped and adapted, including the Education & Exams Regulations (EER). Additionally, departmental managers, core teams, and individual staff members align their activities and priorities with the institutional and departmental plans, forming an integral part of the planning process.
On a course level, work has been done to improve the course evaluations. Courses are evaluated each block based on an annual calendar in which each course is evaluated at least once per year. Students are asked to fill out a survey in week 8 of the block to evaluate various aspects of the course. The survey questions are based on the principle of constructive alignment and inquire after the learning goals, teaching activities and assessments. The course elements are scored on a scale from 1-5. Each year, the Bachelor Management Team (BMT) sets an objective in terms of student satisfaction; in the past year this has been 4.0. The average score over the past 4 blocks has been 3.7. A sample of course evaluations is available on MS Teams site.
In addition to the course evaluations, we work with a system of student representatives. Student representatives are students currently in a certain block who act as a ‘go-between’ for the core teams and students and in the process collect feedback on the course, course materials, lecturers and assessments. Each student representative stands for the combination of courses offered to them that block (between 1-3). Student representatives are also asked to help core teams organise focus group discussions when needed or desired. Once the course evaluation results are in, core teams are asked to compile a reflection report which includes the student feedback, the survey results as well as the assessment outcomes (pass rate/average grade) which is presented to the BMT and core teams.
These reflection reports form the basis of the discussion between the manager and the core team and can lead to a course change proposal. By paying attention to the outcomes of the evaluation and subsequent reflection, the involvement of students, lecturers and management is improved which in turn leads to a stronger quality culture at HTH.
Student Council plays a vital role representing not only student wishes and concerns but also working collaboratively with management. Student Council gives students the opportunity to be heard with their “Hear Me Out” events occurring four times per year at which, students’ questions are addressed by management. This nurtures the close caring community and understanding within the organisation. In smaller forums, Student Council organises “Heart to Heart” sessions which bring representatives from Student Council, Student Associations, the Education Committee and the CDC (Co-Determination Council) together with the Board of Directors and educational management to discuss and critically view both the operations and vision of the Bachelor Programme.
Looking back to the past year, concrete improvements have been made, such as:
Updated and calibrated the Heart Rate Monitor based on the previous version in 2021, connecting the desired vision with actual activities and operations.
Structured, professionalised, and stabilised the course evaluation procedure, integrating feedback from various perspectives – students, student representatives, teaching staff, factual data on assessment results.
Aligned continuously with the BoD’s way of working while seeking improvement opportunities constantly, in clearer RASCI (Responsible, Accountable, Support, Consulted, Informed) definitions and taking steps for the digital transformation of the quality archive.
Overcame business continuity challenges in (internal) quality assurance at HTH.
Future Aspirations
Back to top
Looking ahead, we identify the following priorities:
Keep on fostering the quality culture at HTH and further strengthen the trust we have built in setting up evaluation activities.
Continue to set quality assurance on the management team’s agenda and raise awareness on active quality management.
Follow the Heart Rate Monitor thoroughly and systematically with the required actions and within the cycles, develop concise processes, and document everything properly for future references and continuous improvement.
Translate course evaluation and student representative feedback into actionable input for team performance feedback.
Define RASCI responsibilities further, on a more detailed but concise basis, ideally linking it to an archival environment with SharePoint.