Follow the Path
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Read Standard
Milestones Completed
As part of the new curriculum framework transformation work that began in 2019, the design of Launching Your Career (LYCar) has been evaluated and continuously refined.
The content and assessment of Launching Your Career (LYCar) Graduation Course were revisited to reflect the achievement of the PLOs (PEP; hard skills) and the PLOs IQ, EQ, AQ (21st century skills in International Business; soft skills). The PLOs 21st century skills apply to all LYCar graduation options, regardless of a student’s choice.
Students demonstrate that they have the ability to influence decision making at management level, to conduct projects in real life for a company and to carry out applied (design-based) research during the LYCar course. For details, see LYCar Course Syllabus on MS Teams.
Students can choose one of the five available graduation tracks of LYCar trajectory. All tracks should incorporate one holistic project.
Starting within a company / team / department to work on a company project.
Starting to work on a company project for a company/research client/commissioner first and then working within that or a different company from the second block onwards.
Start your own company with a mentor/investor who can evaluate the process and the outcome.
Premaster track (covers 30 ECs of LYCar from the second and third block onwards).
Exchange track (covers 30 ECs of LYCar from the second and third block, first two blocks in Year 4 students follow at a partner institute).
The LYCar trajectory is divided over LYCar Proposal (15 EC) and LYCar Execution (30 EC).
The LYCar end assessment consists of:
1. LYCar Project Report (50% of final grade),
design-based research project according to
evidence-based management
2. LYCar Career Portfolio (30%), proof of learning
portfolio of professional products and evaluations
3. LYCar Event (20%), dissemination moment to
share knowledge on key learnings during LYCar.
LYCar Execution
Main Enhancements
Peer group coaching scheduled weekly with students in a peer group are hosted online.
Every block we run calibration sessions to create more alignment.
The LYCar grading rubric has been revisited to increase the transparency of assessment by two assessors, where the various elements are noticeable.
We have also compiled the LYCar Assessor Guide (see MS Teams site).
We have introduced a proper onboarding set-up for all new coaches LYCar coach manual (see MS Teams site), scaffolded by the buddy system of experienced LYCar coaches and followed by continuous training to ensure uniformity in their interpretive guidance for LYCar projects.
New online learning environments for students and faculty have been created, where we have introduced various phases and just-in-time teaching per phase.
Content-wise we have implemented more refreshing and supportive workshops by using blended learning solutions through video creation (i.e. LYCar video series on Stream channel). The consultation hours by the LYCar course team have been increased and weekly Design-Based Research (DBR) consultation sessions, Research, Leadership and Writing workshops have been introduced that are also available as recorded video sessions.
Students need to actively share their knowledge, not only with their commissioner/company, but also with a wider audience and that has resulted in great dissemination examples.
Preparation sessions encompass a range of assignments designed to kickstart the student journey within the course. Students are encouraged to proactively identify their research commissioner, topic, or placement company promptly and independently.
Continue reading
LYCar 360° Evaluation was gathered from student representatives, students, coaches & assessors, placement office and other stakeholders. Students perceived the workshops as well-structured, concise, and helpful. Resources on the worksite were deemed easy to find and relevant. Furthermore, the setting of the LYCar Event was described as enjoyable and exciting to be shared with the peers. The coaches appreciated the clear structure following the Design-Based Research cycle and all the materials (videos, presentations, training sessions) that were available to support. The new onboarding and training for coaches was found very useful.
End Level Check
Early 2023, an external end level check was carried out for all HTH programmes. The BA.HM was reviewed by two international reviewers, part of THE-ICE network, as well as by two Dutch experts. The outcome was favourable and the end level was confirmed by both the reviewers and subsequently the exam committee. Some of the feedback by the two international reviewers was as follows:
Jane Ali-Knight, Professor in Festival and Event Management, Edinburgh Napier University:
“Overall, the LYCar module is an excellent one revealing high student and industry engagement and competency, with an above average level of student work produced and it prepares them for the high paced, constantly changing hospitality industry.”
Tom Baum, Professor of Tourism Employment, University of Strathclyde:
“The sampled projects reflect an exciting and diverse range of themes, issues and challenges which the students faced during their final year as undergraduates. Generally, the topics were thoughtfully selected by client organisations and I was struck how ‘real’ they all are and clearly not invented for the purpose of the internship. This is a complement to the School, the partner organisations and to the confidence that these organisations have in their student interns.”
One of the Dutch reviewers, Pieter Schilder, Lector of Utrecht University of Applied Sciences, reviewed the graduation project more closely and also investigated how the so called “onderzoekend vermogen” (inquisitive mindset) of the students was promoted. Pieter concluded that the graduation project was “clearly outlined with a clear professional profile. The focus on intercultural aspects, leadership and hospitality distinguishes the programme from for instance International Business.”
Room for improvement was also identified by the reviewers and included stimulating a wider range of research methods, the possibility of integrating the Lycar Career Portfolio into the Lycar Company Project and the possible further enhancement of the final steps of the DBR cycle. The feedback will be considered in the next round of course improvements.
The future goals include enhancing networking and knowledge sharing among students, industry professionals, and faculty.
Future Aspirations
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Strengthening LYCar Learning Communities with the involvement of alumni, industry partners, and support coaches is a key focus, together with enhancing project dissemination. Efforts are underway to streamline administrative processes and reduce the workload of lecturers and the LYCar Office even further.
Staff-related initiatives involve annual training and onboarding for faculty members. There are plans to create a comprehensive framework for monitoring coach performance. The development of a detailed guide for company supervisors is in progress, and opportunities for networking and knowledge sharing are being facilitated among industry professionals and faculty.
Efforts are being made to assess the quality of LYCar internships in partnership with placement offices and industry partners. The evaluation forms for students' work are being updated to better align with the student journey.
Follow the Path
Back to Contents
End Level Check
Early 2023, an external end level check was carried out for all HTH programmes. The BA.HM was reviewed by two international reviewers, part of THE-ICE network, as well as by two Dutch experts. The outcome was favourable and the end level was confirmed by both the reviewers and subsequently the exam committee. Some of the feedback by the two international reviewers was as follows:
Jane Ali-Knight, Professor in Festival and Event Management, Edinburgh Napier University:
“Overall, the LYCar module is an excellent one revealing high student and industry engagement and competency, with an above average level of student work produced and it prepares them for the high paced, constantly changing hospitality industry.”
Tom Baum, Professor of Tourism Employment, University of Strathclyde:
“The sampled projects reflect an exciting and diverse range of themes, issues and challenges which the students faced during their final year as undergraduates. Generally, the topics were thoughtfully selected by client organisations and I was struck how ‘real’ they all are and clearly not invented for the purpose of the internship. This is a complement to the School, the partner organisations and to the confidence that these organisations have in their student interns.”
One of the Dutch reviewers, Pieter Schilder, Lector of Utrecht University of Applied Sciences, reviewed the graduation project more closely and also investigated how the so called “onderzoekend vermogen” (inquisitive mindset) of the students was promoted. Pieter concluded that the graduation project was “clearly outlined with a clear professional profile. The focus on intercultural aspects, leadership and hospitality distinguishes the programme from for instance International Business.”
Room for improvement was also identified by the reviewers and included stimulating a wider range of research methods, the possibility of integrating the Lycar Career Portfolio into the Lycar Company Project and the possible further enhancement of the final steps of the DBR cycle. The feedback will be considered in the next round of course improvements.
Read Standard
As part of the new curriculum framework transformation work that began in 2019, the design of Launching Your Career (LYCar) has been evaluated and continuously refined.
Milestones Completed
The content and assessment of Launching Your Career (LYCar) Graduation Course were revisited to reflect the achievement of the PLOs (PEP; hard skills) and the PLOs IQ, EQ, AQ (21st century skills in International Business; soft skills). The PLOs 21st century skills apply to all LYCar graduation options, regardless of a student’s choice.
Students demonstrate that they have the ability to influence decision making at management level, to conduct projects in real life for a company and to carry out applied (design-based) research during the LYCar course. For details, see LYCar Course Syllabus on MS Teams.
Exchange track (covers 30 ECs of LYCar from the second and third block, first two blocks in Year 4 students follow at a partner institute).
Starting to work on a company project for a company/research client/commissioner first and then working within that or a different company from the second block onwards.
Premaster track (covers 30 ECs of LYCar from the second and third block onwards).
Start your own company with a mentor/investor who can evaluate the process and the outcome.
Starting within a company / team / department to work on a company project.
Students can choose one of the five available graduation tracks of LYCar trajectory. All tracks should incorporate one holistic project.
All tracks carry the same LYCar end assessments:
1. LYCar Project Report (50% of final grade),
design-based research project according to evidence-based management
2. LYCar Career Portfolio (30%), proof of learning portfolio of professional products and evaluations
3. LYCar Event (20%), dissemination moment to share knowledge on key learnings during LYCar.
The LYCar trajectory is divided over LYCar Proposal (15 EC) and LYCar Execution (30 EC).
Continue reading
LYCar Execution
Main Enhancements
Peer group coaching scheduled weekly with students in a peer group are hosted online.
Every block we run calibration sessions to create more alignment.
The LYCar grading rubric has been revisited to increase the transparency of assessment by two assessors, where the various elements are noticeable.
We have also compiled the LYCar Assessor Guide (see MS Teams site).
We have introduced a proper onboarding set-up for all new coaches LYCar coach manual (see MS Teams site), scaffolded by the buddy system of experienced LYCar coaches and followed by continuous training to ensure uniformity in their interpretive guidance for LYCar projects.
New online learning environments for students and faculty have been created, where we have introduced various phases and just-in-time teaching per phase.
Content-wise we have implemented more refreshing and supportive workshops by using blended learning solutions through video creation (i.e. LYCar video series on Stream channel). The consultation hours by the LYCar course team have been increased and weekly Design-Based Research (DBR) consultation sessions, Research, Leadership and Writing workshops have been introduced that are also available as recorded video sessions.
Students need to actively share their knowledge, not only with their commissioner/company, but also with a wider audience and that has resulted in great dissemination examples.
Preparation sessions encompass a range of assignments designed to kickstart the student journey within the course. Students are encouraged to proactively identify their research commissioner, topic, or placement company promptly and independently.
LYCar 360° Evaluation was gathered from student representatives, students, coaches & assessors, placement office and other stakeholders. Students perceived the workshops as well-structured, concise, and helpful. Resources on the worksite were deemed easy to find and relevant. Furthermore, the setting of the LYCar Event was described as enjoyable and exciting to be shared with the peers. The coaches appreciated the clear structure following the Design-Based Research cycle and all the materials (videos, presentations, training sessions) that were available to support. The new onboarding and training for coaches was found very useful.
The future goals include enhancing networking and knowledge sharing among students, industry professionals, and faculty.
Future Aspirations
Back to top
Strengthening LYCar Learning Communities with the involvement of alumni, industry partners, and support coaches is a key focus, together with enhancing project dissemination. Efforts are underway to streamline administrative processes and reduce the workload of lecturers and the LYCar Office even further.
Staff-related initiatives involve annual training and onboarding for faculty members. There are plans to create a comprehensive framework for monitoring coach performance. The development of a detailed guide for company supervisors is in progress, and opportunities for networking and knowledge sharing are being facilitated among industry professionals and faculty.
Efforts are being made to assess the quality of LYCar internships in partnership with placement offices and industry partners. The evaluation forms for students' work are being updated to better align with the student journey.