Cluster Leisure Tourism Management Year 1 Period …...Tourism Management Period Handbook 1.1, 2011-2012 page 5 1.1 Relationship with Other Periods This is Period 1.1. The table below

Tourism Management Period Handbook 1.1, 2011-2012 page 1

Cluster Leisure

Tourism Management

Year 1

Period 1 handbook

2011 – 2012

The Professional Field and its External Environment


Theme: The Professional Field and its External Environment Number of ECs: 15 (420 credit hours) Study year: 1 Programme: Tourism Management Authors: Development Team HTRO Project Coordinator: Lieke Teeuwen Handbook Editor: Zac Woolfitt This student handbook has been put together with the greatest of care by a large number of staff. Despite this, a number of minor changes and/or modifications may be required. Therefore, students will be unable to derive any rights whatsoever from this student handbook. For the most up-to-date version, see Blackboard and/or the INHOLLAND Edusite. © INHOLLAND University, July 2011, Diemen


Contents 1 The Theme ................................................................................................................................................. 4

1.1 Relationship with Other Periods ................................................................................................... 5 2 Competences .......................................................................................................................................... 6 3 Project Assignment .................................................................................................................................. 6

3.1 Critical Success Factors for the Group Process ........................................................................ 7 3.2 Performance Indicators ................................................................................................................. 8 3.3 Resources ......................................................................................................................................... 9 3.4 Estimated Student Workload ...................................................................................................... 10 3.5 Result ............................................................................................................................................... 10 3.6 Deadlines ....................................................................................................................................... 11

4 Teaching Sessions (Major) .................................................................................................................... 12 4.1 Study Coaching 1.1 - General Information ............................................................................. 12 4.2 Meeting Overview ........................................................................................................................ 13 4.3 How to Become a Successful Team - General Information ................................................. 15 4.4 Meeting Overview ........................................................................................................................ 16 4.5 Doing Research - General Information .................................................................................... 18 4.6 Meeting Overview ........................................................................................................................ 19 4.7 Project Management - General Information .......................................................................... 21 4.8 Meeting Overview ........................................................................................................................ 23 4.9 Introduction to Management - General Information............................................................ 25 4.10 Lecture Content ........................................................................................................................... 26

5 Case-study Assessment (Minor) .......................................................................................................... 27 5.1 Introduction to Tourism: The Term ‘Tourism’ ............................................................................. 28 5.2 Introduction to Tourism: Stakeholders and Trade Associations ........................................... 29 5.3 Introduction to Tourism: The History of Tourism ........................................................................ 29 5.4 Introduction to Tourism: Which Reasons Underlie the Choices Made by Tourists? .......... 30 5.5 Tourism Product: From A to B, Transportation and Infrastructure ........................................ 30 5.6 Introduction to Tourism: Hispeed ............................................................................................... 31 5.7 Introduction to Tourism: The Role Played by Government ................................................... 31 5.8 Tourism Product: On a Desert Island ......................................................................................... 32 5.9 Tourism Product : How is the tourism industry organized? .................................................... 33 5.10 Tourism product: Law ................................................................................................................... 33 5.11 Tourism Product: Who is the Tourist and Which Needs Does He Have? ............................ 34 5.12 Tourism Product: Case Study on Transport and Infrastructure ............................................. 34 5.13 Tourism Product: Accommodation and Hospitality ............................................................... 35 5.14 Tourism Product: Preparation for the case exam ................................................................... 36 5.15 English – General Information .................................................................................................... 37 5.16 Tutorials: Modern Foreign Language - Spanish 1 ................................................................... 40

6 Appendices ............................................................................................................................................ 41 6.1 Table of Contents for the Research Report ............................................................................. 41 6.2 ‘I’ Evaluation Form, Project 1 – The Professional Field and External Environment ............ 42 6.3 ‘We’ Evaluation Form, Project 1 – The Professional Field and External Environment ...... 43 6.4 ‘It’ Evaluation Form, Project Introduction ................................................................................ 44 6.5 ‘They’ Evaluation Form, Project 1 – Professional Field and External Environment............ 45 6.6 Glossary .......................................................................................................................................... 46


1 The Theme Welcome to the Tourism and Recreation Management Programme at INHOLLAND University in Amsterdam/Diemen. This four-year degree programme is designed to prepare you for your future role of manager in the Tourism industry. This will involve the attendance of lectures, participation in projects, workshops, s, work placements, and reading books and articles, etc. All of this is geared towards ensuring that you familiarise yourself with the leisure field and attain the skills needed to be able to act effectively and to equip you with the attitude expected of a young professional in the leisure industry. In order to gain an understanding of your own possibilities for development within the working field of tourism, it will be important for you to familiarise yourself with the present composition of and future developments in organisations operating in the field of tourism and recreation. Which developments will play an important role? Which career opportunities will I have? Which role do I want to play in the professional world of the major and minor players in the tourism industry? By the end of this period, you should have the answers to these questions. Several techniques will be used to provide students with an insight into the structure and composition of the industry and developments within. We will also briefly look at the strategic starting points for relevant organisations in the industry. During this course, specific consideration will be given to the special characteristics and visions of the tourism and recreation industry and developments. External representatives from the work field will share their knowledge of the professional field of and corresponding skills with students. In this way, students will have gained an understanding and knowledge of all of the various possibilities, impossibilities, opportunities, threats and developments applicable within the industry, from a number of different perspectives.


1.1 Relationship with Other Periods This is Period 1.1. The table below shows how the theme and content applicable for this period relate to the other periods in this first study year.

PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4

Theme: Introduction!

Theme: Development!

Theme: Organisation!

Theme: Realisation!

Characteristics: Characteristics: Characteristics: Characteristics:

Exploring relevant professional field

Developing a new tourism package

Researching and describing the current situation

Vision of the future

How is the industry structured?

The customer’s wishes, including experience with regard to sales policy

With regard to sales and purchasing

Analysing financial position

Who are the customers?

How to communicate this new package

Customers and suppliers Ensuring quality awareness

What do customers consider important?

Leaflets, leaflets and websites

Analysing customer data Sales policy in alignment with the organisation’s objectives

Internal (organisation) versus external interests (customer)

Product and service mix

Analysing information flows Improvement proposals on multi-track policy

Multidisciplinary – at a national and international level

Weighing up social versus business interests

Financial management Successful launching and sale of the product

Approaching the customer in the appropriate language

Presentation in appropriate language

Contracting management Recording process descriptions of business processes

Analysing current and future situation of one of the industry’s prominent organisations

Making optimal use of ICT possibilities, in order to optimise business operations

Destination Management Applying ICT with regard to improvements

Networking and power relationships in a national and/or international business network

Distribution policy (multi-track policy)

Identifying opportunities and threats and assessing them for the organisation

Producing reports that will be read by a broad audience

Shared objectives and shared interests

Consulting with national and international professionals

Managing production processes

International communication

Responding to (recent developments in) government policy

The organisation’s communication with its national and international environment

Intercultural communication Analysing financial strategy


2 Competences During this period, you will work towards the development of the following competences and competence indicators: - Coordinating (and providing) services (1.1) - Brokering producers (3.2) - Managing projects (3.1) - Accountability (4.1) - Functioning as a team player (4.2) - Coaching and management (4.3) - Maintaining external contacts (5.1) - Responding to the market (5.2) - Directing personal development plan (6.1) - Reflecting (6.2) - Constructing knowledge (7.1) - Analysing information (7.2)

3 Project Assignment Ever since the last report from the WTO (World Tourism Organization) which forecasted a further double digit growth of the international tourism industry, many countries (destinations) have acknowledged the positive effect on their economy of this phenomenon and joined the race for attention from the international tourists. In fact there are only very few countries in the world that do not in some way or other embrace tourism and engage in putting their destination on the world’s traveller’ s map. However, those countries that do not want to host foreign visitors today might change their point of view in the near future. Many countries that did not positively encourage tourism in the more recent past, such as some eastern European destinations have now become competitors for more traditional tourist destinations and they actively promote their country, cities and attractions on such venues as the World Tourism Market (WTM) in London, the Vakantiebeurs (Holiday Fair) in Utrecht or the ITB (International Tourism Fair) in Berlin. It is obvious that correct and recent information about all the resources that a destination has to offer is enormously important for those professionals engaged in the ‘selling’ and marketing of that destination. They should ask themselves questions such as: What are our natural and cultural resources? What kind of accommodations do we offer? Who are the stakeholders? What is the situation of our infrastructure? Is there any political will to encourage tourism? Is there any money to promote our destination? And so on, and so on. Over the last years some countries and other destinations have found it very interesting to have their initial research executed by students from INHOLLAND and chances are that in the future some of you will actually engage in this type of work on behalf of a national tourism organisation (NTO). During this project you will therefore, as an assignment from the local NTO, research and analyze the incoming tourism situation in a specific European country and gain insight in the development of tourism, the importance of stakeholders and policy and the natural and cultural resources of this destination. Once you have gathered all the necessary information you will also be responsible for the future marketing of this destination at the Holiday Fair that will be organized on the premises of INHOLLAND and that is open to representatives from the field and the general public. It will be your job to present that destination as the most attractive on that fair and leave the competition far behind! To help you with this final part of the project assignment you will have to do some additional research. This additional research concerns the way(s) in which another country or region is promoting itself to the Dutch consumer and travel trade. You will select a country and investigate how it is sold on the Dutch market, by whom, to whom and which features and resources are highlighted to get the message across to the final consumer. This information will be helpful to generate ideas for your final presentation and additionally give you more insight in other European destinations. During this project, you will work with your project team to produce an analysis of the entire travel industry in one of the following selected countries: United Kingdom, Spain, France, Germany, The Netherlands, Portugal, Ireland, Italy, Norway, Hungary, Poland, Denmark, Austria or Greece. You will analyse incoming tourism and also make an inventory of key companies and stakeholders in that country that are involved in international incoming tourism. You and your project group represent a research team. You have been instructed by the national tourism organization to make an inventory of this selected market. The Board at the NTO and its immediate circle established a number of criteria for the research. You should bear the following criteria in mind during your research: 1. Criteria for the research report on incoming tourism to the selected country This report will consist of the following parts focusing on your selected country:


An inventory of all incoming tour operators with their products;

An inventory of all the carriers and transport companies to and from this country;

An inventory of the natural and cultural resources that are relevant to tourism;

An overview of current trends for international travel in relation to your chosen destination

Expectations and wishes that customers have in relation to the tourism product of your destination (who are the customers and what do they want?);

Distribution of travel products in your selected country;

A detailed analysis of the tourism infrastructure regarding accommodations, roads, tourism itineraries, airports and harbours, rules and regulations, safety and last but not least the interests of the various stakeholders and their organizations so that the project team can indicate which interests, networks and power relationships play a role in the national and international tourism network;

Based on this extensive analysis your final report will describe which elements, regions or type of tourism seem to offer the best opportunities for the future

2. Criteria for the final report on the presentation of the tourism product of one of the following countries in the Netherlands (the project group have a choice of the following countries (Iceland, Malta, Cyprus, Turkey, Croatia, Slovenia, Finland, Sweden, Switzerland, Belgium, Czech Republic, Bulgaria)

An inventory of all Dutch travel organisations that offer tourism products in this country;

An inventory of the main attractions/destinations in that country;

An inventory of (national) and/or local PR and marketing organisations that represent that countries tourism product;

The expectations and wishes that Dutch customers have in relation to that country;

A detailed analysis of the budget and means of public relations and communications when it comes to promoting the destination’s tourism product on the Dutch market. How is the destination promoted? Who are the target groups? Are there differentiations or is there an emphasis on specific regions and/or types of tourism.

Based on this analysis, you will make recommendations to your own NTO (see explanation above about the first part of the assignment) on their promotional activities for the Dutch market.

3. Criteria for the final presentation: A delegation of Dutch tour operators wants to familiarise itself with the possibilities of certain European tourism destinations during a trade fair. As the research team, your job is to use your trade-fair presentation to persuade the Dutch visitors of the quality of your destination, as analysed by you and to provide a detailed overview of the market you have researched. You will use the experience that you have gained from studying your “competitor” when it comes to using promotion and marketing tools during this fair. Logistics

You will have the use of 1 table and 1 back wall. Laptops etc. may be used, but you will be expected to arrange these yourself via the Service Desk;

You will have a sufficient quantity of relevant written information on your stand/table, such as brochures, maps etc;

The research team will be professional (males and females will both wear suits, or include typical local/national costumes);

The communication of information will be organised and structured as part of a creative approach;

The entire team will be able to answer questions raised by the visiting delegations. Holiday Fair The holiday fair at the end of the period is for all project groups from period 1.1 and 2.1. All students must invite at least three guests to attend (family, friends, etc.). It is always fun and busy during the fair. It will take place in the Wildenborch 6 building. The date and location will be confirmed by your consultant. Make sure to discuss the structure and content of your communication at the trade fair with your consultant.

3.1 Critical Success Factors for the Group Process To ensure the successful completion of the project, you must fulfil the critical success factors applicable for the group process (your own contribution and the way in which you function as a group). These are the minimum requirements to be met for the achievement of a satisfactory result for the ‘I’ and ‘We’ forms. Please feel free to expect more from yourself!

- The group produces an Initial (Start) Document that complies with the criteria set out in the handbook on Project-based

Teaching & Learning; - The group analyses the project environment in depth during the initiative stage and definition stage;


- The group produces an action plan that complies with the criteria set out in the handbook on Project-based Teaching & Learning;

- The group precisely and clearly defines the team objectives and problem definitions, the estimated time required, milestones and sub-products;

- The group divides tasks and roles proportionally; - The group plans all activities within the time available; - The group implements the project in line with a results-oriented approach; - The group members hold each other accountable for the contributions to be made, decision-making, performance of the

agreements made and conduct; - The group meets twice a week on progress, activities, planning, action to be taken and follow-up agreements; - The group members encourage and motivate each other to contribute to the objectives to be achieved; - The group members approach each other respectfully; - When asked to do so, the group members support each other in the achievement of their objectives; - Where necessary, the group members perform another group member’s tasks; - The group members fulfil all agreements made; - The group members are involved in the process; - The group members feel responsible for the result achieved; - The group members discuss their personal learning objectives with each other; - Each of the group members contribute constructively to the project result; - The group prepares a Lessons-Learned Report that complies with the criteria set out in the handbook on Project-based

Teaching & Learning; - The group has been able to persuade the client and other interested parties of their reasoning, arguments and

substantiations for the innovative concepts proposed by it; - The products to be delivered are written by the group in a manner that makes it possible for them to be read and

understood by a broad public; - The group monitors implementation in accordance with the action plan; - The group makes timely adjustments during the project implementation stage; - The group members continually update each other on their activities; - The group members make a demonstrable contribution to the creation of a good and target-oriented atmosphere within

the team; - The group members perform their own roles in the project properly; - The group members give each other feedback in the manner appropriate for this; - The group members process the feedback that they receive from the others (fellow group members and the tutor); - The group members formulate SMART learning objectives, which they work on successfully during the course of the

project.

3.2 Performance Indicators Performance indicators indicate the criteria to be met by the project result in order to ensure client satisfaction. Performance indicators are directly related to the assessment criteria set out in the ‘IT’ form. The commissioning client (NTO) has formulated the following criteria for the final result of the research: An inventory for your selected country has been made that describes:

all incoming tour operators that work with the international market;

all carriers and transport companies to and from this destination;

all specialist tourism magazines;

the cultural and natural resources that (could) attract foreign tourists;

the main attractions/destinations in your selected country;

national and/or local PR marketing organisations for the product of your country;

Trends in international tourism related to your destination;

The involved stakeholders in your destination

The tourism infrastructure The research shows that the research team is able to respond well to the commissioning client’s requirements.

The research comprises the following research elements:

The information need has been identified;

How and which information is to be collected has been described systematically;

Relevant knowledge has been obtained;

The research report has been formulated and structured in proper English;

All sources have been used correctly;


A good bibliography has been produced;

A good distinction has been made between main issues and minor issues;

Research actions have been substantiated;

Conclusions are drawn and recommendations made;

All knowledge has been made accessible to all concerned;

Targeted searches were carried out on the Internet, in digital databases and in libraries;

Knowledge has been demonstrated of research institutions and the corresponding web sites;

Useful and relevant data have been collected;

Where applicable, research reports, annual reports and other secondary data have been read, interpreted and assessed;

Figures and trends have been collected and analysed;

A methodologically sound approach has been taken to the collection and interpretation of primary and secondary data.

A Public Relations and marketing analysis has been produced of another (European) country. This analysis describes:

the Dutch travel organizations that offer tourism products in this country;

An inventory of the main attractions/destinations in that country;

An inventory of (national) and/or local PR and marketing organisations that represent that countries tourism product;

The expectations and wishes that Dutch customers have in relation to that country;

A detailed analysis of the budget and means of public relations and communications when it comes to promoting the destinations tourism product on the Dutch market. How is the destination promoted? Who are the target groups? Are the differentiations or is there an emphasis on specific regions and/or types of tourism.

Based on this analysis, you will make recommendations to your own NTO (see explanation above about the first part of the assignment) on their promotional activities for the Dutch market.

Based on the inventory and the detailed analysis of the two assignments mentioned above, the commissioning client will

be familiar with:

the present status of the national and/or international tourism product;

the specific interests, networks and power relationships that play a role in the national tourism network;

the role that marketing and promotional activities and investment could play on the Dutch market in the future .

Based on the above, it can be indicated which objectives and interests can be identified for the commissioning client. In the research, a contextual analysis is provided, based on a detailed analysis that includes the following points:

Market opportunities for your NTO and destination, based on an analysis of the international travel behaviour of the Dutch consumer, bearing in mind government policy, legislation and regulations;

Present and future demand from the target group(s) for your destination;

An analysis of the strengths and weaknesses of the destination selected and its competitive position;

External developments, at a national and international level;

Determination of the opportunities and threats and their significance for the destination.

The research has been based on detailed preliminary research. The research team will clearly use the preliminary

research to substantiate its written argumentation.

When conducting its research, the research team will use up-to-date figures and information at a national and

international level.

The final presentation on the research, at the trade fair, must comply with the following criteria:

A sufficient amount of written, relevant information is present;

The whole team is in attendance;

Each team member is able to answer questions in English;

The overall presentation is creative in terms of both content and design.

3.3 Resources

Core Reading: Dam, van Marcus (2007), Organisation and Management, 9789001577049, Noordhoff


Grit, R. (2005). Project Management: a practical approach Groningen: Wolters-Noordhoff Saunders, M., P. Lewis & A. Thornhill (2007) Research Methods for Business Students. Fourth edition, Harlow, Pearson

Education Limited Lecture notes, articles and websites for the following lectures: Leisure Sector, Consuming Leisure and Research

Techniques. Sources that you have chosen yourself and notes from your visit to the various organisations. Cooper et al, Tourism, principles & practice, Pearson ISBN 027368406X International cases in tourism management, Horner et al.; Elsevier/Butterworth ISBN 0750655143

3.4 Estimated Student Workload Each group member will spend approximately 140 clock hours on the achievement of the project result.

3.5 Result The research result that the commissioning client (NTO) wants is a clear analysis of the tourism market of the selected country for incoming tourism. Specific attention must also be given to marketing and promotional tools and efforts used by a second country as a potential opportunity for a future expansion strategy on the Dutch tourism market. The writing of the research report will be preceded by detailed desk research. The research and presentation at the trade fair must clearly demonstrate that the results obtained are based on detailed analyses and up-to-date data. Create an archive for all of the information used, whether obtained from analyses, your course lectures that relate to this material, or other sources. In this way, you will always be able to demonstrate where you found certain information and which material you have used.


3.6 Deadlines

Week School Method Product Deadline

0 Explanation of project, formation of project groups, subjects handed out

Introduction to the project, Prepare Initial (Start) Document

1 Tutorial and consultancy

Round Initial (Start) Document


Discuss Initial (Start) Document, Prepare action plan

Initial (Start) Document,

9/9 at 17.00 hours


Discuss content of final report

Version 1 Action plan

16/9 at 17.00 hours



Version 2Action plan

5 Tutoring and consultancy



Complete finished report


Finish final report Final report 14/10 at 17.00 hours

8 Lesson free week

9 Hand in Lessons Learned report

Lessons learned report

28/10 at 17.00 hours

10 Holiday fair, evaluation with tutor

Stand at the holiday fair

Add report of holiday fair to LLR

(Date of holiday fair to be confirmed)

The above dates are subject to change. Please always consult with your tutor and consultant for the most up to date information.


4 Teaching Sessions (Major) In this section, the lectures, classes and workshops that are assessed in the Project Assessment and/or the Knowledge Examination are described. At the beginning of each section, you will see where and how that element will be assessed. It also includes a description of the content of the teaching sessions. If you still have questions about this, please ask the lecturer to make things clear for you. In the document ‘Competences for Period 1.1’, you can see exactly which competences and indicators are covered, and assessed, this period.

4.1 Study Coaching 1.1 - General Information General Explanation

Contact time Two x 45 minutes (consecutive)

Seven weeks

Attendance Six hours

Study load Compulsory

Instructional

format

Study coaching workshops and individual coaching.

Content Study coaching is the dominant theme that runs throughout the entire

programme. The study coach will follow your development throughout

the programme, help you make choices throughout this time and

closely follow your study progress.

The main objective of study coaching is for you to learn to reflect on

your development in general and on your development of the

programme competencies.

You will conclude the programme with a portfolio assessment in which

you demonstrate that you have developed sufficiently in relation to the

programme competencies.

In Period 1, you will do the study coaching programme and receive

individual coaching from your study coach.

Study Coaching for Period 1.1

The first period of study coaching will focus entirely on informing

students and helping them to familiarise themselves with Inholland

University of Applied Sciences. The point will be to ensure that you are

able to find your way around Inholland University of Applied Sciences

after this period.

Learning

objectives

The student is able to:

- find his way around at school

- explain what the study coaching programme entails

- say what a student choice activity is and what the object of the

student choice activity is

- choose a student choice activity for the next period, aided by the

study coach

- say how the introductory meeting went

- indicate what his qualities are and be more aware of his qualities

and demonstrate this by deploying them in projects

- use his own words to describe what is expected from him in this

university of applied sciences programme



4.2 Meeting Overview

- design his own portfolio

- describe what a student evaluation is in his own words

- name the most important aspects of a knowledge assessment and

case-study assessment and name the differences between these

two assessment formats

Products

In preparation for the PDP assessment in Period 1.4, the digital portfolio

will be filled with the following products:

Motivation letter and curriculum vitae

Report on the introductory meeting

Learning styles test and conclusions

A proposal for a student choice activity and reasons for

the student choice activity

A reflection report for Period 1.1

A class event and brief report on the organisation and

course of this event

Assessment

format

There will be no study coaching assessment In Period 1.1.

The PDP interview will take place in Period 1.2 Successful completion of

the PDP interview is conditional for participation in PDP assessment 1.4.

The PDP assessment will take place in Period 1.4.

Assessment There will be no study coaching assessment in Period 1.1.

Literature and

Sources

See the study coaching reference work for Year 1 and the lecture sheets on Blackboard.

Meeting Description of Meeting

1 Content What is Study Coaching and what are we going to do in Period 1.1?

During the introduction, you will get to know your fellow students and the

programme a little better. You will gain a wealth of new impressions. Because

of this, the programme will make sure that each student is allocated a

permanent, personal coach right from the start. This coach is referred to as a

study coach.

What the study coach will be able to do for you and what he will not be able

to do for you. The Introductory Interview At some point during the first five weeks, your study coach will invite you to attend an individual interview, which will last approximately half an hour. The object of the interview is to get to know each other a little better. In preparation for this interview, you will write a motivation letter and a curriculum vitae.

Homework Assignment

Motivation letter and curriculum vitae.

Preparation for the Next Meeting Read the Handbook on Student Choice Activities. Write down all your questions, so that you can ask them in the next meeting.


2 Content

- Introduction of student choice activities. Student choice activities are activities that you are able to choose

- Student evaluations and the importance of these evaluations

- The event, at the end of the period Assignment during the Meeting

Look for a student choice activity that is suitable for you. You will be expected

to have submitted a proposal to the study coach in Week 7. Preparation for the Next Meeting Consider your qualities. Think about what you are good at or what you are proud of if you consider the things that you have done.

3 Content: Qualities. What is your Unique Selling Point? This meeting is about qualities. What are your qualities? Can you name them? Assignment during the Meeting Describe and share your qualities.

Assimilation Assignments

After this meeting, prepare a list of your qualities and use examples to indicate

why they are qualities. Save a digital copy of this list and add it to the digital

portfolio.

4 Content: Norms and Values A wide variety of terms are used in initiative papers, such as: ‘effective collaboration’, ‘respect’ and ‘listening properly’, etc. But what does ‘effective collaboration’ entail? What is professional behaviour? Assignment during the Meeting Describe the norms and values established by you as a class for the class. The class representative will circulate them to everyone by e-mail. This will make it possible to call each other to account on the basis of these norms and values.

5 Content: Assessment Preparation In this meeting, you will be prepared for the assessments ahead. What form will these assessments take? Which rights and obligations do students have where assessments are concerned? What are the rules?

6 Content: Learning Styles according to KOLB Do you know how you learn? In this meeting, you will ascertain whether your learning style is appropriate for the education being provided, the strength of this style and the possible pitfalls applicable. The object will be to prepare yourself optimally for the assessments.

7 Content: Reflection and Portfolio

Reflection Reports

Each period, students will be required to write an individual reflection report.

The guidelines for the reflection report will be discussed.

The Digital Portfolio

You will save everything that you produce in the context of study coaching in

a digital portfolio. Your digital portfolio (DPF) will serve as a tool for your


4.3 How to Become a Successful Team - General Information

competency development.

Explanation of the DPF

Products for your portfolio

General Explanation

Contact time Four meetings, spread over seven weeks

One kick-off meeting

Three training meetings x 45 minutes (consecutive)

Attendance Compulsory attendance during the training meetings. Extra assignments if students absent

Instructional

format

After the kick-off meeting, training meetings with half classes

Content In the How to Become a Successful Team training course, we will look at the conditions necessary for a group of people to be able to work together successfully. You will learn how communication works and why it is so easy for communication to fail. At the end of the training course, you will have gained a command of several communication skills, such as active listening and giving feedback. These skills may prevent failures from impeding the success of collaboration.

Learning

objectives

After the training course, the student will be able to:

explain the communication model developed by Schulz von Thun and the corresponding terms in his own words

explain what the frame of reference is and its importance in communication between people in his own words

explain in which collaboration situations it is useful to listen actively

apply the active listening technique

explain the collaboration situations in which it is useful to give each other feedback

apply the feedback technique

describe the meeting roles

recognise when the subject at hand is being deviated from in a meeting, both by himself and another participant

describe the initial stage, the opinion-forming stage and decision-making stage (the meeting model)

prepare an agenda and minutes

Assessment format Major knowledge assessment 1.1

25 multiple choices about Successful Team

Assignment File

Complete six assignments. See the assignment file handbook on

Blackboard.

Assessment The knowledge assessment will have been completed successfully if

the final assessment is 55 or higher. The pass mark (= how many

questions must have been answered correctly in order to attain a



satisfactory result) for the multiple choice questions will be

determined on the basis of the computer calculation following entry

of the answer sheets (this increases reliability and reduces the so-

called chance by guessing).

Assessment of the assignment file: see the assessment form for the

assignment file on Blackboard.

Literature and

Sources

Consult with teacher


1

Content

The first meeting will be a kick-off meeting with the whole class. From Meeting 2

onwards, we will work in half classes. During this meeting, the object and

structure of this training will be explained and also how this component will be

assessed. Next, theory will be discussed from the book Basisprincipes van

Communicatie and you will be put to work on a number of assignments. It goes

without saying that we will be expecting to see active participation from you.

Assignment during the Meeting

None.

Preparation for the Next Meeting


Prepare file assignments 1 and 2, which you will find on Blackboard

2-3 Content

After the first meeting, you will have gained an idea of how communication

works and you will be able to indicate which factors influence the

communication process. The basis has been established, but how difficult or

easy is it to communicate in a way that ensures that everyone is actually talking

about the same thing? This is an issue that we will consider in this meeting. We

will also look at a skill that you will encounter a great deal throughout your study

and your professional career: engaging in meetings.

Approach

From now on, we will work solely in half classes, which means that you will attend

this meeting in Week 2 if you are in project group A1 or A2 and in Week 3 if you

are in project group B1 or B2. You must attend this meeting, because we will be

working on assignments that it will be vital for you to experience for yourself. If

you cannot attend for whatever reason, you will be expected to do an

alternative assignment. Besides expecting you to have prepared for this

meeting, we will also require active participation from you. We will discuss theory

from Basisprincipes van communicatie and you will be set to work on a number

of assignments.


None.



Make file assignments 3 and 4 and prepare assignment 6, which you will


find on Blackboard

4-5 Content

In the last twee meetings, it became clear that communication involves far

more than just saying something. People are often convinced that what they

are communicating is completely clear, but we now know better. The

communication model has been discussed and we have experienced the

value of active listening. We will now further consider the reactions of the

recipient in the communication process. Spontaneous and evaluative feedback

will be key to the meeting.

Approach

We will work in half classes again, which means that you will attend this meeting

in Week 4 if you are in project group A1 orA2 and in Week 5 if you are in project

group B1 or B2. You must attend this meeting, because we will be working on

assignments that it will be vital for you to experience for yourself. If you cannot

attend for whatever reason, you will be expected to do an alternative

assignment. Besides expecting you to have prepared for this meeting, we will

also require active participation from you. We will discuss theory from

Basisprincipes van communicatie and you will be set to work on a number of

assignments.


None.



Make file assignments 5 and 6, which you will find on Blackboard

6-7 Content

Meetings often have a poor reputation: they are boring, pointless, ineffective

and take too long. In short, many believe that meetings are a waste of time.

Unfortunately, this is all too often true. The chair plays a very important role in the

meeting, but the role played by the participants should not be underestimated

either. In Meeting 2, we discussed the tasks of the chair and the participants

and we looked at the structure of a good meeting. The decision-making

meeting passed in revenue as did the meeting model. Today, it is time to show

what you have learned in this period in relation to your ability to engage

effectively in meetings.

Approach

In this final meeting, we will work in half classes again, which means that you will

attend this meeting in Week 6 if you are in project group A1 or A2 and Week 7 if

you are in project group B1 or B2. You must attend this meeting, because you

will be expected to show us what you have achieved in terms of the ability to

engage effectively in meetings. If you cannot attend for whatever reason, you

will be expected to do an alternative assignment. Besides expecting you to

have prepared for this meeting, we will also require active participation from

you. You will have made an agreement with your lecturer about the time of this

meeting. The meeting will last a maximum of 40 minutes and 20 minutes have

been reserved for subsequent discussion and the formulation of points for

attention.


4.5 Doing Research - General Information General Explanation

Contact time Two x 45 minutes per week Seven weeks

Attendance Not compulsory

Study load 28 hours, 1 EC

Instructional

format

Tutorial and theoretical lecture

Content In these lectures, you will encounter research methods and techniques

for the first time in your programme. Although you are not, in all

probability, aspiring to a career as a researcher, you will still need to

gain certain knowledge and skills in relation to research. Information is

important when making decisions and, as a future manager, you will

need to make a lot of decisions in the future. It will also be important

for you to be able to assess the extent to which information is correct

and for you to know where to find certain important information.

During this first experience of research at a university of applied

sciences, we will discuss desk research.

Learning

objectives


- effect a targeted search for primary, secondary and tertiary

literature sources and assess their relevance and reliability

- indicate what it means to write a critical review of existing literature

- formulate and apply a search strategy

- find and process secondary information, bearing in mind the

characteristics of this information

- define the concepts of ‘validity’ and ‘reliability’ and indicate

factors that may affect validity and reliability

- say what plagiarism is and how it can be prevented

- refer correctly to literature sources, both in the text of and at the

end of a report

- describe the different stages of research

- give a general description of the methods and techniques used for

research

Assessment

format

Major Knowledge Assessment 1.1

In the written major knowledge assessment, the Doing Research

subject will be assessed amongst others. The written knowledge

assessment will consist of a number of multiple choice questions.

Presentation

You will deliver a presentation on search strategies during the

theoretical lectures and tutorials. This presentation will be assessed by

the lecturer that delivers the lecture.

You will find details of the various points applicable in the It form for the

project.

Project-related Assessment

The project will also be used to ascertain whether you are able to

apply the knowledge that you have attained in this lecture. This will be

assessed in the project, under Component B, which relates to a critical

review of existing literature on the subject (Leisure Management) or in



the general criteria, such as source acknowledgement (Tourism and

Recreation Management and Facility Management).

Assessment Major Knowledge Assessment

The major knowledge-assessment will have been completed with a

satisfactory result if the final assessment is 5.5 or higher. The pass mark

(= how many questions must have been answered correctly in order to

attain a satisfactory result) for the multiple choice questions will be

determined on the basis of the computer calculation following entry of

the answer sheets (this increases reliability and reduces the so-called

chance by guessing).

Presentation

The presentation will represent 10 points of the total number of points

possible to attain in the assessment of the IT form for the project.

Literature and

Sources

Chapters: 3.1, 3.2, 3.4, 3.5, 7.1, 7.2, 7.3, 7.4, 3.6 and 12.3.1 on the

bibliography on page 503 and 3.7and 1, 4 and 5.

Meeting Description of the Meeting

1 Content: Desk Research in Theory

In each project, you will be expected to show that you are familiar with the

current situation in your sector. A description of recent developments and

trends in the market are items that will always be included on the

assessment form for a project. In short, you will always be expected to do a

literature search. Therefore, the question is how you will approach this?

Which literature sources are there and how do you write a critical review of

literature? Please note, we are not referring to the production of a list of the

sources that you have used, but the real story. The word ‘critical’ has

proven to be particularly difficult to implement in practice. This first lecture

will focus on the questions above. We will also look at the assignment,

which we will discuss step by step (week by week).


In this lecture series, you will formulate a search strategy, which you will

present at the end of the lecture series. By following the six steps in this

strategy, we hope that you will be able to find good and reliable sources

for your project.

Preparation for this Meeting

Saunders, M., P. Lewis & Thornhill, A. (2009). Research Methods for Business

Students. Fifth edition, Harlow, Pearson Education , Chapters 3.1 and 3.2)

and any handout and the digital reader on desk research on Blackboard.



Students. Fifth edition, Harlow, Pearson Education Chapter 3.4 and 3.5 and

any handout and the digital reader on desk research on Blackboard.

2 Content: Implementing a Search Strategy

Having learned what a critical literature overview was last week, you can

now start to formulate your search strategy. Each project group will need


to follow certain steps. The first steps, which will also be explained during

this lecture, are as follows: Step 1: formulate a search question and

corresponding sub-questions, and Step 2: come up with search terms that

are relevant for the sub-questions. During the lecture, you will also be given

time to work on these two steps with your project group. Assignment during the Meeting Step 1: Formulate a search question and corresponding sub-questions Step 2: Come up with search terms that are relevant for the sub-questions Preparation for the Next Meeting


Students. Fifth edition, Harlow, Pearson Education , Chapters 7, 7.1, 7.2, 7.3,

7.4 and 3.3 any handout and the digital reader on desk research on

Blackboard.

3 Content: Finding Secondary Information In the assignment, you will read that you are expected to use different literature sources. In this lecture, the various types of literature source will be explained and, particularly, where you can find them. We will try to show you how to find sources, both on the Internet and in the library here at Inholland University of Applied Sciences. So, we will look for data that have been collected by others. We refer to these data as secondary data. There are advantages and disadvantages to the use of secondary data, a fact you must be aware of before you use them for your project. In short, this week you will be given the keys to the world of secondary data. We will also continue with the search assignment: Step 3. Assignment during the Meeting Step 3: Finding sources Preparation for the Next Meeting


Students. Fifth edition, Harlow, Pearson Education , Chapter 3.6 and any

handout and the digital reader on desk research on Blackboard.

4 Content: Assessing Information

In the first three weeks of this series of lectures, you learned how to collect

data. In the meantime, you have probably already collected quite a lot of

data for your project. Now, it will be very important to find out whether

these data are reliable. After all, anyone can publish data on the Internet

these days. It would, of course, be a great pity to use unreliable data.

Because of this, you will learn how to assess data and assess their credibility

in this session. You will often encounter the word ‘relevant’ in project

descriptions. The lecturer may ask you whether a certain paragraph is

relevant for your report. In this lecture, we will look at what we mean by this

word, which will provide you with the information you need to do step 4.

This week, you will be expected to independently use in the web detective

to assess several websites found by you. You will be expected to work on

part of Step 5 with your project group (processing the information found).

You will receive the information needed to continue with the rest of Step 5

(source acknowledgement) in the next week. Assignment during the Meeting Step 4: using and assessing the sources found. Preparation for the Next Meeting


4.7 Project Management - General Information

Saunders, M., P. Lewis & Thornhill, A. (2009). Research Methods for Business Students. Fifth edition, Harlow, Pearson Education , Chapter 12.3.1 on the

bibliography, page 503, and Chapter 3.7, and any handout and the digital reader on desk research on Blackboard.

5 Content: Avoid Plagiarism!

Finding data, collecting data, assessing data ….. the last step will be

discussed in this lesson: the correct use of the material found. If you do not

do this properly, you may be guilty of plagiarism. The consequences of

plagiarism are huge. Because of this, we want to make sure that we show

you how to refer to literature in texts and bibliographies, so that you know

how to avoid plagiarism. This will include the use of terms such as

‘paraphrasing’ and ‘quotes’. This is also the last step (6) in the search-

strategy assignment. You will be expected to deliver your presentations

next week. Assignment during the Meeting Step 5: Referring to the literature sources. Preparation for the Next Meeting Do Step 6 yourself on the basis of the IT form for the project.

6 Content: Substantiation of the Search Strategy

This week, you and your group will be expected to substantiate the steps

followed by you in your search process. You will use a PowerPoint

presentation to do this. It will be important to bear in mind the object of

your presentation. Substantiate HOW you found information; do not go into

the specifics of WHAT you found. In other words, you and your project

group will need to explain all six steps. You will be given a maximum of 20

minutes in which to do this. The content that you found will be included in

your report, because of which it must not form part of your presentation. Assignment during the Meeting Presentation of all of the steps taken. Preparation for the Next Meeting

Saunders, M., P. Lewis & Thornhill, A. (2009). Research Methods for Business Students. Fifth edition, Harlow, Pearson Education , Chapters 1, 4 and 5.

7 Content: The Broader Context

We are now going to place the information presented in previous weeks in

a broader context, namely research in general. What do we actually

mean when we talk about doing research? Why do you research

something and how? Which steps do you take and what different kinds of

research are there? Research knowledge and skills will not only be

important while you are a student. Later, when you enter professional

practice – the business sector – you will find that research results are very

important when making management decisions. This week’s lecture will

form the basis for the next period, when we will look in more detail at the

subject of doing research.

General Explanation

Contact time Two lectures per week during Weeks 1 to 3 inclusive, each lasting two x 45 minutes. A total of six lectures lasting 1.5 hours each.

Three weeks



Instructional

format

Theoretical lecture and tutorial including the performance of individual and group assignments

Content During the Project Management lectures, the method for the

organisation and management of projects will be discussed and you

will extensively practise a number of important skills, such as the

formulation and planning of objectives. You will find that you need the

knowledge that you have gained of project management in these

lectures throughout the rest of your programme, starting in Project 1.1.

Learning

objectives

- The student is able to recognise the six process stages involved in

project management and name the corresponding activities

- The student is able to distinguish between SMART objectives and

non-SMART objectives

- The student is able to formulate the definition of project-based work

and project management

- The student is able to distinguish between improvisational activities,

routine activities and project-based activities

- The student is able to analyse the existing situation and link the

results of this analysis to the situation envisaged

- The student is able to name the various project roles and describe

the tasks corresponding to these roles

- The student is able to name and explain the seven different styles of

management

- The student is able to name and explain the four different meeting

techniques

- The student is able to describe the method that culminates in a

project plan

- The student is able to indicate the difference between a critical

path analysis/net work planning and a planning and progress

control chart

- The student is able to name the five elements corresponding to

project management (GOKIT)

Assessment

format

Major knowledge assessment 1.1.

The Project Management, Research, Communication (Successful Team)

and Management and Organisation courses will be assessed in major

knowledge assessment 1.1. This written knowledge assessment will consist

of a maximum of 100 multiple choice questions. A maximum of 15 of

these questions will be about Project Management.

Added to the above, the project will be used to establish and assess

whether you are able to apply the knowledge that you have attained.

Assessment The major knowledge assessment will have been completed with a

satisfactory result if the final assessment is 5.5 or higher. The pass mark (=

how many questions must have been answered correctly in order to

attain a satisfactory result) for the multiple choice questions will be

determined on the basis of the computer calculation following entry of

the answer sheets (this increases reliability and reduces the so-called

chance by guessing).

Literature and

Sources

Grit, R. (2011). Project Management, 3rd edition Groningen, Wolters-

Noordhoff

Handbook on Project-based Education 2011 – 2012

PowerPoint slides on Project Management on Blackboard


4.8 Meeting Overview Meeting Description of Meeting

1 Content An introduction to project-based work Explanation of the stages and corresponding activities involved in a project The different stages in a project are as follows:

Initiative stage (what is being asked, by whom and why). This stage will conclude with an initiative paper

Definition stage (planning and schedule). This stage will conclude with an action plan, including a bar chart

Production stage (holding meetings and performing project activities). This stage will result in a project archive

Concluding stage. This stage will conclude with a final result, usually in the form of a report and a presentation on the project result

Monitoring and evaluation. This stage will conclude with an evaluation report and (possibly) a reflection on personal performance in relation to future projects


Complete assignment 1.1.: a culture guide for ‘STUBUs’. By doing this assignment, students are working on a number of learning objectives: ‘The student is able to formulate the definition of project-based work and project management’ and ‘The Student is able to distinguish between improvisational activities, routine activities and project-based activities’.


Finish Assignment 1.1.

Read the Handbook on Project-based Education 2011 – 2012

Grit, R. (2011). Project Management, 3rd edition, Groningen: Wolters-

Noordhoff Read Chapter 1

2 Content

Discussion of Assignment 1.1

The initiative paper

The objectives and organisation of project-based work

The difference between the project objective and the project result

Formulating SMART objectives

From the existing situation to the situation envisaged Assignment during the Meeting

Make Assignment 1.2: situation assessment. By doing this assignment, students

are working on the following learning objective: ‘The student is able to analyse

the existing situation and link the results of this analysis to the situation

envisaged’. Preparation for the Next Meeting

Finish Assignment 1.2


Noordhoff

Read Chapter 2

3 Content

Discuss Assignment 1.2

Action plan

Arranging the project organisation


Planning as an important success factor

Planning as a tool used to steer implementation Assignment during the Meeting Make Assignment 1.3: formulating SMART objectives. By doing this assignments, students are working on the following learning objective: ‘The student is able to distinguish between SMART objectives and non-SMART objectives’. They will also have practised formulating SMART objectives, which will be particularly important in relation to the implementation of projects. Preparation for the Next Meeting

Complete Assignment 1.3

Grit, R. (2011). Project Management, 3rd edition, Groningen: Wolters-Noordhoff Read Chapter 2

4 Content

Discuss Assignment 1.3

Project roles

Team roles defined by Belbin and their connection with the project roles

Project management

Risk analysis Assignment during the Meeting

Make Assignment 1.4: planning and progress control chart. By doing this assignment,

students are working on the following learning objectives: ‘The student is able to describe the method that culminates in a project planning’ and ‘The student is able to indicate the

difference between a critical path analysis/net work planning and a planning and

progress control chart’. Preparation for the Next Meeting



Noordhoff

Read Chapter 4

5 Content Project management and quality

Stage assessment as a steering tool

Project management (GOKIT)

Quality in projects and monitoring quality

Understanding the need for project archiving

Being able to create and manage the project archive Assignment during the Meeting Make Assignment 1.4: project budget. By doing this assignment, students are working on improving their insight into project management. Preparation for the Next Meeting



Noordhoff

Read Chapter 6


6 Content Substantiation and reporting

Reporting: the connection between the project objective and the project result

The form in which reporting is effected

Project management at school and project management in practice

The presentation at school and in practice

What often goes wrong and why?

Lessons learned Assignment during the Meeting Make Assignment 1.5: the North South line in Amsterdam. What went wrong? By doing this assignment, students are working on the attainment of evaluation insights.

4.9 Introduction to Management - General Information

General Explanation

Contact time Lectures of two x 45 minutes (consecutive) Seven weeks



Instructional format

Theoretical lecture and tutorial, including individual and group assignments.

Content In the Management and Organisation course, consideration will be given to knowledge about and developments in the field of management and organisational science, the most important terms in the field of management, leadership styles and management tasks, the development of policy at a strategic, tactical and operational level and the management of people and resources in such a manner that objectives are achieved without the loss of time or money. The following subjects in particular will be discussed (at a general level):

- The term ‘organisation’ - The objectives that organisations have and how organisations work - Management tasks and methods - Strategic, tactical and operational management - Leadership styles - Organising and encouraging collaboration - Quality and motivation in the organisation - Conflict and conflict resolution


4.10 Lecture Content

Learning

objectives

- The student is able to indicate the difference between scientific management, general management and human relations management

- The student is able to name four different leadership styles - The student is able to indicate the four most important steps involved in

organisational development - The student is able to name the difference between vision and mission and

translate this into strategic, tactical and operational policy - The student is able to explain what the internal and external analysis entails

(SWOT) and why this is important for the development of policy - The student is able to name the different parts of the internal and external

analysis, translate the outcomes of the analyses into a confrontation matrix and recognise SMART objectives on the basis of this

- The student is able to name the different parts of the Boston Consultancy Matrix and describe or name the different functions of the various parts of this matrix

- The student is able to apply the competition analysis developed by Porter - The student is able to name the importance of motivation theories for the

organisation - The student is able to name the indicators for conflicts on the work floor and

to distinguish between the different methods in which conflicts in organisations can be resolved

Assessment

format

Major knowledge assessment 1.1.

The Project Management, Research, Communication (Successful Team) and

Management and Organisation courses will be assessed in major knowledge

assessment 1.1. This written knowledge assessment will consist of a maximum of

100 multiple choice questions. A maximum of 25 of these questions will be about

Management and Organisation.

Assessment The major knowledge assessment will have been completed with a

satisfactory result if the final assessment is 5.5 or higher. The pass mark (= how

many questions must have been answered correctly in order to attain a

satisfactory result) for the multiple choice questions will be determined on the

basis of the computer calculation following entry of the answer sheets (this

increases reliability and reduces the so-called chance by guessing).

Literature and

Sources

J. Marcus and N. van Dam, Organisation & Management: an international

approach first edition (Wolters-Noordhoff)

Lecture Description of Lecture

1 Content This lecture will give a general introduction to management, give some definitions of organisations, look at how organisations are changing, look at the role of the manager in an organisations, look at management in government and business, the sources of power, and the x and y theory of McGregor.;

J. Marcus and N. van Dam, Organisation & Management: an international approach first edition (Wolters-Noordhoff) Read : Chapter 1

2 Content The history of organisational science and the people who have made an important contribution to this history. Particular consideration will be given here to the ideas developed by a number of individuals, including Frederick Taylor, Henry Fayol and Elton Mayo, who represent the various lines of thought within management (namely scientific management, general management and human relations). We will also look at the place of these lines of thought a place in the current day context.


5 Case-study Assessment (Minor)

In this chapter, lectures and courses are covered that will be tested in the case exam (the minor assessment). At the beginning of each lesson description you can see how you will be tested. Also, teachers will explain this. If it is not clear to you how you will be tested, then please ask. In the document, competences for period 1.1 you can see exactly which competences and indicators are being covered during this period. The table below sets out the components to be assessed in the case-study assessment:

1.1.2.1 Analysing conflicting interests on the part of the organisation and client

The following subjects will be discussed:

Several lines of thought and well-known individuals from the history of organisational science

Current developments in the field of organisational sciences

The connection between the lines of thought and well-known names and the importance of the two for the way in which today’s organisations have been structured


3 Content Examine key leadership models including Blake Mouton, different management styles, factors affecting leadership style, leadership styles and development in employees, effective leadership, pyramid of employee needs, career stages of a manager.

J. Marcus and N. van Dam, Organisation & Management: an international approach first edition (Wolters-Noordhoff) Chapter 6 Read: Chapter 5

4 Content Human motives, motivation, group dynamics and what the manager can do with them. Also, every aspect of working with individuals and groups, important for the proper management and steering of organisations. Also, the Enneagram will be looked at, emotional intelligence, stress at work and innovation and creativity.


5 Content All organisations have objectives and the primary object is continuity. How can organisations survive in the ever-changing environment. We’ll look at DEPEST external analysis, stakeholders, sustainability, and ethics in the corporate world. Preparation for the Next Meeting

J. Marcus and N. van Dam, Organisation & Management: an international approach first edition (Wolters-Noordhoff) Read: Chapter 2

6 Content The importance of vision, mission and strategy for the achievement of objectives, including the corresponding management processes. The following subjects will be discussed:

The most important terms in the field of strategic management

Different stages in the traditional strategic management process

Porter and the competition analysis

The SWOT analysis


None J. Marcus and N. van Dam, Organisation & Management: an international approach first edition (Wolters-Noordhoff) Read : Chapter 3


1.1.2.1 Analysing client needs 1.1.2.2 Observing which factors impede clients and how these can be avoided in the interests of efficiency Analysing the best way to communicate with various cultures, so that clients are approached in the language/manner appropriate to them 1.1.3.1 Approaching the client in the language appropriate for it 3.2.1.1 Analysing and providing an insight into the organisation’s present and target position in the national and/or international business network (market characteristics, developments in the sector, current and future market relations, value system (sector analysis) and stakeholders analysis) 3.2.1.2 Analysing interests, networks and power relationships in a national and/or international business network (network analysis and stakeholder analysis) (It) 3.2.1.2 Proposing the establishment of relationships with parties on the basis of common interests (It) 4.1.1.1 Analysing information obtained on complex issues and opinions

4.2.1.1 Identifying the activities and tasks necessary

4.3.1.3 Using (given) HRD tools to support the team member in the achievement of individual (development) objectives

5.1.2.1 Analysing common objectives and interests 5.1.2.1 Preparing plan for entering into collaborative relationships 5.1.2.2 Determining market opportunities on the basis of an analysis of government policy and national legislation and regulations 5.2.1.1 Analysing present and future public requirements 5.2.1.1 Analysing competitors’ strengths and weaknesses 5.2.1.1 Analysing external developments at a national and international level 5.2.1.1 Identifying opportunities and threats and their importance for the organisation 5.2.2.1 On the basis of a vision, establishing long-term goals that contribute to developments and changes 7.1.1.1 Using analysis methods to process information (It)

7.2.1.1 Using statistical data processing in order to achieve the careful processing of relevant, topical (numerical) information at a national and international level (It) 7.2.1.1 Carefully interpreting relevant, topical (numerical) information at a national and international level

All of the above subjects will be discussed in the case-study-related teaching and learning sessions (see the pages below).

5.1 Introduction to Tourism: The Term ‘Tourism’

When: Week 1

Contact time: 2 lecture hours

Study load: 10 clock hours

Assessment: Case-study assessment

Learning Tasks - The student is able to name and explain the various components of the tourism industry

- The student knows which role the travel industry plays in the economy and is able to explain the different economic important of tourism in the different countries

- The student is able to analyse figures on spending, revenue and tourist numbers

- The student is able to explain the difference between the terms ‘tourism’, ‘recreation’ and leisure’

Connection with Competences 3.2 Brokering producers and services (Indicators 3.2.1.1 and 3.2.1.2,)

Content In this lecture, you will familiarise yourself with the tourism and recreation sector and the role that it plays at a national and international level. How is the sector organised and which components does it consist of? What, actually, is the difference between the terms ‘leisure’, ‘tourism’ and ‘recreation’? A number of subjects will be touched on; these will be discussed in more detail later in the period.

Method Theoretical lecture


Learning Resources - Egmond, T. van. Tourism Past and Present, Chapter 2

- Cooper, C. Tourism Principles and Practice, Pearson Education Limited, Chapter 0

5.2 Introduction to Tourism: Stakeholders and Trade Associations

When: Week 2

Contact time: 2 hours



Learning Tasks - The student is able to name the various parties in the sector, explain what they do and indicate which interests the

parties represent

- The student is able to name two shared and two opposing interests and relate these to a practical example

Connection with Competences - 1.1 Coordinating (and providing) services (1.1.2.1, 1.1.2.2, 1.1.3.1)

- 3.2 Brokering products (3.2.1.1, 3.2.1.2,)

- 5.1 Responding to the market (5.1.2.1, 5.2.1.1,

Content Which sectors are involved in the tourism industry? Using the tourism system (Cooper), you will see which types of party there are. Which components does the tourism product consist of? Which parties abroad? Which in the Netherlands? You will also learn to explain the importance of the various stakeholders and to weigh them up against each other.


Learning Resources - Cooper, C. Tourism Principles and Practice, Pearson Education Limited, Chapters 0 and 1.

-

5.3 Introduction to Tourism: The History of Tourism

When: Week 3




Learning Tasks - The student is able to use his own words to explain how tourism developed from the Middle Ages to the current day

- The student is able to explain which recent socio-economic developments there have been to facilitate the development of tourism

- The student is able to explain the development of the world view using cartography

- The student is able to name the advantages and disadvantages of aerial photography

Connection with Competences - Coordinating (and providing) services (1.1.2.1 and 1.1.3.1)

- Responding to the market ( 5.2.1.1)

Content Today a presentation will be delivered on the history of tourism. Where does the word ‘tourism’ originate from and when did people start to by ‘souvenirs’? You will notice that tourist destinations were already being visited in ancient times. Why was


the steam train so important for the development of tourism and which impulse did the Second World War give to tourism? During this lecture, you will learn to translate historical connections into present-day developments.

Method theoretical lecture

Learning Resources - Cooper, C. Tourism Principles and Practice, Pearson Education Limited, pages 649-650

- PowerPoint presentation

5.4 Introduction to Tourism: Which Reasons Underlie the Choices

Made by Tourists?

When: Week 4




Learning Tasks - The student is able to name the factors that influence the customer’s decision process

- The student is able to describe the life cycle model and link the various stages to the customer’s travel behaviour

- The student is able to recognise and apply the models developed by Cohen, Plog, Dan and Macontish

Connection with Competences - Developing and coordinating (and providing) services (1.1.2.1 and 1.1.2.2);

- Responding to the market (5.2.1.1).

Content How does the tourist’s decision-making process work? Which influences can be defined for this process? You will familiarise yourself with models about choice determinants and the decision-making process in tourism. How can companies influence the decision-making process and manage tourist demand? And … what is your own decision-making process like?

Method Theoretical lecture.

Learning Resources Cooper, C. Tourism Principles and Practice, An introduction to Tourism, Pearson Education Limited, Chapters 2 and 4 (with the exception of Pages 127 – 135).

5.5 Tourism Product: From A to B, Transportation and Infrastructure

When: Week 5



Assessment format: Case-study assessment

Learning Tasks

The student is able to explain the role of transport and infrastructure in a tourist destination and explain its importance on the basis of practical examples

The student is able to name the main transport possibilities available within the tourism industry and explain their development

The student is able to explain the difference between transport as part of the tourism product and transport as a tourist attraction (product) in itself


The student is able to explain the need to upgrade infrastructure as a destination grows in popularity and relate this to the actual situation

Connection with Competences

- Coordinating (and providing) services (1.1.2.1)

- Brokering producers (3.2.1.1)

- Maintaining external contacts (5.1.2.1)

- Responding to the market (5.2.1.1) Content The accessibility of a destination is a key factor in its success. Transportation and infrastructure play an important role in this respect. This lecture will look at the importance of accessibility and at the regulatory role that the extent of a destination’s accessibility can have. Specific attention will be given to the different forms of transportation possible within the tourism industry and to how transportation can be a tourist attraction or tourism product in its own right. Special attention will be given to Hispeed, the high-speed line operated by the NS (Dutch Railways).


Learning Resources - Cooper et al., Tourism Principles and Practice, 3

rd edition, Pearson Education Limited, UK (Chapter 13, pages 462-500)

5.6 Introduction to Tourism: Hispeed

When: Week 6




Learning Tasks: - The student can describe the developments within the NS Hispeed business.

- The students knows the products of NS Hispeed

- The student is familiar with the international network of NS Hispeed

Connection with Competences - Coordinating (and providing) services (1.1.2.1)

- Maintaining external contacts (5.1.2.1)

- Responding to the market (5.2.1.1)

Contents: The focus of this lesson is NS Hispeed. Trains have become a more important form of transport (both for pleasure and for business). The competition between trains and airlines on certain routes has also increased. What products are currently offered and how were they developed?

Method Lecture

Learning Resources Power point and material provided in the lesson.

5.7 Introduction to Tourism: The Role Played by Government

When: Week 7





Learning Tasks

- The student is able to describe the role played by government and explain the importance of tourism policy for a tourist destination

- The student is able to sum up the various levels of government influence

- The student is able to describe the different elements of the ‘tourism policy model’ and explain how it is used to arrive at tourism policy for a destination

Connection with Competences - 5.1 Maintaining external relations (5.1.2.2)

Content The government and the extent of its involvement in tourism has a major influence on the development and success of a tourist destination. The basic elements on which a tourist destination must build and which must make a destination attractive for a tourist are often managed by government (natural and cultural attractions). The government also creates the conditions within which tourism becomes possible: infrastructure, public transport, etc. Clearly, this industry, which is the fastest growing industry and spans various industries, certainly deserves government’s attention. Does this actually happen in practice and, if yes, how?

Method Tutorial

Learning Resources

- Mill, R.C. , Morrison, A., M., 2002, The Tourism System, 4th

edition, Kendall/Hunt Publishing Company, USA (Chapter

3, pages 63-87)

5.8 Tourism Product: On a Desert Island When: Week 1




Learning Tasks

- The student is able to name the elements necessary for a tourist destination (destination mix)

- The student is able to describe the inter-dependencies of elements within a tourist destination

- The student is able to explain the importance of attractions for a tourist destination based on a practical example

- The student is able to sum up various types of attraction and their characteristics

Connection with Competences - 1.1 Coordinating and providing services (1.1.2.1)

- 3.2 Brokering producers (3.2.1.2)

- 5.1 Maintaining external relations (5.1.2.1)

Content What makes a destination a tourist destination? During this tutorial, you will find out what you will need to turn a desert island into a successful tourist destination. You will learn which elements are important and gain a general overview of which parties are involved in the success or failure of a tourist destination. This first part of the tutorial can be regarded as an introduction to the rest of the series of lectures on the tourism product. In the other lectures, the various elements of the destination mix will be looked at in more detail. Part 2 of the tutorial will introduce this and look at the significance and importance of attractions for a destination.


Method Tutorial.

Learning Resources

- Mill, R.C. , Morrison, A., M., 2002, The Tourism System, 4th

edn, Kendall/Hunt Publishing Company, USA (chapter 1,

p.19-36)

- Cooper Cl. (2008), Tourism Principles and Practice, 4th edn, Pearson Education Limited, UK (chapter 11, p.304-324)

5.9 Tourism Product : How is the tourism industry organized?

When: Week 2




Learning tasks - The student can name different parties within the tourism industry and explain their function.

- The student can explain the difference between an incoming and outgoing tour operator, a travel agency and a destination marketing organisation.

- With reference to current material, the student can explain what the present situation with these various parties.

Connection with Competences

- 1.1 Coordinating and providing services (1.1.2.1)


Content The travel industry is a complex industry with many different organizations, agents, industry associations and lines of communication. This lecture will outline the most important players in the industry. What is the role of a tour operator, a travel agent, a local agent, an incoming tour operator. We will examine the roles of a travel agent (past and current) as well as relevant trends. During the class you will look at some current literature on this subject to draw your own conclusions about how these various players are involved in the industry.

Method Tutorial

Resources - Cooper Cl. (2008), Tourism Principles and Practice, 4

th edn, Pearson Education Limited, UK (chapter 13, p.372-379 +

385- 393)

5.10 Tourism product: Law When: Week 3




Learning tasks:

- The student can explain the roles of specific organisations in the travel industry

- The student knows the principles of providing a travel service and what rights and requirements each part of the travel industry is responsible for.

- The student is familiar with the concept of dynamic packaging and can explain the problem facing package holidays and dynamic packaging.

Connection with competences



Content: The tourism industry is composed of many different elements. Trips are booked in many different forms, and are put together and compiled in many different ways. The internet has played a very significant role in this. But who is responsible for the travelers, who is liable and who oversees the various aspects of the travel industry? What rules apply, what insurance is covered and who is liable when something goes wrong? Where can the consumer go to get their complaints heard?

Method Tutorial

Resources: Material provided during the lesson, power point.

5.11 Tourism Product: Who is the Tourist and Which Needs Does He

Have?

When: Week 4


Study load: 15 hours


Learning Tasks - The student is able to name the different types of tourism identified by Ton van Egmond and link different types of

tourist to them, based on Cohen’s classification

- Per type of trip, the student is able to name one tour operator that focuses on this type of tourist

Connection with Competences - 1.1 Developing and coordinating (and providing) services (Indicators 1.1.2.1 and 1.1.2.2)

Content You will first have attended the theoretical lecture on tourism demand. Different tourist typologies are explained. Which types of tourism do we have and how do tour operators respond to them? You can make the link between different tour operators and the target groups discussed. Case study 4.1 from Cooper will be discussed: which trips and activities can you link to the different stages of the life cycle?

Method Tutorial starting with a theoretical introduction, following on from the theoretical lecture from week 2: ‘Tourism Demand’. Assignment 1: Will be handed out and discussed in class; Assignment 2: Discussion of mini case study 4.1 from Cooper, Tourism Principles and Practice.

Learning Resources

- Cooper, C. Tourism Principles and Practice, An introduction to Tourism, Pearson Education Limited, Chapters 2 and 4

- Egmond, T. van. Tourism Past, Present and Future , Chapters 3 and 4

5.12 Tourism Product: Case Study on Transport and Infrastructure

When: Week 5





Learning Tasks The student is able to name and explain the advantages and disadvantages of various forms of transport

The student is able to explain which role transport plays as part of the tourism product and transport as a tourist attraction (product) in its own right

Connection with Competences - 1.1 Coordinating (and providing) services (1.1.2.1)


- 5.1 Maintaining external relations (5.1.2.1) - 5.2 Responding to the market (5.2.1.1)

Content The last lecture will have made it clear that infrastructure and transport play an important role within tourism. In this tutorial, you will look in more detail at the relationship between the development of transport and infrastructure, the development of tourism and the corresponding development of hotels and catering. You will also analyse the advantages and disadvantages of the various forms of transport and find an answer to the question of why one tourist prefers one form of transport while another tourist opts for a completely different form of transport. Which factors are involved in these choices?

Method Tutorial.

Learning Resources The knowledge already gained from the reading set and the attendance of the previous sessions will serve as the basis for this tutorial.

5.13 Tourism Product: Accommodation and Hospitality

When: Week 6




Learning Tasks The student is able to describe the role of hospitality, accommodation and facilities in a tourist destination

The student is able to explain the structure of the accommodation market and sum up the different types of accommodation

The student is able to name the specific characteristics of the accommodation product

The student is able to give three practical examples of accommodation-related environmental issues

The student is able to explain the importance of the influence and any influencing of hospitality in the tourism industry

Connection with Competences - 1.1 Coordinating (and providing) services (1.1.3.1)


- 5.1 Responding to the market (5.1.2.1, 5.2.2.1)

Content Tourists are increasingly viewing their accommodation as far more than a bed to sleep in. Accommodation is becoming an increasingly more important part of the tourist’s experience and, as such, is chosen with care. In some cases, the accommodation even becomes a destination in its own right. This lecture will look at the structure of the accommodation market and at the different types of accommodation that can be distinguished. What are the characteristics of accommodation as a product? How important is accommodation to the destination mix? This lecture will also look at the role of the host(ess) at different levels (staff within the tourism industry, the local population). How important is hospitality and how can it be improved, where necessary?


Method Tutorial

Learning Resources - Cooper et al. , 2005, Tourism Principles and Practice, 3

rd edition, Pearson Education Limited, UK (Chapter 11, pages 386-411)

5.14 Tourism Product: Preparation for the case exam When: Week 7




Learning tasks: - The student is able to use the various texts and materials covered during the lessons on the tourism product, and can

relate them to the relevant documents.

Relation to the competences - All competences covered in this course.

Content: You will be assessed at the end of each period with a case exam. For many students, it is the first time they have done such an exam. During this lesson, we will give an explanation of what a case exam is, how you should prepare for it, what common mistakes are, and how to succeed. We will look at various subjects and how to apply the different theories to the case exam text.

Format Lecture

Resources - Material covered by Cooper during the course.


5.15 English – General Information General Explanation

Contact time Seven weeks

One meeting of two x 45 minutes per week



Instructional format Tutorial

Content This course is part of the two-year programme in which the

student is prepared for an international work environment in

which English is the language of communication. The object is

for the students to have attained a C2-1 language proficiency

level (in accordance with the Common European Framework of

Reference for Languages, Council of Europe). In the lectures,

students will work on the four skills relevant to language

command: reading, writing, listening and speaking. Important

points for attention will be the development of accurate spelling,

vocabulary, expressions and the promotion of flexibility with the

language. Students will also be encouraged to recognise their

own points for attention and set to work on them.

The most important subjects in this period follow below:

The use of specific vocabulary and expressions

Writing an effective proposal

Recognising the main points in professional texts

The correct use of relative clauses

Competencies Competency 9: Social and communication competency

(intrapersonal, organisation), in an independent and

enterprising manner.

Learning objectives The student is able to read and understand a variety of professional texts

The student is able to extract the main points from a (professional) text or discussion

The student is able to write a structured, coherent text

The student is able to write a formal proposal in which his language use is predominantly appropriate (vocabulary, expressions, spelling and style level)

The student is able to write a text that contains very few errors, so that the text is easy to understand

The student is able to write a text that communicates the message effectively and clearly

The student is able to use persuasive language use (making clarifying comments and explaining similarities and differences)

The student is able to use relative clauses in a predominantly correct manner in text and speech

Assessment format English Assessment 1.1: Cloze and Open Questions and Writing

Assignment

Assessment Assessment in two parts: a maximum of 50 points for the cloze and

open questions and a maximum of 50 points for the writing

assignment. The assessment will have been completed successfully

where a total of 55 points or more has been attained.

Literature and

Sources

Gude, K. & Duckworth, M. (2002) Proficiency Masterclass, Student’s Book. Oxford: Oxford University Press.


Meeting Overview


1 Content - Introduction to the course, the textbooks and the exams - Getting to grips with the intricacies of the English language through a reading

exercise - Checking for individual focus point through an in-class grammar test

Assignments

- In-class reading and grammar test

Preparation

- Proficiency Masterclass Unit 1, In sickness and in health, pages 10 and 11 (exercises

A to C)

2 Content - Dictation exercise with vocabulary used in unit 1 - Check reading exercises - Vocabulary exercise on collocation, idioms and expressions - Language in Use – the sporting life

Assignments

- Proficiency Masterclass Unit 1, In sickness and in health, page 12 (exercises D to G)

Preparation

- Proficiency Masterclass Unit 1, In sickness and in health, page 13 (Cloze

exercise A to C)

3 Content - Dictation exercise with vocabulary used in unit 1 - Defining and non-defining relative clauses

Assignments

- Proficiency Masterclass Unit 1, In sickness and in health, page 14 (exercises D to F)

Preparation

- Finish grammar exercises started in class - Review grammar items discussed in class

4 Content - Dictation exercise with vocabulary used in unit 1 - Defining and non-defining relative clauses continued - Reduced relative clauses

Assignments

- Proficiency Masterclass Unit 1, In sickness and in health, page 15 (exercises H and I)

- Additional exercises handed out in class

Preparation

- Finish grammar exercises started in class Review grammar items discussed in class

5 Content - Dictation exercise with vocabulary used in unit 1 - Reading and comprehension exercise on two articles - Exercise using writing techniques to summarise information

Assignments


A to C)


Preparation

- Proficiency Masterclass Unit 1, In sickness and in health, page 17 (exercises D to G)

6 Content - Dictation exercise to consolidate vocabulary used in unit 1 - Listening and speaking exercises with focus on using appropriate techniques to

speculate, evaluate and suggest alternatives - Writing exercise on how to write proposals and make recommendations

Assignments


A to C / A-F)


A to E)

Preparation for Next Lecture


A to C)

- Preparation for revision of Unit 1

7 Content

- Revision of Unit 1, opportunity to ask questions

- Checking pages 20 and 21


5.16 Tutorials: Modern Foreign Language - Spanish 1 When: Week 1 to 7

Contact time: 2 lecture hours per week

Study load 28 hours

Learning tasks Reach level A-1 for all skills Learning Objectives In year 1 you will learn to talk about general topics like presenting yourself, talking about family, ordering food etc. in order to be prepared to maintain external contacts with Spanish speaking people. During Year 2, on the other hand, the focus will be more on specific aspects of the tourism industry. During period 1.1 the main topic will be presenting yourself in Spanish, tell your name, age, origin, address. Relationship skills 5.1 maintaining external contacts Content We work with two perspectives. On the one hand you will work on the digital online program of AVE Cervantes Institute covers the above topics. With this computer program there is a focus on the vocabulary, grammar, reading and listening comprehension exercises. The conversation skills are practiced in the lesson using the TPRS method. Period 1.1 concludes as you complete the first theme of the AVE program. During period 1.2 you’ll have an individual written exam. Method In total the program is approximately 28 hours of study. At the beginning of the period you will have a short test to determine your CEF level. Every week you get 2 Spanish lessons. - During one lesson, you work in a computer lab with the digital online program of Instituto Cervantes AVE. If you are an absolute beginner, then start with the first theme (Mis primeros contactos) A1 level. If you already have a higher CEF level, then you do a theme at that higher level. It is important to start the program AVE during the first period. What you can’t finish during the lessons, you’ll do at home. - During the second lesson you develop your speaking skills using the TPRS method. Attendance: At least 80% of students at A1 and A2 level. Textbooks - Annual subscription AVE at Instituto Cervantes Spanish through your teacher


6 Appendices

6.1 Table of Contents for the Research Report

Cover sheet

Introduction

Table of Contents

1.The Travel Market in Your Selected Country (1) as an international destination

1.1 Trends in the international travel market

1.2 Resources, attractions and infrastructure related to the tourism product of your destination

1.3 Products and incoming tour operators

1.4 current trends and your chosen destination

1.5 who are your customers and what are they looking for

1.6 rules and regulations, national policy, industry organizations, stakeholders and power

relationships

1.7 elements and regions that seem to offer the best opportunities for the future of your

destination

2. Outgoing Tourism. From Your Selected Country (2) to the Netherlands

2.1 Tour Operators in the Netherlands that offer your second chosen destination

2.2. Carriers and Transport Companies from your selected country (airlines, for example)

2.3.inventory of the main attractions and destination within that country”

2.4.inventory of national or local PR and marketing organisations that represent that country’s

tourism product

2.5 expectations and wishes of Dutch consumers in relation to visiting that country

2.6 analysis of the budget and means of public relations and communications when it comes to

promoting this destination on the Dutch market

2.7 Recommendations to your own NTO (first country) on their promotional activities on the

Dutch market

3. Conclusions and Recommendations

4. Bibliography

5. Appendix


6.2 ‘I’ Evaluation Form, Project 1 – The Professional Field and

External Environment

Student Student number

Tutor Project group

Assessment Satisfactory ( score 55)/Not satisfactory (score <

55)

Score Areas Max. Points

ATTITUDE 20 I was clear to my group members about what constitutes desirable and undesirable behaviour 1.

I treated my team members with respect.

I supported my team members in the achievement of their objectives, when asked to do so by them.

I took over tasks from my team members where necessary.

I fulfilled all agreements made.

I was involved in the process.

I felt responsible for the result.

MOTIVATION 20 I made a demonstrable contribution to a good atmosphere within the team.

I encouraged and motivated the team to contribute to the achievement of the team objectives.

I performed my own role in the project properly.

COMMUNICATION 10 I presented the team’s objectives effectively within the team.

I held team members accountable for their behaviour in relation to agreements made within the team.

I resolved any conflicts to everyone’s satisfaction.

I discussed my personal learning objectives within the team.

I discussed the steps to be taken in my personal development with the team members.

I gave feedback to team members on their performance in the manner appropriate for this.

COMMUNICATION IN THE ENGLISH LANGUAGE 10

LEARNING ABILITY 20 I used the SMART method to achieve my personal learning objectives.

I processed feedback from the tutor.

I processed feedback from team members.

I worked on my personal learning objectives within the project.

I achieved my learning objectives.

CONTRIBUTION TO THE END PRODUCT 20

I contributed constructively to the end product.

Evidenced by the opinion of the group during the evaluation session in Week 8

Evidenced by the project archive (minutes, action lists)

STUDENT CHOICE2 N/A

TOTAL POINTS Max: …..

Tutor’s initials

1 Although you will discuss the italicized sentences with your tutor, they will not form an explicit part of your

assessment. 2 Student choice: Choose additional assessment aspects based on your personal learning objectives. Do this

in consultation with the tutor. The evaluation of these aspects will be included in the assessment of your

Personal Development Plan.


6.3 ‘We’ Evaluation Form, Project 1 – The Professional Field and


Project

group

Tutor

Assessment Satisfactory ( score 55) / Not satisfactory (score < 55)

Evidenced by (the following,

amongst other things):

STRUCTURE 25 Initial (Start) Document, action

plan We produced an Initial (Start) Document that complies with the criteria set out in the Handbook on Project-based Tuition.

We produced an action plan that complies with the criteria set out in the Handbook on Project-based Tuition.

We precisely and clearly defined team objectives and problem definitions and the time, milestones and sub-products to be expected.

We planned all activities within the time available.

PROCESS 25 Minutes for the project group

meetings, tutor observation

during supervised project group

meetings, lessons learned report

We implemented the project on the basis of a results-oriented approach.

We monitored implementation in accordance with the action plan.3

COMMUNICATION 25 We regularly discussed progress

in relation to the achievement of

each team member’s individual

objectives.

We held each other accountable for contributions to be made, for decision-making and for the fulfilment of agreements.

We met on progress, activities, planning, the action to be taken and on follow-up agreements.

We regularly discussed progress in relation to the achievement of each team member’s individual objectives.

WORKING ATMOSPHERE 25 Tutor observation during

supervised project group

meetings, minutes for the project

group meetings

We created a target-oriented atmosphere within the team.

We encouraged and motivated the team members to contribute to the objectives to be achieved.

STUDENT CHOICE4 N/A Minutes for the project group

meetings, tutor observation

during supervised project group

meetings, Lessons Learned

Report

Lessons Learned Report V NV ‘not satisfactory’ means final

assessment is ‘not satisfactory’

either!

The Lessons Learned Report was in a written format and complies

with the criteria set out in the Handbook on Project-based Tuition.

TUTOR’S INITIALS

3 Although you will discuss the italicized sentences with your tutor, they will not form an explicit part of your

assessment. 4 Student choice: With your project group, choose additional assessment aspects based on your team objectives. Do this in consultation with the tutor. The evaluation of these aspects will be included in the assessment of the individual

personal development plans.


6.4 ‘It’ Evaluation Form, Project Introduction

Project group

Commissioning client

Tutor

Assessment: Sufficient (pass 55, fail less than 55)

Max score

A detailed inventory has been produced of outgoing and incoming tourism for your selected

country .

5

An analysis has been made of the type of tourist visiting the destination. Research has been

conducted to determine their wishes and requirements regarding the destination.

5

Trends in tourism have been described regarding outgoing and incoming tourism 5

The research team has demonstrably used recent figures and information at a national and

international level.

10

The research shows that the research team has responded appropriately to the commissioning

client’s requirements.

5

The research team produced a customer analysis for the destinations selected. 10

The inventory and the analysis of the destinations selected is used to indicate which common

objectives and interests have been identified for the commissioning clients.

5

The research includes a contextual description of the 2 destinations selected. 10

The student has identified the information needed and has obtained relevant knowledge

(figures and trends) by drawing from secondary sources.

10

The student has written a well-formulated and structured report, produced in proper English, in

which sources have been used properly and main issues and side issues have been

distinguished.

10

Presentation of the research strategies during the research lessons (points will be awarded by

the teacher giving the research classes) (minimum of 5,5 points required to pass)

10

The final presentation at the holiday fair meets the requirements outlined (minimum of 8 in

order to pass)

15

TOTAL

POINTS

100

COMMISSIONING CLIENT’S INITIALS _______________________________________


6.5 ‘They’ Evaluation Form, Project 1 – Professional Field and


Project group

Commissioning

client

Tutor

Assessment Satisfactory (score 6) / Not satisfactory (score < 6)

Assessment Criteria Max Score

Commissioning Client 4

We won and retained the commissioning client’s confidence.

External Environment 5

During the initiative stage and the definition stage, we analysed the project environment in depth, to the

commissioning client’s satisfaction.

Stakeholders

-

Cluster Supplement 2

With our research, we contributed to the envisaged and future state of the industry and of the

country researched by us.

TOTAL SCORE Max: 11

Commissioning client’s initials:


6.6 Glossary

Authentic

professional

situation

Each unit of study and assessment is based on an authentic

professional situation. An authentic professional situation relates to or

originates from professional practice.

Case-study

assessment

A case-study assessment is a description of a realistic practice-

based situation in which problems occur. A case-study

assessment ascertains whether you are able to resolve

problems, to plan, think analytically and also whether you are

able to identify relationships and connections. A case-study

assessment is a written, open-book assessment.

Competency A competency is a combination of knowledge, skills and

attitudes. This combination determines whether you are able

to perform at a particular level (in other words: whether you

are competent).

Critical success

factors (CSFs)

Critical success factors are those things that determine

successful (project) implementation and the successful

achievement of the (project) result.

EC European Credit. EC is the number of credits that you can

achieve for an assessment. The Schools of Economics

distinguish four types of assessment per period (the project

assessment, case-study assessment, knowledge exam and the

Personal Development Plan). You will be able to attain a total

of 15 ECs per period, divided over the four assessments.

Indicator Indicators are used to ascertain whether or not you have

attained a particular competency. A competency is a general

term, while an indicator indicates more specifically which

professional activity you are performing. An indicator

constitutes the practical elaboration of a particular

competency. For example, indicators may contain specific

techniques, concepts or models. They also state how these

techniques, concepts and models are to be used. Indicators

are needed to assess competences. A positive assessment

indicates your attainment of the competency in question.

Instructional format Each period consists of different units of study. While a whole-

class format may be chosen for one unit of study, another may

be offered in a small-group format, individually or even in

writing. Examples of instructional formats are (training) courses

and workshops. Another example is the independent study

component, which is offered in digital format or in writing. The

instructional format used for units of study will vary depending

on the focus of the unit of study in question.

Knowledge exam The knowledge exam is intended to test knowledge required

of young graduates. During the knowledge exam, you will

answer questions that have been formulated at the level of

the period in question. Each Economics student will sit a

knowledge exam once each period.

Learning task A learning task comprises part of a competency. Each

learning task is a separate professional action. Support tuition

enables you to develop these professional actions, so that you

are able to sit assessments at the end of the period in question


and demonstrate your competence.

Major The major constitutes the professional domain for which you

are being prepared. The School of Economics distinguishes

between four broad professional domains: Finance, Leisure,

Management and Marketing. Each professional domain

consists of different professions, which are represented by

different specialisation minors within the programme in

question.

Minor

(differentiation)

The differentiation minor is an in-depth or in-breadth minor. This

means that you specialise even further in the professional area

of your choice or develop competences that lie outside your

specialisation. For example: you are studying Commercial

Economics and would like to diversify your development with

knowledge and experience in the field of communication. You

will then opt to follow a differentiation minor at the School of

Communication.

Minor

(specialisation)

The specialisation minor is your specialisation and has the same

name as the programme chosen by you (for example, MER,

FSM and CE).

Performance

indicators (PI)

Performance indicators are the criteria applicable for the

(project) result to be achieved.

Personal

Development Plan

You will write an individual Personal Development Plan for

each period. Who am I? What can I do? What do I want? How

am I going to achieve it? You will also use the Personal

Development Plan to reflect, look ahead and describe how

you intend to develop specific competences.

Project assessment A project assessment is an open-ended assessment, which

means that the project result is not defined in detail. A

commissioning client has a question or problem that the

project group will be asked to solve. The resolution of problems

is the object of the project assessment. How these problems

are resolved may vary from one project group to another.

Support tuition Support tuition is intended to ensure that you are well

prepared for the various assessments. Support tuition consists of

different instructional formats that support your competency

development. Some instructional formats are compulsory and

others elective.

Documents

Cluster Leisure Tourism Management Year 1 Period …...Tourism Management Period Handbook 1.1, 2011-2012 page 5 1.1 Relationship with Other Periods This is Period 1.1. The table below