Stenden University of Applied Sciences Programme Specification

Stenden University of Applied Sciences

Programme Specification

January 2015

MSc in International Leisure & Tourism Studies

Programme Code: MN8AK

Programme valid from March 2015

JACS Code: N832

Valid for delivery at Stenden University of Applied Sciences, Leeuwarden, The Netherlands and the University of Derby

MScILTS Prog’ Spec 2015-2016 1

Table of Contents SECTION ONE: GENERAL INFORMATION ................................................................................................. 1

SECTION TWO: OVERVIEW AND PROGRAMME AIMS ................................................................................... 4

Overview .................................................................................................................................................... 4

Programme Aims ....................................................................................................................................... 5

SECTION FOUR: PROGRAMME STRUCTURE .................................................................................................. 9

Structure and Curriculum .......................................................................................................................... 9

MScILTS programme diagram ................................................................................................................. 10

Personal Development Planning (PDP) ................................................................................................... 10

SECTION FIVE: PROGRAMME DELIVERY ...................................................................................................... 12

Learning and Teaching Methods ............................................................................................................. 12

Assessment .............................................................................................................................................. 15

SECTION SIX: ADMISSIONS .......................................................................................................................... 16

Admissions requirements ........................................................................................................................ 16

SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE ............................................................................... 16

Stenden Master Office ............................................................................................................................ 16

Library facilities ....................................................................................................................................... 16

Stenden University Information Centre (IStudy) ..................................................................................... 16

Disability & Study .................................................................................................................................... 17

Equal opportunities ................................................................................................................................. 17

SECTION EIGHT: POST PROGRAMME OPPORTUNITIES ............................................................................... 17

SECTION NINE: EMPLOYER LINKS ................................................................................................................ 18

ETFI, CELTH, Fieldtrips/Guest Lectures, advisory board .......................................................................... 18

Sample of Organizations/Companies ...................................................................................................... 18

Indicative list of current positions of MILTS alumni ................................................................................ 18

APPENDIX 1 – Mapping of Modules against Competences ......................................................................... 20

APPENDIX 2 – Programme Learning Outcomes connected to Assessment .... Error! Bookmark not defined.


SECTION ONE: GENERAL INFORMATION Programme Title MSc International Leisure & Tourism Studies

Award title MSc International Leisure & Tourism Studies

Interim awards

Not applicable

Mode of Study Full time

Programme start date and period of validation Start date: September 2015 Period of Validation: TBC

Awarding Institution University of Derby Stenden University of Applied Science

Faculty Managing the Programme School of Leisure & Tourism Management, Stenden University of Applied Sciences Department of Hotel, Resort and Spa Management University of Derby

Institution(s) Delivering the Programme Department of Hotel, Resort and Spa Management, University of Derby and School of Leisure & Tourism Management, Stenden University of Applied Sciences

Relevant external subject benchmark statement(s) QAA Subject Benchmark Statement for specialist Masters Degrees in Business and Management (2007)

External Accreditation/Recognition

The MScILTS incorporates the Master in International Leisure and Tourism Studies (MILTS), which is accredited by the NVAO for a Dutch professional Master title. Every Dutch Higher Education programme is assessed every six years. A positive assessment results in the formal reaccreditation of the programme by the NVAO. The programme was previously reaccredited on 25 August 2010 and will be reaccredited again early in 2015. Besides the official Dutch NVAO accreditation, the MILTS programme has also received international accreditation by the Foundation for International Business Administration Accreditation (FIBAA) in 2010. FIBAA is a European, international agency for quality assurance and quality development in higher education. FIBAA is seen as a partner for Higher Education Institutions and comparable education providers. The disciplinary focus of FIBAA’s activities is on management studies, law, social sciences and economics. With many years of experience


and a large network of experts FIBAA accompanies and supports educational institutions their quality strategy. In 2013 the MILTS programme was accredited by the International Centre of Excellence in Tourism & Hospitality Education (THE-ICE). THE-ICE Accreditation process involves two stages: a) pre-accreditation and b) Accreditation. An institution seeking accreditation and membership of their tourism, hospitality, events and culinary arts education programme (TH&E) by THE-ICE must meet THE-ICE standard of excellence. The process involves the completion of an application pro-forma and a site audit to be evaluated and conducted by registered auditor (or auditors) from THE-ICE assessment panel and a peer review by THE-ICE Board of Directors. Upon approval the institution will be invited to join the network as an Associate of THE-ICE (for pre-accreditation or a Full Member (for accreditation). The validity of its membership status is for a period of 3 or 5 years respectively. In brief, the accreditation process steps include: self-review, evaluation, site visit, peer review, on-going benchmarking. Stenden Hotel Management School and School of Leisure & Tourism are full members of the THE-ICE.

JACS Code N832 Programme specification last updated June 2015


SECTION TWO: OVERVIEW AND PROGRAMME AIMS

Overview

The MScILTS programme is offered as a dual award by Stenden University of Applied Sciences and the University of Derby. The programme has a strong international focus, and is aimed at delivering quality Masters education through industry relevant programme, building on the internal strengths and opportunities of the school. The MScILTS programme is conversion type masters programme, requiring no specific pre-requisite knowledge or experience. Accordingly, it is the aim of MScILTS to offer an international oriented programme that allows its graduates to deepen their professional knowledge and to identify new opportunities for career and personal development. The MScILTS programme provides in-depth knowledge to extend the career perspectives in The Netherlands and abroad. MScILTS offers excellent opportunities in the service sector, a segment of labour market, which is still expanding and probably will develop into one of the most important sectors of global economy. These developments require specialists, who are able to meet the challenges of the service industries. Stenden Master programmes have a shared core programme of Research modules. Specialised options for different fields of study are offered within MScILTS. The MScILTS programme is grounded in an integrated leisure concept and is approached from the economic service management perspective. Our society is dominated by the service sector of the economy and tourism constitutes one of the largest sub-sectors. Tourism is regarded as a key driver for economic progress for its power to generate jobs and income. But the social and environmental impacts should not be overlooked: tourism affects the quality of life of the residents in the destination communities and their sense of place. Within the programme, emphasis is placed on a sustainable approach towards leisure and tourism and the impacts of leisure and tourism on the quality of life. Tourism development is often characterised by an exploitative nature with a dominant economic perspective. But for tourism development to be sustainable it must serve the needs of humanity; it must serve the community and all its values. Tourism supply and demand have to be brought together within the limits of acceptable change of the destination community, a basic element of modern tourism. Maximising benefits and minimising costs requires knowledge and understanding, careful analysis, visioning, planning and leadership, in which process is emphasised over product. Moreover, the programme will enhance and promote innovation and creativity within students, preparing to meet the challenges of a dynamic and rapidly changing industry. So, the MScILTS programme addresses the phenomenon of tourism as the most important leisure time spending of our time; it addresses

- the interdependent relationship between leisure, tourism and other leisure fields; - the diverse implications of leisure and tourism for the quality of life of the people

involved; - the issue of leadership and how to create and align sustainable value for the

community, the industry and the individual; - the changing organisation of societies, the changing configuration of the tourism

industry, and the major transformations of social and cultural issues and how these affect tourism policy, planning and development.

The MSc programme is unique in its integration of leisure and tourism. The programme uses a holistic, interdisciplinary approach based on constructivist learning.


A graduate of the MScILTS programme is able to:

Monitor, critically evaluateand analyse international and national developments in the leisure and tourism industry;

Critically review and understand the individual, social, economic, environmental values of (planned) leisure and tourism developments;

Translate national and international developments into new leisure and tourism concepts;

Contribute to the planning and sustainable development of leisure and tourism, based on a responsible and fair weighing of the interests of the stakeholders involved;

Apply appropriate qualitative and quantitative research methods to collect meaningful information that supports the decision-making process using both desk research and field research;

Support decisions with sound argumentation, both orally and in writing;

Demonstrate a well-developed system of personal values;

Demonstrate a set of effective leadership skills.

Programme Aims

The MScILTS programme has several aims:

Academic aims To develop the student’s intellectual skills and competencies at Masters levelin the field of leisure and tourism to promote independent critical thinking and working, based on academic, professional and international expertise.

Professional aims To provide students with in-depth knowledge and critical analysis skills necessary to prepare them for a significant role within the development of the international leisure and tourism industry.

Personal aims To encourage the development of the student’s personal qualities. This includes the

development of above-average interpersonal skills, a high degree of self-confidence, initiative

and enterprise and an appropriate attitude to work.

SECTION THREE: PROGRAMME LEARNING OUTCOMES

The MScILTS programme has the following learning outcome;

Through successful completion of the programme, students will demonstrate a critical awareness of responsible approaches towards developments in the leisure and tourism industry and a comprehensive understanding of applied research. As such they are facilitated to become responsible leaders within a dynamic international community.

Programme learning outcomes The MScILTS programme places an emphasis on competence based learning in which knowledge, attitude and skills are combined into competencies (sometimes called 'complex skills'). In the current society in which knowledge is getting outdated rapidly and up-to-date


knowledge can be easily found by means of ICT, the industry increasingly requires personnel who are competent in solving problems organisations or communities are faced with. Such competencies imply a mixture of knowledge, attitude and skills at the same time. Based on these requirements of the industry we have formulated 7 competencies instead of objectives for knowledge, attitude and skills. Those competencies are grouped into seven categories ('competence areas'). On completing the programme, students will have achieved the following competencies.

1. General objectives a. The ability to read critically and think independently about issues related to services and

especially the leisure and tourism industry in order to develop future vision and make strategic choices.

b. Internalisation of basic knowledge (relevant professional understanding), skills and attitudes (social skills and abilities, emotional resilience), metaqualities (creativity, mental agility, balance of learning habits and skills, self-knowledge) in order to decide upon his/her own guiding role in these choices.

c. The ability to perform his/her job from a broader frame of reference and from a well-defined value orientation.

2. Conceptual reasoning a. The student is able to think in concepts that explain the nature and development of the

(international) leisure and tourism industry and apply these concepts to the contemporary context of this industry. In doing this the student will take into account the multidisciplinary and interdisciplinary character of leisure and tourism and the main disciplinary theories and perspectives towards this industry.

b. The ability to communicate ideas clearly and effectively in discussions, presentations and reports.

3. Strategic analysis a. Critical understanding of strategy questions and strategic planning in the leisure and tourism

industry from a multidisciplinary and interdisciplinary perspective. b. The ability to analyse, evaluate, and appreciate strategic policy documents accordingly.

4. Quality questioning and social responsibility a. Understanding of the interwovenness of the leisure and tourism industry with human

interests, the quality of (human) life and human well-being, with society and the natural environment.

b. Awareness of the social responsibility of leisure and tourism companies and knowledge of important concepts and theories of business ethics. Developing a critical attitude towards existing quality concepts. The ability to apply these understandings to practical quality questions regarding service provision processes in leisure and tourism.

5. Research competency a. The ability to understand, produce, and present academic evidence at a basic level. This

includes the review of literature, the definition of a problem, development of research design, gathering data, and analysis of these data into a meaningful report.

b. The ability to critically evaluate and analyse the results of research and interpret findings (seek, handle and interpret information).

6. International orientation a. The ability to develop a critical vision on the globalisation process in the context of leisure

and tourism. b. The ability to develop communication skills in general and intercultural communication skills

in particular.


c. The ability to act in an international environment or organisation.

7. Making a difference to practice a. The ability to use theoretical models as a tool to test decisions and the consequences of

decisions before these are taken. This ability is combined with the ability to test theory to the practice and, if necessary, to fine-tune the theory so that it better fits the practice.

These competencies are clustered in line with the Framework for Higher Education Qualification at level 7 the programme. The programme is designed to provide opportunities for students to develop and demonstrate competences in the following areas:

Knowledge and Understanding

3a. Critical understanding of strategy questions and strategic planning in the leisure and tourism industry from a multidisciplinary and interdisciplinary perspective.

4a. Understanding of the interwovenness of the leisure and tourism industry with human interests, the quality of (human) life and human well-being, with society and the natural environment.

4b.Awareness of the social responsibility of leisure and tourism companies and knowledge of important concepts and theories of business ethics.

Upon successful completion of the programme students will have developed the following Intellectual Skills – Students will be able to demonstrate:

7a. The ability to use theoretical models as a tool to test decisions and the consequences of decisions before these are taken (DD2). This ability is combined with the ability to test theory to the practice and, if necessary, to fine-tune the theory so that it better fits the practice.

1b. Internalisation of basic knowledge (relevant professional understanding), skills and attitudes (social skills and abilities, emotional resilience), metaqualities (creativity, mental agility, balance of learning habits and skills, self-knowledge) in order to decide upon his/her own guiding role in these choices.

3b. The ability to analyse, evaluate, and appreciate strategic policy documents accordingly.

5a. The ability to understand, produce, and present academic evidence at a basic level. This includes the review of literature, the definition of a problem, development of research design, gathering data, and analysis of these data into a meaningful report

5b. The ability to critically evaluate and analyse the results of research and interpret findings (seek, handle and interpret information).

Upon successful completion of the programme students will have developed the following Practical and Subject Specific Skills – Students will be able to demonstrate:

1a. The ability to read critically and think independently about issues related to services and especially the leisure and tourism industry in order to develop future vision and make strategic choices.

2a. The student is able to think in concepts that explain the nature and development of the (international) leisure and tourism industry and apply these concepts to the contemporary context of this industry. In doing this the student will take into account the multidisciplinary and interdisciplinary character of leisure and tourism and the main disciplinary theories and perspectives towards this industry.

4c. Developing a critical attitude towards existing quality concepts. The ability to apply these understandings to practical quality questions regarding service provision processes in leisure and tourism.


6a. Ability to develop a critical vision on the globalisation process in the context of leisure and tourism.

Upon successful completion of the programme students will have developed the following Transferable Skills – Students will demonstrate:

1c. The ability to perform his/her job from a broader frame of reference and from a well-defined value orientation.

2b. The ability to communicate ideas clearly and effectively in discussions, presentations and reports.

6b. The ability to develop communication skills in general and intercultural communication skills in particular.

6c. The ability to act in an international environment or organisation.


SECTION FOUR: PROGRAMME STRUCTURE

Structure and Curriculum

The MScILTS programme is undertaken over 14 months full time. The programme starts in September and the modules will be taught in the academic year (September-October).

The elements of the programme delivered at SUAS are structured as a traditional taught Masters with 180 credits at HE level 7. Students may only select one elective module to form part of the 180 credits for the award. The University of Derby award requires an additional 40 credits that form part of the UK study visit delivered at the University of Derby. 180 credits leads to a Master degree awarded by Stenden University 220 credits leads to an MSc awarded by the University of Derby The core modules are 30 credits each, equivalent to 300 learning hours. The research specific modules are 15 credits each. In addition, the programme contains one elective module of 15 credits, with 3 choices (ETFI Projects; Entrepreneurship and Innovation, Managing Events Organisations) module. The modules will be taught using a blend of lectures, seminars, self-study and excursions/fieldtrips. This will be supported through a learning environment (Blackboard) and text based resources. The MSc contains a two-week field visit to the UK, organised by the University of Derby. During

the field visit students will complete an experiential module comprising field visits and guest

presentations (20 credits). In this module students will explore contemporary and critical issues

facing the tourism and leisure industries within the UK and will be required to identify and

develop innovative and creative solutions. In addition, students will undertake an intensive

module focussing on team leadership (20 credits).The purpose of the UK field trip is to provide

students with direct experience of Leisure, Tourism and Hospitality Management concepts and

challenges in action in a UK context and extend the students’ knowledge of the topics covered

throughout the programme. The University of Derby arranges a number of official visits,

activities and guest speakers from industry throughout the two week UK visit. For many

students, particularly those from outside Europe, the trip is beneficial in providing experience of

their subject in a new and exciting destination. University of Derby students located in Buxton

will also form part of the student group for the duration of the visit.

University of Derby Regulatory Framework .As individual and separate qualifications are awarded, the academic regulations of each of the

awarding bodies apply to the respective programmes. Each institution oversees its own

qualification. The arrangements are similar to an articulation arrangement where one of the

awarding bodies recognises the learning undertaken at the partner institution for contribution

to its own qualification. The policies and procedures applied are those for articulation

arrangements.


MScILTS programme diagram

Period 1: Setting the Framework : The Past

Theoretical Perspectives on Leisure and Tourism (30) –

delivery led by SUAS

Explores conceptual contributions of philosophy, psychology,

sociology, geography and economics to the field of L&T

Sustainability will be a core element in this and will draw the

contributions of theory into debate with the viewpoint of

stakeholders, with a specific tourism destination as case

Research 1:

Defining a Contemporary Topic (15) – delivery

led by UoD

Period 2: Operationalizing the Framework: The Present

Quality of Leisure and Tourism

(30) – delivery led by SUAS

Analyses quality aspects of L&T in the context of quality

of human life, from a multidisciplinary aspect followed

by an applied case involving Community Development

Research 2:

Thesis Proposal

(15) – delivery led by UoD

Period 3: Beyond the Framework

Policy and Planning & the Future of L&T

(30) – delivery led by SUAS

Explores the frameworks and issues for the development of policy in Leisure

and Tourism, incorporating scenario planning methods in conjunction with

ETFI and incorporating change management and project management

attributes

Research 3:

Data Collection

(15) – delivery led by UoD

UK Study Trip - Critical Issues (20) and Team Building in Action (20) – delivery led by

UoD Period 4 : Master Thesis

Electives (one of the following) Research 4: Analysis and writing (30) –

delivery led by SUAS ETFI

Projects

(15) –

delivery

led by

SUAS

Entrepreneurship

and Innovation

(15) – delivery led

by SUAS

Managing

Events

Organisations

(15) –

delivery led

by SUAS

Submission/Completion

Personal Development Planning (PDP)

The programme encourages professional and personal development through individual module components. The modules offer a range of assignments in which the students develop their critical attitude to themselves, their peer-students and staff. The content of the modules will steer the students to develop a critical attitude towards processes in society, and will stimulate students to take action upon those processes. The students will develop a portfolio with the aim to facilitate the integration of academic and personal aspects of the programme. The portfolio will show an overview of the learning process of the student throughout the programme. It will provide the opportunity to demonstrate skills and knowledge though collection of assignments presentations, test results and test evaluations, feedback on seminars, records of discussions with staff on, for example, thesis supervision discussion and reflection on modules taken.


Throughout the programme, participants will have the opportunity to meet their module coordinator, course leader or thesis supervisor individually in the capacity as personal coach/counsellor. Students will meet a minimum of three times in a year with the mentioned members of staff. Central in these meetings will be the student and his or her personal progress in the Master programme.


SECTION FIVE: PROGRAMME DELIVERY

Programme Delivery

The programme is delivered in four 10 week periods over a 14 month period Each ten week period accounts for 45 credits, 30 credits are earned from studying modules delivered by the team at SUAS and 15 credits are earned from research modules delivered by the University of Derby. The University of Derby modules are delivered as an intensive block-study week in one of the ten weeks. The study trip to the UK occurs in the two week break between blocks three and four, and accounts for 40 credits. The final 10 week period is led by the SUAS team with a 15 credit elective module to be selected from a choice of three options alongside the final research module of 30 credits supporting the Master’s Thesis. Students will achieve 220 credits in order to graduate with a dual award. At the end of the programme there is a further 8 week submission and completion period. During this period students will complete the assessment activities related to the ‘Critical Issues in Hospitality and Tourism’ module, delivered as part of the UK study trip and present the findings of their research report at the SUAS Research conference.

Learning and Teaching Methods

The educational approach (constructivist education) focuses on competencies, which might be defined as high level skills where knowledge, attitudes and skills are not taught separately but integrated. This leads to a student centred approach that involves the challenge of self-development by means of an appropriate teaching, learning, and assessment strategy. The classroom hours and in-class activities are meant for facilitation of the self-study activities of the individual students. Besides, many of the learning activities of the students are designed for co-operative learning as expressed in team projects. The programme focuses on the development of a critical understanding, attitude and vision in relation to academic, professional and international enhancement in the service industry. A mixture of teaching and learning methods is used, tailored to the key competencies in each module:

Lectures Lectures provide a systematic introduction to the basic issues and to the relevant materials. The important function of the lectures is not necessarily to direct thinking but to provide ‘parameters of relevance’, to provide guidance in the choice of sources of information and reading. Most lectures will be interactive and will integrate the answering of questions as well.

Seminars The seminars will enable the development of in-depth understanding necessary at master's level. Students will develop their knowledge base regarding the important concepts, demonstrate synthesis of material examined and gain experience in sharing insights and justifying conclusions drawn from study of selected literature. Besides, seminars allow students and facilitators to share their own and fellow participants’ experiences, and to consider and interpret multiple viewpoints from socio-cultural, personal (and professional) perspectives. Seminars are student-led discussions of issues and materials, which are supplementary to the basic issues and materials of the lectures. Group discussion and debate will analyse the seminar subject in a complementary relationship to the lecture subject. The diversity of the students’ professional and personal backgrounds will provide a dynamic context for discussion and debate reflecting the multidisciplinary character of services.


Workshops/Skill labs During the workshops and skills labs practical skills will be trained. Students will work actively in small groups or individually on exercises, under supervision of an expert teacher.

Case Study

The use of case studies enables students to develop their capacity ability of strategic analysis.

Fieldtrips

Fieldtrips provide an excellent way to explore the manner in which academic theories and insights are represented in society. The MSc MSCILTS programme includes a mandatory two-week UK study visit during which the Contemporary Issues and Team Building in Action modules are delivered.

Project

In some cases a project is offered to provide students with a useful basis for applied research in an international context. Students will be encouraged to develop their skills of interdisciplinary enquiry in the field of leisure & tourism.

Independent self-study

Independent self-study can be seen as an essential educational working form. It is the strongest expression of the challenge of self-development. It is also the condition for a successful participation in the other -aforementioned- teaching and learning methods. In consultation with the tutors, students are expected to manage their programmes of study by selecting and interpreting relevant academic and professional literature, planning seminars and presentations, and preparing material for assessment. This mode of learning will be supported and encouraged by (research) presentations. Through independent self-study students will be expected to:

Develop analytical skills Any work, whether it is contribution in seminars or written submissions, is expected to show evidence that students understand a particular issue or problem and that they can propose a number of options indicating how to solve it. In addition, students need to show that they have read what other researchers have written about the issue and that they can evaluate whether their contribution is relevant to the particular issue they are trying to explain or solve.

Manage learning effectively This includes managing the balance of students’ study and leisure time effectively, identifying any particular weaknesses in their study skills and developing through practice, reading of appropriate self-help resources and discussing with relevant peers or staff, their managerial skills and competencies.


Work effectively in groups Part of the learning will involve group discussion, often outside the programme's timetabled hours, sometimes via e-mail. It is the students’ responsibility to ensure that they communicate effectively with their study group. Students are encouraged to form their own small study groups in which they can discuss their readings, their approach to dealing with a particular piece of assessment, share textbooks and other resources, and provide mutual support when things get tough.

Become an independent learner A wide range of electronic resources are available via the Library, including one-to-one advice sessions with the subject specialist, online material, journals and textbooks. It is up to individual students to identify their learning needs, to seek relevant information on how to meet these needs, and to manage the acquisition of any new skills through practice. For instance, there are videotapes, textbooks and audio- visual facilities to help students improve presentation skills. Similarly, online and printed material can be used to answer queries on how to write and structure a report, how to write an executive summary etc. It is up to students to practice with the help of these resources.

Independent self-study Independent self-study can be seen as an essential educational working form. It is the strongest expression of the challenge of self-development. It is also the condition for a successful participation in the other -aforementioned- teaching and learning methods. In consultation with the tutors, students are expected to manage their programmes of study by selecting and interpreting relevant academic and professional literature, planning seminars and presentations, and preparing material for assessment. This mode of learning will be supported and encouraged by (research) presentations.

(Research) Presentations

Research presentations will offer students the opportunity to share experiences and findings of research they are undertaking during the programme. It will assist the students’ thinking, allow them to test ideas and provide mutual support whilst undertaking the more individual study modes of the programme. Presentations provide an opportunity for formative feedback by the lecturer and peers. The initial, formative, research modules (R1, R2, R3) will be delivered by the University of Derby.

Personal coaching/counselling Throughout the programme, participants will have the opportunity to meet their module coordinator, course leader or thesis supervisor individually in the capacity as personal coach/counsellor. Students will meet a minimum of three times in a year members of staff. Central in these meetings will be the student and his or her personal progress in the Master programme.


Completion of a Master ThesisThe production of a theoretically informed and analytical but also applied master thesis will be the ultimate demonstration of the student’s capacity to produce academic work at Master level.

Applied Research Units

The Research Centres at Stenden University and the University of Derby bring together people from industry and professors/researchers from universities of applied sciences. Professors of applied research provide the link between industry and academia in order to create knowledge circulation and knowledge development, professionalization of lecturers and curriculum renewal. For the Master International Leisure and Tourism Studies, the European Tourism Futures Institute (ETFI) provides a rich research context.

Assessment

The assessment strategy includes a mix of formative and summative assessments and reflects the competencies the students will require for the leisure and tourism industry

Testing is an integral component of the educational programmes and is based on the Stenden Testing and Assessment Policy Framework (April 2010), itself based on the principles of the Dutch Higher Education and Research Act (WHW), and on the Students’ Charter, and the Teaching and Examination Regulations (TER). This programme also operates within the University’s Regulatory Framework and conforms with its regulations on assessment.

The level achieved is demonstrated by interim and final tests, final projects and the Thesis. The Test Committee verifies tests and assessments for validity, reliability and transparency. Details of the various assessments may be found in the module specifications, and Appendix 2 provides an overview of how each learning outcome is assessed. The PDCA Cycle of Testing and Assessment in the MScILTS programme is performed in five phases:

1. The MScILTS team plans the specific assessment packages for the units in the programmes.

2. The assessment packages are sent to the External Examiner and pre-checked before the assessment takes place. After approval, the assessment packages are implemented in the modules.

3. Prior to the Assessment Board all assessed work is checked by the External Examiner against the assessment packages as implemented. Advice for alterations/modifications is given to the Master team.

4. Prior to the Assessment Board all the module grades are checked and formally

agreed by the Stenden Examination Board of MILTS and MIHSM and the University

of Derby Assessment Board.

5. The changes as suggested by the External Examiner are discussed in the Master team and used to improve the assessment packages.

Feedback from assessments is seen as an essential part of the learning process. Students will receive feedback from assignments and tests and students are stimulated to contact staff to discuss feedback (formative and summative). All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. for module


assessments or Independent Studies. Information on these principles can be found on the University web site at www.derby.ac.uk/research/ethics

SECTION SIX: ADMISSIONS

Admissions requirements

Academic: Bachelor Degree (internationally recognized). IELTS score 6.0. For students with an IELTS score lower than 6.0 there is the option to upgrade their academic language and study skills through a dedicated Pre-Master course at Stenden www.stenden.com/en/studies/master/Pages/Pre-Master-Programme

SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE

Stenden Master Office

For any questions about schedules, logistics, administration, exams and other issues the Master

Office (room 1.85 at SUAS) is the primary source of information. The Master Office can be

reached through email ([email protected]) or at the opening hours as indicated at the

office.

Library facilities

Most of the literature needed during the modules can be found in the Stenden library. The collection comprises among others: manuals, study books, module books, CD-ROMs, audio-visual materials, educational aids, magazines and newspapers. Catalogues of other university are available online. All students registered on a University of Derby course have access to University libraries and its leisure facilities. However, as students may not borrow books from the University of Derby, SUAS is responsible for providing students with the necessary learning resources. All students have access to the electronic journals of the University of Derby

Stenden University Information Centre (IStudy)

The Information Centre (IStudy) provides information and documentation on:

Student grants and loans

Individual courses

Educational and occupational choices

How to apply

Accommodation

Sport The Information Centre is the front office for the following offices:

International Office Student Counselling Office Students Administration PROGRESS

http://www.derby.ac.uk/research/ethics

http://www.stenden.com/en/studies/master/Pages/Pre-Master-Programme

mailto:[email protected]


The Information Centre also provides information about e.g.: Making an appointment with one of the student advisors; Deregistration; Asking for grant support; Confirmation of admission; Confirmation of payment; Confirmation of industrial placement or exchange.

Disability & Study

Studying with a disability can be challenging. Stenden UAS and the University of Derby offer special support facilities to students with a disability. There is also a dedicated disability & study contact person at the student counselling office at SUAS and in the Department of Hotel and Resort Management at the University of Derby who can advise about the available facilities and act as a mediator.

Equal opportunities

Stenden UAS and the University of Derby function in such a way that they do not discriminate directly or indirectly in the admission, progress and assessment of students; in the appointment, development and promotion of staff; or the treatment of any individual on grounds of gender, race, disability, colour, sexuality, age, nationality, ethnic or national origins, marital status, family or other care responsibility, socio-economic background, trade union activity, political or religious belief. Stenden University of Applied Science and the University of Derby opposes and resolves to eliminate practices which, directly or otherwise, promote sexism, racism, ageism and heterosexism, or which neglect and are prejudicial to people with disabilities, special educational needs or from disadvantaged socio-economic backgrounds. To this end, each institution has established procedures for cases of discrimination.

SECTION EIGHT: POST PROGRAMME OPPORTUNITIES

Our society is dominated by the service sector of the economy and tourism constitutes one of the largest sub-sectors. Tourism is regarded as a key driver for economic progress for its power to generate jobs and income. But the social and environmental impacts should not be overlooked: tourism affects the quality of life of the residents in the destination communities and their sense of place. The leisure and tourism industry shows a growing demand for employers at Master level who are able to combine economic drivers and social and environmental impacts at a desirable level for all stakeholders involved. The Master programme provides good employment prospectus to students due to the practical components in the programme (excursions, cases and research assignments). The Masters also provides a basis to continue with a PhD study. MScILTS graduates will typically (but not exclusively) find jobs in: policy and planning (e.g. policymakers at local, regional and national level); management consultancy in larger leisure and tourism companies, such as hotel chains and leisure parks; research and education (e.g. lecturer in tourism, or to do a PhD); consultancy and development (e.g. at a consultancy firm or research institute); management and coordination of the interests of different industries and stakeholders (e.g. in NGOs and other intermediary, bi-lateral and multi-lateral organisations).


SECTION NINE: EMPLOYER LINKS

ETFI, CELTH, Fieldtrips/Guest Lectures, advisory board

Students will be given the opportunity to work with (international) employers, either during a research project or their thesis. The networks of the European Tourism Futures Institute (ETFI) provide in these a link between the programme and employers. ETFI established links with (non) governmental organisations and ETFI established a European research network in tourism, with more than 15 research institutes and universities in Europe. Furthermore, ETFI participates in research projects of the official (Dutch government recognized) Centre of Expertise in Leisure, Tourism and Hospitality, CELTH (www.celth.nl), consisting of three universities of applied sciences cooperate; NHTV, Zeeland and Stenden. Fieldworks and guest lectures are given throughout the programme. Through fieldworks and guest lectures students will be informed about relevant development in the industry. The advisory board of the programme provides another link with the industry. The advisory board of the programme consist of members with a background in research and consultancy, commercial organisations and (non) governmental organisations. The advisory board meets at least twice a year. Current issues and developments in the programme are discussed with the advisory board.

Sample of Organizations/Companies

- Stenden University of Applied Sciences, Leeuwarden, The Netherlands - University of Aruba, Oranjestad, Aruba - Hogeschool Utrecht, Utrecht, The Netherlands - Saxion Hospitality Business School, Enschede, The Netherlands - Shanghai Normal University, Shanghai City, China - Cheung Kong Graduate School of Business Studies, Beijing City, China - Enterprise Ireland-Eduation, Beijing City, China - MODUL University Vienna, Viennan, Austria - STEI Institute Pte. Ltd, Sinagpore - Tourism Industry Services, Government of the Northwest Territories, Saskatchewan,

Canada - Kenya Tourism Board, Nairobi, Kenya - Department Recreation and Tourism, Province South Holland, The Hague, The

Netherlands - Aruba Tourism Authority, Den Haag, The Netherlands - Recreatieschap De Marrekrite (recreation authority), Leeuwarden, The Netherlands - Sport Union Utrecht, Utrecht, The Netherlands - Optisport Exploitations B.V., Gorinchem, The Netherlands - Tioga Tours, Groningen, The Netherlands - Simbo Vakanties BV, Nijmegen, The Netherlands - TUI Travel PLC, Enschede, The Netherlands - The Hotel Brussels, Brussels, Belgium - The Torica Group of Hotels, Parimaribo, Suriname - Booking.com B.V., Amsterdam, The Netherlands

Indicative list of current positions of MILTS alumni

http://www.celth.nl/


MILTS Nr. Current position, sample alumni n=82, graduated 2003-2014 20 (Senior) Lecturer 10 Sales (& Marketing) Manager 7 Founder/CEO 7 Product Manager 5 General Manager/Managing Director 5 Project Leader 3 Entrepreneur 2 PhD Candidate 2 Assistant General Manager 2 Academic Manager 2 Director/Manager Tourism Board 2 Policy Advisor 2 Project Assistant 2 Senior Account Manager 2 Consultant 2 Event Organizer 1 Department Manager 1 Director of Human Resources 1 Head of Recruitment & Development 1 Cultural Advisor 1 Assistant Director 1 Director Communication 1 Academic Dean


APPENDIX 1 – Mapping of Modules against Competences

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Knowledge and understanding

3a. Critical understanding of strategy questions and strategic planning in the leisure and tourism industry from a multidisciplinary and interdisciplinary perspective

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4a. Understanding of the interwovenness of the leisure and tourism industry with human interests, the quality of (human) life and human well-being, with society and the natural environment

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4b.Awareness of the social responsibility of leisure and tourism companies and knowledge of important concepts and theories of business ethics.

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Intellectual skills 7a. The ability to use theoretical models as a tool to test decisions and the consequences of decisions before these are taken. This ability is combined with the ability to test theory to the practice and, if necessary, to fine-tune the theory so that it better fits the practice

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1b. Internalisation of basic knowledge (relevant professional understanding), skills and attitudes (social skills and abilities, emotional resilience), metaqualities (creativity, mental agility, balance of learning habits and skills, self-knowledge) in order to decide upon his/her own guiding role in these choices

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3b. The ability to analyse, evaluate, and appreciate strategic policy documents accordingly

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5a. The ability to understand, produce, and present academic evidence at a basic level. This includes the review of literature, the

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definition of a problem, development of research design, gathering data, and analysis of these data into a meaningful report

5b. The ability to critically evaluate and analyse the results of research and interpret findings (seek, handle and interpret information)

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Practical and Subject specific skills

1a. The ability to read critically and think independently about issues related to services and especially the leisure and tourism industry in order to develop future vision and make strategic choices

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2a. The student is able to think in concepts that explain the nature and development of the (international) leisure and tourism industry and apply these concepts to the contemporary context of this industry. In doing this the student will take into account the multidisciplinary and interdisciplinary character of leisure and tourism and the main disciplinary theories and perspectives towards this industry

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4c. Developing a critical attitude towards existing quality concepts. The ability to apply these understandings to practical quality questions regarding service provision processes in leisure and tourism.

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6a. Ability to develop a critical vision on the globalisation process in the context of leisure and tourism

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Transferable skills

1c. The ability to perform his/her job from a broader frame of reference and from a well-defined value orientation

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2b. The ability to communicate ideas clearly and effectively in discussions, presentations and reports

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6b. The ability to develop communication skills in general and intercultural communication skills in particular

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6c. The ability to act in an international environment or organisation

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Appendix 2. Programme Learning Outcomes connected to Assessment

Programme Learning Outcome

Through successful completion of the programme, students will demonstrate a critical awareness of responsible

approaches towards developments in the leisure and tourism industry and a comprehensive understanding of applied research. As such they are facilitated to become responsible leaders within a dynamic international community

Modules Module LOs. On completion of this module, the student is able to:

Module Assessment Portfolio

Theoretical Perspectives of

Leisure and Tourism (30)

1. Critically compare and contrast key concepts in the context of leisure and tourism, and explain their interrelatedness;

individual exam (60%) Students will write an individual exam. The exam will take 3 hours, and takes place in the last week of the module

2. Critically evaluate strategies and perspectives proposed by stakeholders to cope with some of the major challenges of sustainability in leisure and tourism

stakeholder map presentation(maximum 3 students) (40%)

In groups (max three students) students select a case addressed in the fieldtrip and analyse the interests of the different stakeholders involved. Students are required to prepare and present a stakeholder map, demonstrating sustainability is a multi-layer concept that relates to different levels and aspects of society, and evaluating strategies and perspectives proposed by stakeholders.

Quality of Leisure and Tourism (30)

1. Critically evaluate the contribution of the concepts of life-ability and live-ability on leisure and tourism;

individual exam (60%)

The module exam is comprises an individual written test of short essay questions. This exam will take 3 hours, and takes place in the last week of the module.

2. Based on empirical research, construct a model of quality of life demonstrating the

oral group presentation (maximum 3 students)

To test the student’s analytical and critical thinking, students have to complete a module assignment in which the discussed concepts are


complexity of quality of life and its relationship with leisure and tourism activities

(40%) tested in an empirical context. Students will carry out a research in small groups (max 3 students) in which they evaluate the quality of life of a community. For the purpose of this assignment, communities are defined as groups of people in society sharing certain characteristics. Examples of these are age cohort, ethnicity, job, education, neighbourhood etc. The assignment consists of an oral presentation based on the group work in which the quality of life is reviewed for a particular community

Policy and Planning: Managing

Transitions in Leisure and Tourism (30)

1. Critique a tourism planning issue relating to transitions involving multiple stakeholders;

individual exam (50%)

Students will write an individual exam, based on a pre-seen case study. The exam will take 3 hours, and takes place in the last week of the module

2. Critically evaluate a range of examples of leisure and tourism policy issues

individual essay (maximum 3000 words) (50%)

Students will be required to write an individual essay (maximum 3000 words).

Research 1: Defining a

Contemporary Topic (15)

1. Critically evaluate a research topic and construct the context, relevance and purpose of the research, based on a literature review.

individual piece of written work (maximum 2500 words)

Students will produce an introduction to a research project with a selected topic and a literature review about the topic. The introduction and the literature review will be presented as one piece of work with total maximum word length of 2500 (indicative per section: introduction -1000 and literature review - 1500).


Research 2: Thesis Proposal

(15)

1. Construct a research proposal, based on a critical review published research, demonstrating an understanding of the planning of the research process and its components

individual research proposal (maximum 4500 words)

To write a thesis the student needs to submit a research proposal to the supervisor. Students need to achieve at least a pass grade for the proposal before being allowed to progress on the thesis. Key points for the proposal are:

maximum word length 4500

it is designed to convince the supervisor that the research be feasible and appropriate

it provides a context of the thesis, setting out the problem statement, research questions, hypotheses (if needed), aims and objectives

it presents a reasoned argument supported by a review of the relevant academic literature

it presents an appropriate methodology that will guide the study

it provides a proposal as to how the data collected will be analysed

The contents of each section should be agreed with the supervisor.

Research 3: Data

Collection (15)

1. Critically evaluate and select appropriate data collection method.

2. Critique research data in order to prepare for the writing of a discussion, conclusions and recommendations in the final thesis.

individual presentation Towards the end of the module students will present their progress within a group session.

Entrepreneurship and Innovation

(15)

1. Critically analyse the implications of entrepreneurship and

individual research report (maximum 4000 words)

Students will choose a real world example of entrepreneurship and innovation in the service industry and develop a research report based


innovation for developing a business in the service industry

on the input provided at the real world grounded research sessions and the contemporary literature on the topics. The body of the research report should be limited to 4000 words. Appendices can be used to provide proof of the data that was gathered

Managing Events Organisations

(15)

1. Apply the concepts of project management in support of strategic plans for a real world event

individual report (maximum 4000 words)

Critically evaluate the Strategic plan and project management of the Leeuwarden cultural capital event. Students are required to write an individual report of max 4000 words. This report is written for an external client, based for a real world situation (Leeuwarden 2018).

ETFI/AIHR Projects

(15)

1. conduct research in a small project team into a current issue in leisure, tourism or services, in conjunction with ETFI or AIHR and present the research outcomes, identifying practical application to industry

Group report (maximum 3 students; maximum 5000 words)

Students, in groups of a maximum of three, will conduct a focused real world inquiry under the direction of ETFI or AIHR, and produce practical conclusions and recommendations. The results need to be presented in a research report (of a maximum of 5000 words

Research 4: Analysis and

writing (30 )

1. create a substantial piece of independent, investigative research using appropriate research instruments, underpinned by a consideration of methodological issues, and conduct reflective analysis of the findings of the research data

Individual thesis (maximum 20,000 words , ± 10%)

Students will demonstrate their ability to work independently (under supervision) by producing an individual thesis of 20,000 words (± 10%)


Critical Issues in Hospitality and

Tourism (20)

1. Analyse a current issue in hospitality and tourism, emphasising different international perspectives, assess its impact and provide innovative responses to it.

2. Work in a small, multi

institutional, project team, to

produce a project report and

presentation

Individual report (2000 words) Written feedback to the group (individual)

Students will critically reflect on their individual contribution to the critical issues debate and provide a reflective report (2000 words) on their progress (individual) Students will critically review the operation of the group and provide constructive written feedback (individual)

Team Building in Action

(20)

1. Critically evaluate how teams

function and what makes

teams more effective

2. Evaluate their experience of

participating in team

development activities

3. Critically compare and contrast

their experience with theories

related to team development

and business scenarios

Individual report (maximum 4000 words)

Students will review a particular problem within an organisation (of the student’s choice) and use the techniques/skills/knowledge gained to provide a series of team based solutions to the problem.

Documents

Stenden University of Applied Sciences Programme Specification