International Leisure Management (Vrijetijdsmanagement)

Teaching and Examination Regulations 2014-2015

Stenden University of Applied Sciences Rengerslaan 8 8900CG Leeuwarden

General T (058) 244 1441 [email protected]

Course T (058) 244 1363 F (058) 244 1505 1

Teaching and Examination Regulation 2014 – 2015 

Vrijetijdsmanagement (Leisure Management) BBA fulltime, crohonumber 34438



Vrijetijdsmanagement (Leisure Management) Associate Degree Fulltime, crohonumber 80040

Advice given by the Programme Committee

on 13 June 2014

Consent given by the Central Participation Council

on 03 July 2014

Adopted by the Executive Board

on 08 July 2014

NB: Uniformity of the Teaching and Examination Regulation (TER) 1. This TER contains articles in Chapters 1 to 8 that do or do not apply to a degree programme. Where any given article (paragraph) does not apply, this is indicated with the applicable article (paragraph).

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Table of contents 1 Art. 1 Art. 2 Art. 3

General Definition of terms Scope of application of the Regulations Adoption and term of the Regulations

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2 Art. Art. Art. Art. Art. Art. Art. Art. Art. Art. Art. Art. Art. Art.

Admission to the programme Prior education requirements for programmes Further prior education requirements for programmes Additional examination ex. Art. 7.25 sub 5 WHW Additional requirements Admission to fast track for students with a Pre-university Education diploma Admission to a special track as intended in Art. 7.9b WHW Colloquium doctum (entrance examination age 21 years and over) Job requirements for part time programmes Admission to work-study programmes, job requirements Exemption on the basis of other diplomas ex. Art. 7.28 WHW Additional Examination ex. Art. 7.28 lid 3 en 4 WHW Admission to the post-propaedeutic phase Associate Degree Transfer Legal protection

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1 2 3 4 5 6 7 8 9 10 11 12 13 14

3 Art. Art. Art. Art. Art. Art. Art. Art. Art. Art.

Curriculum Assessment of the Teaching and Examination Regulation Aim of the programme Structure and study load of the programme Language used in teaching Provisions for students with a functional limitation Composition of the propaedeutic phase Composition of the post-propaedeutic phase Composition of the Associate Degree programme Minor Studying abroad

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1 2 3 4 5 6 7 8 9 10

4 Art. Art. Art. Art. Art. Art. Art. Art. Art. Art.

Examination and diplomas The examinations of the programme Award of degrees Diplomas Award of diplomas Signing of diplomas Dates of marks and award of diplomas Cum laude scheme Declarations Grading Table of the programme Legal protection

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1 2 3 4 5 6 7 8 9 10

5 Art. Art. Art. Art. Art. Art. Art. Art.

Examinations, tests and marks Forms of examinations and tests Order of examination and tests Time periods and frequency of examinations and tests Requirements sets for examinations and tests Registration procedure for examinations and tests Practical course of affairs during written examinations and tests Practical course of affairs during digital interim examinations and tests Oral examinations and tests

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1 2 3 4 5 6a 6b 7

3

Art. Art. Art. Art. Art. Art. Art. Art. Art. Art. Art.

8 9 10 11 12 13 14 15 16 17 18

6 Art. 1 Art. 2 Art. 3 Art. Art. Art. Art. Art.

4 5 6 7 8

Determination of marks Standards for the marks Granting exemptions Award of credits Recording and publication of marks Term of validity of students’ marks Inspection of examination and tests Retention of examinations and tests taken Fraud and plagiarism Intellectual property Legal protection Study Career Advice and Recommendation on Continuation of Studies 35 Study career advice Recommendation on continuation of studies at the end of the first year of registration for the same programme at the same institution Recommendation on continuation of studies at the end of the second year of registration for the same programme at the same institution Conditions for a Binding Recommendation on Continuation of Studies with Rejection (BSA) Consequences of a Binding Recommendation on Continuation of Studies with Rejection (BSA) Transfer from the propaedeutic to the post-propaedeutic phase Referral in the post-propaedeutic phase Legal protection

7 Art. 1

Examination Committee Formation and composition of the Examination Committee

40

8 Art. Art. Art. Art.

Final and implementing provisions Hardship clause Unforeseen circumstances Publication of the regulations Official title, entry into effect

41

1 2 3 4

Appendix A: Structure and professional competences of the Leisure Management Fulltime programme, BBA and AD

42

Appendix B: Further explanation of the educational units in the curriculum for the BBA and AD fulltime programmes

44

Appendix C: The AD Competences in detail

54

Appendix D: Practical rules for the Leisure management programme 2014-2015.

63

Appendix E Explanation Grading Table

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1

General

Article 1 Definition of terms [The definition of terms included below should be taken over unchanged. You are not permitted to add your own terms]. In these regulations, the following terms mean: specialisation: a specialisation within the programme as referred to in Article 7.13 WHW, not being an Associate Degree programme or a minor; Associate Degree programme: programme as referred to Article 7.8a WHW with a study load of at least 120 credits; objection, appeal and complaints desk: facility as referred to in Article 7.59a WHW; Examination Appeals Board: board as referred to in Article 7.60 WHW; Executive Board: the management of the institution as referred to in Article 1.1 and 10.8 WHW; competency: an integral whole of professional knowledge, attitude and skills a person needs to perform adequately within relevant professional contexts; examination: concluding part of a programme as referred to in Article 7.3 WHW or the propaedeutic phase as referred to in Article 7.8 WHW; examination committee: committee as referred to in Article 7.12 WHW; examiner: person as referred to in Article 7.12c WHW, not being a student or extraneus; extraneus: a person who is registered for a full time or part time programme as an extraneus as referred to in Article 7.32 and 7.36 WHW; Code of Conduct for International Students: code of conduct for international students of higher education, as applicable as from 1 March 2013; institution: Stenden University of Applied Sciences teaching periods, test and examination times: 08.00 a.m. to 9.30 p.m. central participation council: council as referred to in Article 10.17 WHW; minor programme: a cohesive optional programme of in total 30 credits, taken in the post-propaedeutic phase, not being a specialisation; unit of study: unit of study as referred to in Article 7.3 WHW, which in connection with other units of study forms the curriculum of the programme, to which a single final examination is attached. A unit of study can relate to a practical exercise; programme committee: committee as referred to in Article 10.3c WHW;

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programme year: a period that starts on 1 September and ends on 31 August of the next calendar year, and for those who register as of 1 February, the period that starts on 1 February and ends on the last day of February of the next calendar year.; programme variation: a programme can be offered in the full time, part time or workstudy variation; post-propaedeutic phase: the main phase of the programme immediately following the propaedeutic phase; practical exercise: a unit of study as referred to in Article 7.3 paragraph 2 WHW in which the accent is on the practical preparation for the practice of a profession and for the practice of a profession in connection with the education in a work-study programme, in so far as these activities take place under the supervision of the institution. A practical exercise can be given shape in a project, assignment, design, thesis, oral presentation, undergoing industrial placement, participation in an excursion or working in (theme) groups; curriculum: the cohesive whole of units of study taught by the programme; propaedeutic phase: propaedeutic phase of the programme, as referred to in Article 7.8 WHW; ProgRESS.www: student information system; school day: all days which in the annual schedule are usually not designated as holidays, Saturdays, Sundays or regular public holidays are school days; Saturdays may only be intended for taking interim examinations and/or tests and/or final examinations. School-/Cluster and Staff Participation Council: council as referred to in Article 10.25 WHW; student: a person who is registered at the institution as a student as referred to in Article 7.32 WHW; student counsellor: a person employed by the institution to inform and advise (future) students, the management of the programme and the examination committee about student affairs and to counsel a student on request in the event of personal problems; students’ charter: charter as referred to in Article 7.59 WHW; academic year: the period that starts on 1 September and ends on 31 August of the next calendar year; study career advisor/study coach: the person who is designated on behalf of the programme to advise students on their studies, choice and planning processes, aimed at effective study progress; credit: unit for calculating the study load as referred to in Article 7.4 WHW, whereby 1 credit is equal to 28 hours of study; interim examination: an examination of knowledge, insight and skills as referred to in Articles 7.3 and 7.10 WHW, the outcome of which is expressed by a mark and which constitutes the conclusion of a unit of study; 6

test: part of an interim examination to which a mark by an examiner is attached; WHW: Higher Education and Research Act. Article 2

Scope of application of the Regulations

1. These regulations apply to the teaching and examinations of the bachelor’s degree programme International Leisure Management BBA fulltime, croho 34438, and International Leisure Management Associate Degree fulltime, croho 80040, hereinafter referred to as: the programme. 2. These regulations apply to the students and extraneï who are registered for the programme, and to the prospective students and the prospective extraneï who request to be admitted to the programme. 3. If the programme is considered a joint programme, these regulations will apply fully, unless the agreement on which the joint programme is based provides otherwise. 4. If the programme has one or more specialisations, these regulations will apply fully, unless the agreement(s) on which this specialisation/these specialisations are based provide otherwise. 5. An Associate Degree programme (croho 80040) is part of the bachelor’s programme. Article 3

Adoption and term of the Regulations

1. These Teaching and Examination Regulations are adopted by the Executive Board, after having heard the central participation council in accordance with Article 10.20 of the WHW. 2. The programme committee must be given the opportunity annually in good time to assess these Regulations and give advice on them to the Head of School. The programme committee must send a copy of this advice to the School-/Cluster and Staff Participation Council (SCMR and SMR). 3. The regulations will apply for the duration of an academic year. The regulations may not be amended during the academic year, unless this is necessary as the result of force majeure and it does not disproportionally prejudice students. An interim amendment will require the prior approval of the Head of School; the provisions of this article will then apply mutatis mutandis.

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Admission to the programme

Higher Education and Research Act (WHW): 7.29.

Article 1

7.8a, 7.24, 7.25, 7.26 7.27, 7.28,

Prior education requirements for programmes

1. To enrol in a higher education programme, the prior education requirement is a diploma in pre-university education (VWO) or general senior secondary education (HAVO) or a diploma from a middle-management programme or of a specialist programme as referred to in Article 7.2.2, first paragraph, of the Adult and Vocational Education Act (WEB)(level 4). For the purposes of this article, a diploma referred to in the first sentence will be equated with the diploma of the vocational education programmes designated by ministerial regulation, referred to in Article 7.2.2, first paragraph, under c, of the WEB. Article 2

Further prior education requirements for programmes

1. The following diplomas from senior secondary vocational education (mbo level 4), senior general secondary education (havo) and pre-university education (vwo) give direct access to the programme , where on the basis of the ministerial regulation, requirements can be set for the subject combination: a. mbo diploma, level 4; The diplomas listed under letters b to i relate to havo/vwo subject combinations which have applied from 1 August 2007. b. havo diploma, subject combination science and technology, no requirements provided; c. havo diploma, subject combination science and health, no requirements provided; d. havo diploma, subject combination economics and society, no requirements provided; e. havo diploma, subject combination culture and society, economics or management & organization provided; f. vwo diploma, subject combination science and technology, no requirements provided; g. vwo diploma, subject combination science and health, no requirements provided; h. vwo diploma, subject combination economics and society, no requirements provided; i. vwo diploma, subject combination culture and society, economics or management & organization provided.

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Article 3

Additional examination ex. Art. 7.25 sub 4 WHW

1. The Executive Board may decide that a person in possession of a diploma referred to in Article 1 who does not meet the conditions referred to in Article 2 may nevertheless be enrolled, on condition that a test shows that substantively similar requirements have been met. These requirements must be met before the programme starts. 2. In case of an additional test, the knowledge of the required subjects or the required level referred to in Article 2 will be tested. Article 4

Additional requirements (This article is not applicable)

1. If the practice of the profession or professions for which a programme prepares or the organisation and structure of the education sets specific requirements for knowledge and skills which are not or not to a sufficient extent part of secondary education or vocational education referred to in the Secondary Education Act (Wet voortgezet onderwijs), or sets specific requirements for the capacities of the student, requirements can be set in connection with this by ministerial regulation in addition to the requirements referred to in Article 1. The Executive Board adopts a scheme for the selection criteria and procedure. The selection criteria may only contain requirements directly related to the grounds referred to in the first sentence. This subsection is not applicable to programmes in the field of art and teacher training programmes in the field of art. 2. The programmes to which the first subsection can be applied as well as the cost types it relates to and the maximum amounts that can be claimed are laid down by order in council. Article 5

Admission to the fast track for students with a vwo certificate (This article is not applicable.) 1

An Executive Board can offer a fast track within a bachelor programme in higher professional education that is open to students with a certificate as provided for in Article 7.24, paragraph 2a or 2b, of the WHW or a certificate which, pursuant to Article 7.28, paragraph 2 of the WHW, has been designated by ministerial regulation or judged by the Executive Board as being at least equivalent to this. A student who meets the condition provided for in the first sentence and the other enrolment conditions will be registered for a fast track on request.

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The Executive Board can also decide to admit a student other than the student provided for in the first subsection to the fast track if the Executive Board judges that he is suitable for that fast track.

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Contrary to Article 7.4b, paragraph 1 of the WHW, the study workload for a fast track is 180 credits.

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Article 6 Admission to the special track as intended in Art. 7.9b WHW (This article is not applicable) 1

If the Executive Board offers a special track in a degree programme with a focus on achieving a higher level of knowledge for the students, it may introduce a selection procedure.

2

The Executive Board determines the rules for the selection procedure intended in the first paragraph. This concerns the following rules: [supplement the rules, which must, in any event include the following: * cognitive and non-cognitive criteria; * relation between selection criteria and degree programme profile;

Article 7

Colloquium doctum (Entrance examination age 21 years and over)

1. The Executive Board may exempt persons aged twenty-one years and over who do not meet the prior education requirements referred to in Article 1, nor have been exempted from them pursuant to Art. 7.28 WHW, from such prior education requirements if an examination given by a committee to be formed by the Executive Board shows suitability for the education in question and sufficient mastery of the Dutch language to be able to take the education successfully. 2. The requirements to be set by the examination will be included in the teaching and examination regulations (TER) of the programme. Besides participation in the examination there are no extra requirements provided. 3. The Executive Board may depart from the age limit referred to in paragraph 1 in respect of a diploma issued outside the Netherlands, which, in the person’s own country, gives access to a programme at an institution of higher education. The Executive Board may also depart from that age limit in special cases if no diploma can be submitted. Article 8 Job requirements for part time programmes (This article is not applicable) 1. For the purpose of enrolment in a part-time programme, the Executive Board may set requirements for performing work while taking the programme. 2. In the case that the Executive Board designates work as units of study, requirements may be set for the work. Article 9 Admission to work-study programmes, job requirements (This article is not npplicable) 1. Extraneï are not admitted to work-study programmes. 2. The practice of the profession of a work-study programme takes place on the basis of a contract concluded on behalf of the university of applied sciences by the programme, the student and the company or organisation where the profession is practised. 10

3. The contract referred to in the second paragraph must at least contain provisions on: the term of the contract and the duration of the period or periods of professional practice, the supervision of the student, the part of the qualities in relation to knowledge, insight and skills that a student should have acquired at the end of the programme and should be achieved while practising the profession, as well as their assessment, and the cases and way in which the contract can be terminated prematurely. 4. Anyone wanting to be admitted to a work-study programme must at the time of admission or no later than six months afterwards have a contract as referred to in the second paragraph. If the requirement referred to in the preceding sentence is not met, the person concerned will be deemed not to have met the conditions to participate in the work-study programme. This means that the Examination Committee can then decide to deny the student admission to the work-study programme. The student will be informed in writing of a decision as referred to in the preceding sentence. 5. If a contract as referred to in the second paragraph is terminated prematurely as a result of attributable failure of the student, the student will be given the opportunity for a period of six months at most to conclude a new contract as referred to in the second paragraph. If this does not work, the student will be deemed no longer able to meet the conditions for participation in the work-study programme. This means that the Examination Committee can then decide to deny the student admission to this programme. The student will be informed in writing of a decision as referred to in the preceding sentence. Article 10

Exemption on the basis of other diplomas ex. Art. 7.28 WHW

1. Anyone who has been awarded a degree (bachelor's or master's) and anyone who has passed a propaedeutic examination at a higher education institution will be exempt from the prior education requirements referred to in article 1. 2. Anyone who is admitted to university or higher professional education in a country which is a State Party that has ratified the Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Dutch Treaty Series (Trb.) 2002, 137) will also be exempt from the prior education requirements, without prejudice to the right of the Executive Board under Article IV.1 of the aforementioned Convention to show a substantial difference between the general requirements for access in the country where the qualification was obtained and the general requirements laid down by or pursuant to this Act. 3. The Executive Board, after advice from the Examination Committee, will grant exemption from the prior education requirements referred to in articles 1, 7 and 8 to a person who possesses a diploma issued in the Netherlands or not which is considered by ministerial regulation at least equivalent to the diploma referred to in the relevant paragraph, without prejudice to the third and fourth paragraphs. The Executive Board may grant exemption to a person who possesses a diploma issued in the Netherlands or not which is not included in the ministerial regulation referred to in the first sentence, if in the opinion of the Executive Board, after advice from the Examination Committee, that diploma is at least equivalent to the provisions of articles 1, 7 and 8. If a diploma issued outside the Netherlands is concerned, the Executive Board may determine that no examinations or components of 11

examinations will be taken until proof has been furnished to the satisfaction of the Examination Committee of sufficient mastery of the Dutch language to be able to undergo the education successfully. The Executive Board, after advice from the Examination Committee, may also determine that the person concerned will not be enrolled as long as the proof referred to in the preceding sentence has not been furnished. 4. If further prior education requirements as referred to in Article 7.25 paragraph 1 of the WHW have been set by ministerial regulation, a person in possession of a diploma cannot take any examinations before the student has shown in a manner to be determined by the Executive Board on the basis of an additional examination that the student possesses the knowledge and skills to which the requirements referred to in article 1 relate. 5. The Executive Board, after advice from the Examination Committee, may determine that a person possessing a diploma as referred to in the first or second paragraph cannot be enrolled if the Executive Board is of the opinion that the further prior education requirements referred to in article 2 are of such a nature that it can reasonably be expected that it will not be possible to show in the first year of enrolment in the programme on the basis of an additional examination as referred to in the third paragraph that the person concerned possesses the knowledge and skills to which the requirements relate. The Executive Board will determine the way in which the person concerned can be exempted from those requirements on the basis of an additional examination with a view to enrolment. 6. The requirements to be set for the test, referred to in paragraphs 4 and 5, are included in Art. 11. Article 11

Additional test pursuant to Art. 7.28 paragraphs 3 and 4 WHW

1. If a prospective student has a propaedeutic diploma (university of applied sciences (hbo) or academic university (wo)), a hbo degree diploma or a wo degree diploma, but does not meet the further prior education requirements referred to in Article 2, in the additional test, the knowledge of the required subjects or the required level, referred to in Article 2, will be tested. 2. If a prospective student has a foreign diploma that is equivalent to a havo or vwo diploma but does not meet the further prior education requirements referred to in Article 2, in the additional test the knowledge of the required subjects or the required level, referred to in Article 2, will be tested and requirements with respect to mastery of the Dutch or English language will be set. 3. If a prospective student as referred to in paragraph 2 wants to enrol in a Dutch language programme, the diploma NT2-second level must demonstrably have been obtained. This requirement may be departed from for a prospective student with an equivalent German diploma. 4. If a prospective student as referred to in paragraph 2 wants to enrol in an English language programme, the prospective student must demonstrably have obtained an IELTS score six. A test comparable to an IELTS-test score 6.0 means: a. TOEFL10 Paper: 550; b. TOEFL Computer: 213; 12

c. d. e. Article 12

TOEFL Internet: 80: TOEIC11: 670; Cambridge ESOL12: CAE – C. Admission to the post-propaedeutic phase

A student can be admitted to the post-propaedeutic phase of a programme in different ways: 1. The requirement for enrolment in the programme after the propaedeutic examination is possession of a diploma of a propaedeutic examination of that programme which has been passed. 2. The Executive Board may grant exemption from the requirements referred to in the first paragraph to a person who possesses a diploma issued in the Netherlands or not, if in the opinion of the Executive Board, that diploma is at least equivalent to the diploma referred to in the first paragraph. If a diploma issued outside the Netherlands is concerned, the Executive Board may determine that no examinations or examination components can be taken until proof has been furnished to the satisfaction of the relevant Examination Committee of sufficient mastery of the English language to be able to undergo the education successfully. 3. In departure from the first paragraph, at the request of the person who is enrolled, the Examination Committee can already allow that person to take one or more components of the final examination before the student has passed the propaedeutic examination of the relevant programme. A student can be admitted to the post-propaedeutic phase of a programme in different ways: a.

The requirement for enrolment in the programme after the propaedeutic examination is possession of a diploma of a propaedeutic examination of that programme which has been passed.

b.

The Executive Board may grant exemption from the requirements referred to in the first paragraph to a person who possesses a diploma issued in the Netherlands or not, if in the opinion of the Executive Board, that diploma is at least equivalent to the diploma referred to in the first paragraph. If a diploma issued outside the Netherlands is concerned, the Executive Board may determine that no examinations or examination components can be taken until proof has been furnished to the satisfaction of the relevant Examination Committee of sufficient mastery of the Dutch language to be able to undergo the education successfully.

c.

In departure from the first paragraph, at the request of the person who is enrolled, the Examination Committee can already allow that person to take one or more components of the final examination before he/she has passed the propaedeutic examination of the relevant programme.

d.

Procedure: in cases concerning Dutch prospective students, an intake conversation takes place with the co-ordinator of Student Affairs regarding the student’s motivation and prior education. For international students, the 13

conversation is held with a member of the Admissions committee and on the basis of this assessment, advice is offered to the Exam Board regarding the admission of the student in question. The Exam Board then takes the decision to admit the student or not. Article 13

Associate Degree Transfer

1. Students who have been awarded a degree, as intended in Art. 7.10b, paragraph 1 WHW, are entitled to follow a Bachelor’s degree programme in Higher Professional Education. The Executive Board may thereby determine which other units of study must also be followed in the Bachelor’s degree programme in question. Article 14

Legal protection

1. A (prospective) student may lodge objection with the Executive Board within six weeks of the date against general decisions on admission via [email protected] . Before deciding, the Executive Board will obtain advice from the Disputes and Complaints Committee. 2. The decision on an objection can be appealed at the Higher Education Appeals Tribunal in The Hague.

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Curriculum

Higher Education and Research Act (WHW): 6.13, 7.2, 7.4, 7.4b, 7.7, 7.8, 7.8a, 7.8b, 7.9, 7.9b, 7.11, 7.13. 7.14 Article 1

Assessment of the Teaching and Examination Regulation

1. The Executive Board is responsible for the regular assessment of the Teaching and Examination Regulation (TER) . It will assess the time demands deriving from the TER that are imposed upon the students for the purpose of monitoring and, where necessary, adapting the study load. Article 2

Aim of the programme

1. The programme is intended to teach students such knowledge, attitude and skills in the field of Leisure Management that when they complete the programme they are able to perform professional duties in that field and are also eligible for any continued programme. After completing the programme, students should be able to work independently as practitioners of professions and with a critical attitude, and the students should possess competencies at higher professional education level as referred to in Annex A. Article 3

Structure and study load of the programme

1. The programme has a study load of 240 credits, of which 60 credits belong to the propaedeutic phase and 180 credits belong to the post-propaedeutic phase. 2. The programme is structured as a fulltime study and is taught by the School of Leisure and Tourism Management. 3. The full time programme has four specialisations, namely Sport Management, Arts Management, Event management and Tourism management. The full time programme also has an Associate Degree programme. 4. The specialisations are structured as full-time. Each specialisation has a study load of 90 credits 5. The Associate Degree programme has a study load of 120 credits. 6. Students who have been awarded an Associate Degree and who follow the Bachelor’s degree programme must follow the units of study prescribed by the Executive Board. The students must consult the applicable Examination Committee1 in that regard. 7. For students taking the programme in the form of work-study, the periods in which work is done in professional practice will be considered a unit of study, in so far as this work is performed under supervision of the programme. The following requirements are set for this work: 1

Quality in Diversity in Higher Education Bill

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a.

the duration of the periods in professional practice is [fill in duration in months or weeks]; b. the study load of the periods in professional practice is [fill in study load in credits] credits; c. each period must be structured so that the student is able to develop the competencies to the level specified for that period in the contract between the institution, student and company; d. units of study that are carried out in professional practice must be concluded with an examination. (This subarticle is not applicable) Article 4

Language used in teaching

1. The courses in the programme are taught in English, unless: a.

the course relates to a different language;

b.

the course is given in the context of a guest lecture by a guest lecturer who speaks a different language;

c.

the specific nature, structure or quality of the course, or the origin of the students necessitates the use of a different language. The Executive Board had adopted a Code of Conduct for this purpose for the use of languages other than Dutch in teaching.

2. In a programme taught in Dutch, literature in other languages may be used. Article 5

Provisions for students with a functional limitation

1. The Head of School will offer students with a functional limitation an educational environment which is equivalent as far as possible to that of students without a functional limitation and offers equivalent opportunities to succeed in one’s studies. The Study & Disability Regulations, as attached to the Students’ Charter as an appendix, provide for the necessary and agreed facilitation of the persons concerned. Article 6

Composition of the propaedeutic phase

1. The propaedeutic phase has three aims: a. orientation; b. referral; c. selection. 2. The propaedeutic phase of the programme contains the units of study as referred to in Annex B, with the corresponding study load (60 credits in total). Article 7

Composition of the post-propaedeutic phase

1. The post-propaedeutic phase of the programme -as well as the specialisation(s) attached to it - contains the units of study as described in Annex C, with the corresponding study load (180 credits in total).

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Article 8

Composition of the Associate Degree programme

1. The Associate Degree programme as referred to in Article 2, Paragraph 5 contains the units of study as described in the relevant Annex with the corresponding study load Article 9

Minor

1. A minor programme comprises in total 30 credits and forms part of the postpropaedeutic phase. 2. The minor a student takes is related to the student’s ambitions and is clearly related to the end competencies of the programme. The minor should be an addition to the other components of the programme the student is taking. 3. The Examination Committee of the School that developed the minor is responsible for the contents of the minor and must see to it that the minor at least meets the requirements set in the following paragraph. 4. The minors offered by the institution are placed at the beginning of the programme year on the website accessible to all students website: The website must at least state: a. b. c. d. e. f.

which minors the institution offers; whether the offer of the minor is or is not bound by a minimum number of participants; what procedure is used in registering for a minor; what requirements apply for admission to the minor; which school is responsible for the contents of the minor and who is responsible within the school; which components the minor comprises, including the number of credits and the method of testing and resitting each component.

5. During the programme year, the contents of a minor may not be changed. In departure from the preceding sentence, a minor offered cannot be taught in case of insufficient interest, provided it is stated on the website referred to in paragraph 4 that a minimum number of participants is required in order for the minor to be taught. A minor can be taken only if the propaedeutic examination has been passed and at least [fill in number] credits have been obtained. 6. Irrespective of the foregoing, the admission of a student to a minor will require the approval of the Examination Committee of the programme taken by the student. The Examination Committee may choose to publish a list of minors that students may take without personally having to ask for permission. 7. Besides the minors offered by the institution, students can take minors by way of www.kiesopmaat.nl. Admission of a student to a minor by this route requires approval from the Examination Committee of the programme where the student is enrolled.

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Article 10

Studying abroad

1. Studying abroad is subject to Stenden’s policy that a maximum of 90 credits of the curriculum (30 theory credits and 60 placement credits) can be taken abroad.

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Examinations and diplomas

Higher Education and Research Act (WHW): 7.3, 7.10, 7.10a, 7.11, 7.12c, 7.19a, 7.33 Article 1

The examinations of the programme

1. In the programme the propaedeutic phase is concluded with an examination and the post-propaedeutic phase with a final examination. If an Associate Degree programme is attached to the programme, that programme will also be concluded with an examination. 2. The examinations referred to in the first paragraph will be passed if all units of study of the relevant phase or programme have been passed (examination and mark together), or an exemption has been granted from them. 3. The final examination in the post-propaedeutic phase cannot be passed until the propaedeutic examination has been passed or an exemption has been granted from taking it. 4. The Examination Committee will determine the results of the examinations referred to in the first paragraph after it has examined whether the student has complied with all obligations applicable to the examination in question. 5. The Examination committee will award a diploma to the student who has passed an examination and also meets the further statutory requirements. One diploma will be awarded per programme. No propaedeutic diploma will be awarded to a student who has obtained an exemption from the Examination Committee from taking this phase of the programme. 6. The Executive Board will retain passed examinations and the related papers for a period of at least seven years. Article 2

Award of degrees

1. The Examination Committee will award the Bachelor’s Degree BBA in International Leisure Management on behalf of the Executive Board if the final examination in the post-propaedeutic phase has been passed. 2. In case of education worldwide, the memorandum “Line of Conduct for Dutch Education Worldwide” of the Minister of Education, Culture and Science (OC&W) will apply. 3. The Examination Committee will award the Associate Degree in International leisure Management on behalf of the Executive Board to a student who has passed the examination of an Associate Degree programme.

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Article 3

Diplomas

1. The Executive Board will use the model of the diplomas and establish the appendices referred to below with due observance of Article 7.11 WHW. The following must be stated at any rate: a. the name of the programme and the institution that provides the programme, as listed in the Central Register of Higher Education Study Programmes (CROHO); b. which units of study the examination covered; c. if applicable, which minor was passed; d. if applicable, what qualification to practise a profession is attached to the diploma; e. what degree was awarded by the Executive Board; f. at what time the programme was last accredited or passed the initial accreditation of new programmes; 2. The units of study of the examination and the minor passed will be mentioned in a certified annex, in which the number of credits and mark obtained will also be listed. The mark referred to in the preceding sentence will be expressed in whole numbers as referred to in article 9 of Chapter 5. 3. The Examination Committee will add a diploma supplement to a diploma of the final examination passed that matches the standard format agreed by Europe. The purpose of the diploma supplement is to provide insight into the nature and content of the completed programme, partly with a view to international recognisability of programmes. The diploma supplement, written in English, must at least contain: a. the name of the programme and the institution that provides the programme, b. whether it is a programme in university education or a programme in higher professional education, c. a description of the content of the programme, and d. the study load of the programme. e. the Grading Table of the programme as given in article 9. Article 4

Award of diplomas

1. As proof that the examination was passed, the Examination Committee will award a diploma with the diploma supplement. 2. A student who is entitled to the award of a diploma may request the Examination Committee not to award it in accordance with rules to be adopted by the Executive Board. 3. If a student discovers an error on his or her list of marks, the student must immediately contact the ESR – Information & Registration Centre. If no error is discovered there, the student must respond to the Examination Committee in writing within four school weeks after the final mark of a unit of study is determined. 4. The date on the diploma is the date on which the Examination Committee has established that the student has fulfilled the conditions. The procedural condition for awarding a degree diploma is that the student must be enrolled in the programme at the time of awarding.

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Article 5

Signing of diplomas

1. The diploma will be signed on behalf of the Executive Board: a. by the chairman and secretary of the Examination Committee or their deputies; b. by the student. 2. The Diploma Supplement to the diploma referred to in article 3 will be signed and provided with the name of the chairman of the Examination Committee and secretary, or their deputies. 3. The names of the persons authorised to sign will be registered in a signature register. This register is administrated by the ESR Test Service Bureau. Article 6

Dates of marks and award of diplomas

1. At the start of each academic year, the Examination Committee will set the dates on which the marks referred to in article 1 are determined, with due observance of the third and fourth paragraphs in article 1. 2. At the start of each academic year, the Head of School will set the dates on which the diplomas referred to in article 3 will be awarded in a public ceremony. 3. The mark on the propaedeutic examination will be determined twice a year, at the end of the programme year, after the marks on the last resits have been processed. At the student’s request the mark can also be determined in the interim in the course of the programme year. Article 7

Cum laude

1. A student must submit a request to the Examination Committee to grant the

classification “Cum Laude” to the propaedeutic diploma. The request must be accompanied by a list provided by the student of all marks the student obtained on the basis of which the student believes the student is entitled to the classification Cum Laude. (This article is not apllicable)

2. A student must submit a request to the Examination Committee to grant the classification “Cum Laude” to the bachelor’s degree diploma. The request must be accompanied by a list provided by the student of all marks the student obtained on the basis of which the student believes the student is entitled to the classification Cum Laude. 3. The Examination Committee will judge whether the classification “Cum Laude” is to be granted. 4. If declared applicable in paragraph 1 of this article, the Examination Committee will grant the classification "Cum Laude" if the student meets the following conditions upon receiving the propaedeutic diploma: a. The weighted average based on the credits obtained for all marks obtained is 8.0 or higher; b. The student must be awarded at least a pass mark for all units of study of the propaedeutic phase without taking any resits;

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c. The student may be given an exemption for a maximum of 25% of the total credits. d. If units of study have been marked as insufficient/sufficient/good/outstanding, the student must have obtained a ‘good’ for at least 80% of these units. e. If a student has taken additional units of study not included in the compulsory curriculum, they are not included in the calculation of the weighted average; f. Exemptions are not included in the calculation of the weighted average. (This article is not applicable) 5. The Examination Committee will grant the classification Cum Laude if the student meets the following conditions upon receiving the bachelor’s degree diploma: a. The weighted average based on the credits obtained for all marks obtained is 8.0 or higher; b. The student must be awarded at least a pass mark for all units of study of the propaedeutic and post-propaedeutic phase without taking any resits; c. The student may be given an exemption for a maximum of 25% of the total credits. d. If units of study have been marked as insufficient/sufficient/good/outstanding, the student must have obtained a ‘good’ for at least 80% of these units. e. The student has been awarded a mark of at least 8.0 for the graduation thesis. f. If a student has taken additional units of study not included in the compulsory curriculum, they are not included in the calculation of the weighted average; g. Exemptions are not included in the calculation of the weighted average. Article 8

Declarations

1. A student who has passed more than one interim examination and to whom no diploma as referred to in article 4 can be awarded will receive on request, provided within a year after the student deregistered, a declaration to be issued by the relevant Examination Committee in which at least the interim examinations are listed which the student passed.

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Article 9

Grading table of the programme

LM BBA

%

Cumulatief

LM AD

%

Cumulatief

10

2%

2%

10

1%

1%

9,5

1%

3%

9,5

0%

1%

9

2%

5%

9

1%

1%

8,5

3%

8%

8,5

1%

3%

8

8%

16%

8

7%

10%

7,5

11%

28%

7,5

12%

22%

7

19%

46%

7

19%

41%

6,5

20%

67%

6,5

22%

63%

6

19%

86%

6

23%

85%

5,5

14%

100%

5,5

15%

100%

In appendix E the explanation of the table is given. Article 10

Legal protection

1. A student who disagrees with a Examination Committee’s decision based on the articles in this chapter may lodge an objection with the Examination Committee of the programme. 2. It is possible for a student to appeal to the Examination Appeals Board (COBEX) against the Examination Committee’s decision on the objection. 3. It is possible for a student to appeal against the decision by the COBEX to the Higher Education Appeals Tribunal in The Hague.

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5

Examinations, tests and marks

Higher Education and Research Act (WHW): 7.13, 7.34, 7.61, 7.10.

7.3, 7.8b, 7.11, 7.12b, 7.12c,

Article 1 Forms of examinations2 and tests3 1. The units of study4 of the curriculum are tested in the manner indicated in the appendix with the composition of the propaedeutic and post-propaedeutic phase. 2. An examination and/or test that has to be taken by a group of students together must be organised so that it results in an individual mark for each student concerned. It must at any rate be guaranteed that the qualification "insufficient" as assessment is given to a student who has not made enough effort to pass the test. How the specific contents are to be filled in must be stated when the assignment is formulated. 3. An examination or test offered as a resit in the same programme year must have the same form on all occasions. 4. Departure from the preceding paragraph is possible in case of force majeure or if it is not possible for organisational and/or educational reasons to offer a resit in the same form as at the first opportunity in the relevant programme year. In that case, the resit may have a different form, but it will have to meet the equivalency requirements as referred to in Article 4 of this chapter. Besides in the case of force majeure, a situation as described in the preceding sentence must be made known at the start of a programme year and relate to the following units of study: a. [Fill in unit of study]; b. [Fill in unit of study]; c. .... (This article is not applicable) 5. A student with a functional limitation may request the Examination Committee to be given the opportunity to take the tests in a way adapted as much as possible to his or her individual limitation. The procedure is described in the Study and Disability Regulations, as attached to the Students’ Charter as an appendix. 6. A student who meets the criteria of the Top Sport Scheme adopted by the Executive Board can request an adapted test schedule from the Examination Committee, which - if the Examination Committee is of the opinion that this is possible and not onerous for the programme - is as much in line as possible with the student’s individual possibilities.

2

Examination = an examination of knowledge, insight and skills as referred to in Articles 7.3and 7.10 of the Higher Education and Research Act (WHW), the results of which are expressed in a mark and which constitutes the conclusion of a unit of study. 3 Test = part of an examination to which a mark by an examiner is attached. 4 Unit of study = as referred to in Art. 7.3 WHW, which together with other units of study forms the curriculum of the programme, to which an examination is attached. A unit of study may concern a practical exercise.

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Article 2

Order of examinations and tests

1. The examinations and tests of the units of study of the propaedeutic examination and the final examination can be taken in a random order within the phase in question, except as stipulated in the provisions in the following paragraphs of this article. 2. The examinations or tests of the units of study mentioned below cannot be taken until the units of study indicated next to them have been passed: a. The internship and dissertation phase of the program cannot be started before one of the following minimum conditions have been met: i.

The Propaedeutic Phase, all second year units of study and the third year module AtWork are successfully completed. Additionally, all third year units of study must have been followed and no more than one unit of study is not fully and successfully completed. The third year level Progress Test does not yet have to be successfully completed.

ii.

The Propaedeutic Phase and all third year units of study (with the exception of the third year level Progress Test) must be successfully completed. All second year units of study must have been followed and no more than one of the following second year units of study is not yet successfully completed: -

3

Maximum of one unit of study of 3 EC, OR One Business Economics unit of study, OR Second year Progress Test

b.

The underlying argumentation for these conditions is that students who start their internship need to master the basic knowledge, the basic skills and the basic attitude that may be expected from prospective professionals.

c.

The student cannot sit the Progress test in the second year until the Progress test of the Propedeuse has been passed, nor can he sit the second year Progress test, unless he is enrolled in the second year program.

d.

The student cannot sit the Progress test in the third year until the Progress test of the second year has been passed, nor can he sit the third year Progress test, unless he is enrolled in the third year program.

(This subarticle is not applicable) The examinations or tests of the units of study mentioned below can be taken only after the student has participated in the corresponding practical exercises:

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A B 4

Fill in unit of study; Fill in unit of study;

Irrespective of the provisions in the preceding paragraphs, a minor can be taken only if the provisions of Article 9 of Chapter 3 are fulfilled.

Article 3

Time periods and frequency of examinations and tests

1. For taking the examinations and tests of the propaedeutic phase, each programme year at least two opportunities are given, the first time immediately following the course in the unit of study in question. 2. For taking the examinations and tests of the post-propaedeutic phase, each programme year at least two opportunities are given, one of which immediately following the studies in the unit of study in question. 3. When the date is set of the second examination and/or test opportunity in a programme year, account is taken of the required feasibility of the total programme for a student. 4. In deviation from that which is stipulated in the second paragraph, the students will only be given one opportunity per programme year to take the examination or a test in a unit of study for which no teaching was provided during the course of the applicable programme year . The student will be given two further opportunities to take the applicable examination and / or test, calculated from the last programme year in which the intended unit of study is offered. 5. The time periods in which the test opportunities are offered are determined annually by the Examination Committee and announced not later than at the start of that programme year. 6. A student who is unable to use a test opportunity must rely on the next test opportunity. In special cases, the Examination Committee may decide to depart from this rule in a manner favourable to the student. Article 4

Requirements set for examinations and tests

1. For each examination and test, the Examination Committee must make known the requirements set for taking that examination or test, so the student can prepare as well as possible. The Examination Committee must also state which aids are allowed and what pass marks will be used. 2. Each opportunity to take an examination or test within a programme year offered as a resit must be equivalent to the previous opportunity with respect to its content, level and difficulty. 3. If a student has not passed a unit of study in the programme year in which the student took the unit of study, and still wants to take an examination or test in that unit of study in the next programme year, the requirements of the current programme year will apply.

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Article 5

Registration procedure for examinations and tests

1. For oral examinations and tests and for examinations or tests to conclude practical exercises, the student must register in good time in a way to be indicated by the Examination Committee 2. For forms of tests and/or examinations other than those mentioned in the first paragraph, the student must adhere to the following registration procedure for participation in written examinations and tests: a.

The student must register digitally for an opportunity to take a written examination and/or test, unless specified otherwise. After registering, the student must print out a proof of registration.

b.

If a student cannot register for a test and/or examination, the student must contact before the closing time for registration the ESR-Test Service Bureau directly. At the locations Emmen, Meppel and Assen, the student can contact the secretarial office of the programme, which will then contact the ESR-Test Service Bureau.

c.

Registration means mandatory participation in the test and/or examination and taking an opportunity, except in force majeure situations.

d.

All secretaries of Examination Committees must report to ESR Test Service Bureau before 15 May of each programme year the number of examination and test opportunities offered to a student of the relevant programme. If this number of opportunities is exceeded, the registration for participation in the test and/or examination in question will be blocked.

e.

ESR Test Service Bureau will publish the programme year test schedules for each programme at the start of the programme year. The definitive schedules will be published not later than two school weeks before an examination period.

f.

A student must always present a request to change registration for a test and/or examination to the secretary of the Examination Committee for assessment, except in force majeure situations. After permission from the secretary of the Examination Committee, ESR Test Service Bureau can process the permitted changes until two working days before the start of the test week/period until 12.00 noon.

g.

If a student’s digital registration is late and there are special circumstances, the student must contact the secretary of the Examination Committee directly.

Article 6a

Practical course of affairs during written examinations and tests

When examinations and tests are taken, the requirements set in the following paragraphs must be met: 1. The student must be able to identify him/herself by way of his/her Multifunctional Card (MFC). In addition, when asked, the student must identify him/herself with a valid proof of identity. 27

2. The student must be present in the examination room five minutes before the start time and seated in the seat indicated by the organisation. 3. Anyone who arrives more than 30 minutes late as a result of force majeure may be denied admission. 4. Students are not allowed to leave the room during the first 30 minutes. 5. The instructions of the examiner or invigilator must always be followed. 6. The specified time for a test and/or examination includes the distribution and collection of examination assignments or answer forms. 7. On receiving the test and/or examination assignments, the student must check whether the student has received a correct and complete copy. 8. Students are not permitted to take the examination or test on answer forms other than those distributed by the invigilator. 9. The student must - if applicable - place on the test or examination assignments and the answer form: a. name b. student number / contact number c. test and/or examination d. number of answer form sheets to be handed in e. date on which the test and/or examination was taken f. student’s signature 10. The use of aids other than writing materials and the materials handed out on site is allowed only if this is explicitly stated. 11. Electronic devices that can be used to view or store data must be turned off and put away in a closed bag before the examination or test starts. 12. Students are not allowed to communicate with other persons in or outside the room where the examination or test is being taken without permission from the examiner. 13. The examiner and the invigilator are authorised to take appropriate measures if order and peace are disturbed. 14. The test and/or examination assignments must be handed in to the invigilator at the same time as the answer forms upon signing out. 15. A student will be deemed to have taken a written test and/or examination if the test and/or examination assignments and the total number of answer forms are handed in and the attendance list has been signed. This article applies fully to a person who has not or has not completely filled in the answer form. 16. For students with a functional limitation, the Examination Committee may allow an extension of the standard duration of the examination and/or test and/or the use of aids, in addition to the authority stipulated in Article 1 to adapt the test form further for students with a functional limitation to the possibilities of the student concerned. 28

17. If a student wants to submit a complaint about the administration of a test and/or examination, the student must immediately have his/her complaint noted down on the protocol form by an invigilator of the test and/or examination. In addition the student has to send a written complaint to the relevant Examination Committee. 18. If a student has a complaint about the content of the test and/or examination, this complaint must be submitted in writing within two working days to the secretary of the relevant Examination Committee. The necessary test and/or examination key will be made available 24 hours after the end of the test and/or examination. Article 6b Practical course of affairs during digital examinations and tests This article is not applicable 1 The requirements in the following paragraphs must be fulfilled when holding digital examinations and tests: (This subarticle is not applicable) Article 7

Oral examinations and tests

1. Not more than one student at a time may be tested orally, unless the Examination Committee has decided otherwise. 2. An oral test or examination will not be administered in public, unless the Examination Committee or the examiner in question has decided otherwise in a special case, or the student has objected to this. 3. When an oral examination and/or a test with a study load of at least 28 hours is administered, a second examiner must be present or the examination and/or test must be recorded by using audiovisual means. Article 8

Determination of marks

1. The examiner determines the mark. As a rule, the period for determining the mark is thirteen working days after the written work has been done. If this period is exceeded, this must be communicated by the Examination Committee to the student together with the reasons. 2. Regarding the marks of the last teaching period of a programme year, the programmes may use an accelerated procedure. 3. An examiner must mark an examination and/or test for each student individually. 4. If the provisional mark on an examination and/or test is determined by more than one examiner, the mark must be determined in consultation amongst them. If the examiners cannot reach agreement, after those examiners have been heard, the final mark will be determined by the chairman of the Examination Committee. 5. The date on which a student has passed a test and/or examination is the date on which the test and/or examination was taken and marked. Antedating is not allowed.

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6. The examiner must determine the mark of an oral test and/or examination immediately, or on the same day after administering that test and/or examination and provide the student with a written statement with the mark. 7. The Examination Committee must determine whether the student has met the requirements set for the test and/or examination. Article 9

Standards for the marks

1. The mark on an examination and/or test is expressed in a number on a scale of 1 to 10 with not more than one decimal or in a designation excellent / good/ sufficient/ insufficient. 2. The mark 5,5 applies as the lowest designation ‘sufficient’. 3. The following rules s apply to the rounding off of decimals: a. The average of several numbers is rounded down (=shortened) to one decimal. b. If applicable, a number with one decimal will be rounded off to a whole number in the normal, arithmetic manner(in that case, the number 5,5 will be rounded off to a 6). 4. If the examination and/or test mark is composed of various partial marks, the way in which the mark will be calculated (for example an arithmetic or weighted average) will be described precisely in the Teaching and Exam Regulation. 5. When taking an examination and/or test, the student will receive at least the mark one or the designation insufficient. 6. If the maximum number of resits has not been passed, a student may submit a request to the Examination Committee for a second opinion on the relevant test and/or examination. This request needs to be admitted to the exam committee within 4 weeks after the marks are published. 7. If a student resits a test and/or examination taken before, the highest mark obtained will determine whether the student has fulfilled his/her obligations. Article 10

Granting exemptions

1. An exemption by the Examination Committee is always granted individually on the basis of its exemption policy and with due observance of the following provisions of this article. 2. All students studying at one of the Stenden University of Applied Sciences campus sites will, at any given point, follow a representative part of the programme's curriculum with a scope of 60 EC of the curriculum at the Dutch institution. This is applicable for students enrolled since September 2012. 3. This article is only applicable for Dutch students. A. Voor MBO studenten van het cohort 2011/2012 en eerder geldt de vrijstellingsregeling zoals opgenomen in het OER 2011/2012.

30

B Voor MBO studenten van het cohort 2012/2013 geldt de vrijstellingsregeling zoals opgenomen in het OER 2012/2013. C Voor MBO studenten van het cohort 2013/2014 of later gelden geen standaard vrijstellingen. Indien een student denkt in aanmerking te komen voor vrijstellingen dan kan een verzoek daartoe ingediend worden bij de examencommissie. 4. A student who wants to qualify for the aforementioned exemptions must submit a reasoned request to this effect to the Examination Committee. The diploma must be submitted with the request, as well as further evidence to show that the requirements for the units of study for which the exemption is requested have been met. 5. Exemptions can be based partly on an APL procedure. A person who thinks the student qualifies for one or more exemptions on the basis of an APL procedure must submit a reasoned request to that effect to the Examination Committee, enclosing the APL report. 6. A person who thinks the student qualifies for exemption from taking an examination or test on grounds other than those referred to in the preceding paragraphs must send a written, reasoned request to that effect to the Examination Committee, with which the evidence supporting the request is also submitted. 7. The Examination Committee will assess partly on the basis of the evidence submitted whether the requirements set for the relevant unit of study or components thereof have been met. 8. The Examination Committee will grant an individual request for an exemption if the requester demonstrably meets the requirements set for the relevant unit of study, or for - sufficiently completed - parts thereof. The Examination Committee will inform the student of its decision within six school weeks, counting from the date on which the request is received. 9. Exemptions will be shown in the student’s list of marks, with the description „exemption”. An examination and/or test for which the student has obtained an exemption will not count in any averaging to a final mark for the unit of study in which this examination and/or test is involved. If this is the case, the exam committee will determine the mark of this unit of study. Article 11

Award of credits

1. If a unit of study is concluded with an examination, the unit of study will have been passed and the corresponding credits will be awarded if the student has passed the examination and/or test. 2. If a unit of study is concluded by two or more (partial) tests, the unit of study will have been passed and the corresponding credits will be awarded if the student has received a sufficient mark for the unit of study and has also passed the (partial) tests and/or partial examinations and met the requirements set for this. 3. If a student has obtained an exemption from a unit of study, the unit of study has been passed and the corresponding credits will be awarded.

31

4. A minor programme is passed and the corresponding credits will be granted if the student has passed all units of study of which the minor programme is composed. 5. The date on which the test and/or examination, or the last partial test was taken, including the mark that led to passing the unit of study or the minor, will be registered as the date on which the credits are awarded. Antedating is not possible. 6. If a unit of study in full time or part time education relates to the practical preparation for practising a profession, credits will be awarded for that unit of study only if the activities are carried out under the supervision of the programme. Article 12

Recording and publication of marks

1. Marks assigned to the student must be entered in the automated study progress registration system (ProgRESS.www) no later than 15 workdays after taking the examination and/or test. The use of this system is subject to the conditions of the institution’s Personal Data Protection Regulation. 2. Study results are registered under the responsibility of the Examination Committee. 3. A student will not receive any written proof of the marks obtained but may inspect them in ProgRESS.www. 4. If a student discovers an error on his/her list of marks, the student should directly contact the ESR Test Service Bureau. If they do not discover any error, the student must respond in writing to the Examination Committee not later than four school weeks after the final mark of a unit of study is determined. 5. If the mark on a test and/or examination is missing on the publication list, the student concerned must directly contact the ESR Test Service Bureau. 6. If the mark on a test and/or examination is missing, the protocol form, attendance list and test assignments will be checked by the ESR Test Service Bureau. 7. If a student is registered as present on the protocol form and attendance list and the test and/or examination assignment is missing, the student must submit a written complaint to the secretary of the Examination Committee. Article 13

Term of validity of students’ marks

1. The term of validity of examination components is in principle unlimited. In departure from this, the Examination Committee may impose an additional or substitute examination on a student if the examination component was passed more than eight years ago. 2. The results determined by the Examination Committee count as legal proof. Article 14

Inspection of examinations and tests

1. The Examination Committee must see to it that a student is able to inspect the written examination and/or test work the student has done and has been marked within two months from the last day of an examination and/or test period or at least 32

ten school days before any resit, unless the periods set must be departed from on the basis of reasonableness and fairness5. 2. A student may only be allowed to inspect written and marked examination and/or test work in the presence of the examiner in question or the latter’s replacement. 3. The Examination Committee may decide that inspection or perusal is to be done at a fixed place and at a fixed time. Article 15

Retention of examinations and tests taken

1. The Examination Committee must see to it that inspectorates and organisations involved in the accreditation process can inspect the instructions, assignments and accompanying pass marks for the written and practical examination components, as well as that they are able to inspect the written examination and/or test work. 2. In case of appeal against the mark on a written examination and/or test, the work must be retained during the period that the appeal has not yet been decided. 3. The Examination Committee must see to it that for each student, the marks or designations obtained by each student during the propaedeutic and postpropaedeutic phase and the results on the examination and the corresponding test and/or examination work is retained in the archives of the programme in accordance with the “Selection list for the administrative records of public authority tasks and non-public work processes of Dutch universities of applied sciences”, 2013. 4. When a student has handed in the test and/or examination assignments and the total number of answer forms after the end of a test and/or examination, the invigilator will record this on the protocol form. At that time, the responsibility for careful retention of a written examination work will pass to the University of Applied Sciences. 5. Should the examination and/or test work referred to in Article 15.4 nevertheless get lost, owing to which no mark can be given, this course of affairs will be established by the Examination Committee. Subsequently, after having heard the student in question, the lecturer or coordinator concerned will determine the time at which and the form in which the test and/or examination has to be taken again. 6. The Examination Committee must place the documents referred to in the preceding paragraphs in safekeeping in such a way that the authenticity of the documents is guaranteed during the retention period. 7. The student must keep a copy (written and/or digital) of the examination and/or test (component) submitted in his/her possession for one year after it is handed in, in so far as circumstances do not prevent this. 8. A copy of the degree diploma and diploma supplement must be kept in the archives for thirty years.

5

The nationally required tests of the Education in Primary Schools Programme are exempted from this.

33

Article 16

Fraud and plagiarism

1. If a student or extraneus commits fraud and/or plagiarism, the Examination Committee may deny the person concerned the right to take one or more tests, examinations or interim examinations to be designated by the Examination Committee, for a period to be determined by the Examination Committee of one year at most. 2. In case of serious fraud, the Executive Board, on a motion by the Examination Committee, may definitely terminate the registration of that student or extraneus for the programme. 3. What is regarded in this article as being fraud or serious fraud within the meaning of article 7.12b of the WHW is set out in more detail in the Fraud and Plagiarism Regulations of Stenden University of Applied Sciences, as attached to the Students’ Charter as an appendix. Article 17

Intellectual property

1. The student is entitled to the copyright in the work, provided the student can be considered the author. 2. The person indicated as such on or in the work will be considered the author, barring proof to the contrary. 3. If the work was created according to the design of someone other than the student and also under this person’s direction and supervision, this other person will be considered the author of that work. Article 18

Legal protection

1. A student who disagrees with a Examination Committee’s decision based on the articles in this chapter may lodge an objection with the Examination Committee of the programme. 2. It is possible for a student to appeal to the Examination Appeals Board (COBEX) against the Examination Committee’s decision on the objection. 3. It is possible for a student to appeal against the decision by the COBEX to the Higher Education Appeals Tribunal in The Hague.

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6

Study Career Advice and Recommendation on Continuation of Studies

Higher Education and Research Act (WHW): Art. 5.5, 7.8b, 7.13, 7.34, 7.51, 7.59, 11.15.

Article 1

Study career advice

1. The Head of School will see to it that each student receives a study career advice, partly for the purpose of his/her orientation to possible courses of study in and outside the programme. 2. In study career counselling, the Head of School must give special care to counselling of students with a functional limitation, whose participation in higher education substantially lags behind the participation of students who do not belong to this group. 3. On behalf of the Executive Board, the Head of School must give special care to the counselling of students belonging to an ethnic or cultural minority, whose participation in higher education substantially lags behind the participation of native Dutch people who do not belong to such a minority. 4. Students can contact their study career advisor (which term is used by the programme) for problems directly connected with their studies. 5. Students can contact their student counsellor for problems of a personal nature, whether or not directly connected with their studies. Article 2

Recommendation on continuation of studies at the end of the first year of registration for the same programme at the same institution

1. On behalf of the Executive Board, the Examination Committee will issue to each student a recommendation on the continuation of his/her studies within the programme at the end of his/her first year of registration for the same programme at the same institution in the propaedeutic phase of the programme. 2. In case of enrolment in September, the letter in which the Examination Committee notifies the student of the recommendation may not be sent to students later than in the third week of July. 3. In departure from paragraph 1, for those who enrol in February the word ‘year’ will be replaced by 13 months. This exception to the regular enrolment in September is made for organisational reasons due to a different structure of the programme year for students enrolling in February. In the case of students enrolling in February, the letter in which the Examination Committee notifies the student of the recommendation may not be sent later than in the last week of February.

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4. The recommendation on continuation of studies will be binding and rejecting in nature if a student has obtained fewer than 51 credits from the propaedeutic phase, and has not passed units of study from the propaedeutic phase designated by the programme with a sufficient mark at the time the recommendation is given. 5. The units of study designated by the programme as referred to in the last sentence are: a. Personal Professional Development (3 credits); b. Writing skills (3 credits) c. Business Accounting or Business Administration (3 credits) 6. Marks obtained through an exemption will not count in determining whether the minimum of 51 credits has been obtained. 7. Students who have terminated their registration in the interim in the course of a programme year will receive a recommendation for the propaedeutic phase not later than at the end of the programme year that may also be a binding recommendation with rejection (BSA), unless - in view of the student’s personal circumstances - the Examination Committee has no reason to issue a binding recommendation on continuation of studies with rejection (BSA). 8. Students who have registered for a programme, discontinued their studies and then registered again for the same programme at the same institution are legally considered ‘students in the second year of registration’. This means that these students must have fulfilled all their propaedeutic requirements at the end of their second year of registration. Article 3

Recommendation on continuation of studies at the end of the second year of registration for the same programme at the same institution

1. On behalf of the Executive Board, the Examination Committee will issue a binding recommendation on continuation of studies with rejection (BSA) if a student has not passed the propaedeutic examination at the end of the second year of registration for the same programme at the same institution. 2. In the case of students enrolling in September, the letter in which the Examination Committee notifies the student of the recommendation may not be sent later than in the third week of July. 3. In departure from paragraph 1, for those who enrol in February the word ‘year’ will be replaced by 13 months. This exception to the regular enrolment in September is made for organisational reasons due to a different structure of the programme year for students enrolling in February. In the case of students enrolling in February, the letter in which the Examination Committee notifies the student of the recommendation may not be sent later than in the last week of February. 4. Students who have terminated their registration for the programme in the interim in the course of the programme year will receive a recommendation for the propaedeutic phase not later than at the end of the programme year that may also be a binding recommendation on continuation of studies with rejection (BSA), unless - in view of the student’s personal circumstances - the Examination Committee has no reason to issue a binding recommendation on continuation of studies with

36

rejection (BSA). 5. After expiry of the period referred to in paragraphs 2 and 3 of this article, no binding recommendation on continuation of studies with rejection (BSA) can be issued anymore. Article 4

Conditions for a Binding Recommendation on Continuation of Studies with Rejection (BSA)

1. A binding recommendation on continuation of studies with rejection (BSA) will not be issued if the student has not been warned at least once during the programme year in good time by the programme and in a reasonable time that if circumstances do not change, the student could receive a binding recommendation on continuation of studies with rejection, as well as what the consequences would be. 2. If applicable, the student must report special circumstances to the student counsellor and [the personal coach] in a timely manner and request the Examination Committee to take them into consideration in its decision on issuing a binding recommendation on continuation of studies with rejection (BSA). The Examination Committee can ask the student counsellor and personal coach concerned for further advice on possible personal circumstances that could justify not issuing a binding recommendation on continuation of studies with rejection (BSA) to the student concerned only with the student’s consent. 3. A report of special circumstances will be deemed to have been made in good time if the student reports the circumstances as soon as they occur or very soon afterwards. 4. The following are considered special circumstances: a. Illness; b. Pregnancy; c. special family circumstances; d. physical, sensory or other functional disorders; e. administrative activities a student carries out in the context of student participation at Stenden on which the student spends a substantial amount of time, to be assessed by the Executive Board, on condition that the student can demonstrate that the applicable facilitation does not compensate the delay in studies and they can therefore be considered special circumstances. 5. The situations referred to under a. to d. must be established in writing by an independent expert. 6. If the Examination Committee decides not to issue a binding recommendation on continuation of studies with rejection (BSA) in cases as referred to in the preceding paragraph, the Examination Committee will be entitled instead to issue a non-binding recommendation to the student concerned. 7. Depending on the nature of the of the special circumstances, the student can request the Examination Committee to treat the information provided in the context of the recommendation referred to in the second paragraph confidentially. 8. Irrespective of the provisions in the preceding paragraphs, before proceeding to issue the binding recommendation on continuation of studies with rejection (BSA), 37

the Examination Committee must give the student the opportunity to be heard by or on behalf of the Examination Committee. Article 5

Consequences of a binding recommendation on continuation of studies with rejection (BSA)

1. A person who has received a binding recommendation on continuation of studies with rejection (BSA) can no longer register at the institution for the same programme as a student or extraneus for at least one year. After this period, in case of a renewed registration, the person concerned must make it plausible to the satisfaction of the Examination Committee of the programme that the programme can be taken successfully. 2. If the student receives a binding recommendation on continuation of studies with rejection (BSA), his/her registration will be terminated by the Executive Board in accordance with the applicable deregistration procedure in Chapter 2 of the Students’ Charter. 3. The Examination Committee will be authorised in certain cases to compromise in cases of extreme unfairness that might occur if a binding recommendation on continuation of studies with rejection (BSA) were issued. Article 6

Transfer from the propaedeutic to the post-propaedeutic phase

1. At the end of the first programme year , the Examination Committee will determine which students may progress from the propaedeutic phase to the post-propaedeutic phase. The following categories of students are admissible: a. students who have passed the propaedeutic examination; b. students who have obtained at least 51 credits in the propaedeutic phase and have not received a binding recommendation on continuation of studies with rejection (BSA) for a different reason. 2. A student who has obtained 51 or more but fewer than 60 credits from the propaedeutic phase must draw up a study plan in consultation with the study career advisor primarily aimed at making up the lag in the propaedeutic phase. In this study plan, the units of study of the post-propaedeutic phase will be determined to which the student can be admitted. 3. A student who has obtained 51 or more but fewer than 60 credits from the propaedeutic phase must first consult with the study career advisor but afterwards will have direct access to all units of study of the post-propaedeutic phase. 4. In working out both preceding paragraphs, one must take into account that the student is not allowed to take a unit of study from the post-propaedeutic phase that is a direct continuation of a unit of study from the propaedeutic phase which he or she still has not passed. Account must also be taken of the provisions of Chapter 5, article 2 on the order in which tests and/or examinations can be taken. 5. A student cannot derive any rights from taking courses from the propaedeutic phase as well as the post-propaedeutic phase regarding the manner of scheduling. It is therefore possible that such courses will be given at the same time.

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Article 7

Referral in the post-propaedeutic phase

1. Students of the programme will have access to all specialisations described in Chapter 3, article 2. Article 8

Legal protection

1. A student who disagrees with the issued recommendation on continuation of studies may lodge an objection with the Examination Committee of the programme. 2. It is possible for a student to appeal to the Examination Appeals Board (COBEX) against the Examination Committee’s decision on the objection. 3. It is possible for a student to appeal against the decision by the COBEX to the Higher Education Appeals Tribunal in The Hague. 4. The consequence of an objection or appeal procedure concerning a binding recommendation on continuation of studies with rejection (BSA) is that as long as the student has not yet received an irrevocable decision before courses start on 1 September, the student cannot reregister.

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7

Examination Committee

Higher Education and Research Act (WHW): 7.28, 7.30, 7.42a, 7.61

Article 1

7.10,7.11,7.12,7.12b, 7.12c, 7.13,

Formation and composition of the Examination Committee

1. Each programme or group of programmes has an Examination Committee. The Examination Committee is the body that determines in an objective and expert manner whether a student meets the conditions these regulations set with respect to knowledge, insight and skills that are necessary to obtain a degree as referred to in Article 2 in Chapter 4 of this TER. The composition, manner of working, duties and powers of the Examination Committee are worked out in the Examination Committees Regulations of Stenden University of Applied Sciences.

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8

Final and implementing provisions

Article 1

Hardship clause

1. The Examination Committee is authorised in certain cases to take account of exceptional cases of extreme unfairness that might occur in applying this TER. Article 2

Unforeseen circumstances

1. In cases for which this TER does not provide and for which an immediate decision is necessary, the Examination Committee will decide on the basis of reasonableness and fairness. Article 3

Publication of the regulations

1. The Head of School will provide for appropriate and timely publication of these Teaching and Examination Regulations. Article 4

Official title, entry into effect

1 These Teaching and Examination Regulations which will be adopted by the Executive Board after having heard the Central Participation Council in accordance with Article 10.20 WHW, replace the previous Teaching and Examination Regulations applicable to the programme and can be cited as the Teaching and Examination Regulations of the programme Vrijetijdsmanagement/Leisure Management Fulltime, croho number 34438, Vrijetijdsmanagement/Leisure Management Associate Degree fulltime, croho number 80040 and will enter into effect on 1 September 2014.

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Appendix A:

Structure and professional competences of the Leisure Management Fulltime programme, BBA and AD

The following abbreviations have been used in this document: Associate Degree = AD Work and Study = W&S Leisure Studies = LS Young Entrepreneurship = YE Personal Development Plan = PDP Personal Professional Development = PPD Introduction to Leisure Studies = ILS

The minimum amount of contact hours in the first year is 16 per week. Period

Module

1 2

Introduction to leisure Organisation & Management Marketing Leisure Life

3 4

Minimum amount of contact hours per week 16 16 16 16

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Year 1 BBA EN AD Module 2 Organisation & Management (6 EC) English 2 (3 EC)

Module 1 IVS (6 EC) English 1 (3 EC)

Module 3 Marketing (6 EC) English 3 (3 EC)

YE 1 (3 EC) BE Business Administration (3 EC)

Module 4 Leisure Life (6 EC) English 4 (3 EC) YE2 (3 EC) ) BE Accounting (3 EC)

Personal Professional Development (3EC) Writing Skills (3 EC Progress Test (3 EC) Management Skills (3 EC)

Year 2 BBA EN AD Module 1 HRM (6 EC) Spanish (3 EC) Leisure projects 1 (3 EC)

Module 2 Leisure Experience (6 EC) Spanish 2 (3 EC) Leisure projects 2 (3 EC)

Module 3 Event Operations (6 EC) Spanisch (3 EC) Leisure projects 3 (3 EC)

Module 4 Leisure Lab (6 EC) Spanish 4 (3 EC) Leisure projects 4 (3 EC) (AD including competence test

BE Financing (3 EC) Personal Professional Development 2 (3EC) Progress Test 2 (3 EC) Management Skills 2 (3 EC)

Module 1 (also possible in Module period 2 of 4) Strategic Management (12 EC)

Year 3 BBA Module 2 Module 3 (also possible in Module period1-4) (also possible in Module period1-4) At WORK (12 EC) Minor 1 (15 EC) Personal Professional Development 3 (3EC) Progress Test 3 (3 EC)

Module 4 (also possible in Module period1-4) Minor 2 (15 EC)

Year 4 BBA Module 1

Module 2

Module 3

Module 4

Work Placement (42) Dissertation (18 EC) Competences 1. Develop a vision on changes and trends in the external environment and develop relationships, networks and chains; 2. Analyse policy issues, convert them into policy objectives and alternatives, and prepare decision making; 3. Manage networks; 4. Initiate, create and market products, services independently and professionally; 5. Use HRM effectively in view of the strategy of the organisation; 6. Establish, control and improve company or organisational processes; 7. Analyse and implement the financial and legal issues, internal processes and the company or organisational environment to strengthen connectivity and interaction; 8. Develop, implement and evaluate a change process; 9. Possess social and communicative skills (interpersonal, organisational); 10. Possess self-management skills (intrapersonal, leisure manager or professional).

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Appendix B: Further explanation of the educational units in the curriculum for the BBA and AD fulltime programmes Module name Coordinator

Place in Curriculum

EC

Components

Weight/Test

Introduction Leisure Studies Mark van Driel

1st year Module 1

6

Module assignment

50%

Module assignment research

50%

Lectures/Seminars participation

Participation: Sufficient or insufficient

PBL –participation Fieldtrip

Organisation and Management

1st year Module 2

6

Liesbeth Schellekens

Module assignment

50%

Module assignment research

50%

PBL participation

Participation: Sufficient or insufficient

Lectures/seminarsparticipation

Marketing Steffen Fokkema

1st year Module 3

6

Module assignment

50%

Module assignment reesearch

50%

PBL participation Lectures/seminarsparticipation Fieldtrip

Participation: Sufficient or insufficient

Objective STUDY YEAR 1 (Fulltime BBA and AD) Competence 1:  The student can describe and apply several definitions of leisure  The student can explain the concepts of Serious Leisure, Casual Leisure en Project-based Leisure  The student can describe the history, future trends and possible developments in leisure  The student can describe the significance of the leisure sector  The student can explain the way people experience leisure  The student can explain the factors that influence leisure behaviour  The student can name spending in the sectors of tourism, recreation, sports, art, culture and media  The student can describe and categorize several definitions of the sectors: tourism, recreation, sports, art, culture and media Competence 3:  The student can describe the influence of the government on the leisure sector and on leisure spending Competence 10:  The student can explain the concept of ethics as part of sustainability  The student can explain the concept of people, planet, profit in relation to Leisure management. Competence 1:  The student name and recognize several sorts of environmental factors and stakeholders of an organisation.  The student knows what the Strategic policy of an organisation involves and can explain its significance. Competence 2:  The student know how the decision-making process involving several persons with authority can be established. Competence 3:  The student can indicate why different organisations make different sorts of cooperation agreements and at which level cooperation takes place. Competence 5:  The student can name and differentiate between different international cultures and organisational cultures  The student can indicate the connections and differences between leadership and management..  The student can recognize several leadership styles and obtains insight into his/her own leadership style along the lines of Competing Values model by Robert E. Quinn.  The student knows several kinds of motivational theories that a manager can put to use. Competence 6:  The student can name and recognize in practice several sorts of organisational structures.  The student can name different sorts of company processes and the connections among them and can indicate the importance of these processes with respect to the efficiency of an organisation.  The student obtains insight into the different ways in which an organisation is arranged in practice by means of desk research and filed research; the focus in this lies on the following components: Strategic policy, organisational culture, organisational structure, decision-making processes, company processes, stakeholders and cooperative associationss. Competence 10: The student can discuss ethical issues within the framework of how an organisation functions. Competence 1:  Identify potential partners and competitors in order to position the organisation or product strategically  Distinguish different customer segments and adjust the marketing mix to purchasing behaviour and desires of the target group  Design the marketing mix in such a way that the customer value and customer retention is maximised. Competence 2:  Set up and execute a complete marketing plan  Design HR policies in a customer-friendly and ethically responsible manner. Competence 4:  Shape the leisure service, the environment in which the service takes place as well as the brand in such a way that an experience is created  Adjust the pricing strategy to supply and demand forces, in order to maximise revenues and profits.  Apply online marketing tools in the right manner.  Adjust marketing communication and PR activities to the needs of diverse customer and interest groups.

Didactic Method

Professional Products

Probleem Based Learning

Analysis of the sector

Module assignment supervision

Literature study Final presentation.

Lectures/seminars Fieldtrip

PBL

Interview with a manager and company analysis

Module assignment supervision (Lectures/Seminars)

PBL

Marketing plan

Supervision module assignments

Research report Supply analysis

Lectures and workshops Demand analysis Excursion Comprehensive product or concept

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Module name Coordinator Leisure Life

Place in Curriculum 1st year Module 4

EC

Components

Weight/Test

6

Module assignment

50%

Module assignment research

50%

Frits Hoogteijling

PBL participation

Participation: Sufficient or insufficient

Lectures/seminarsparticipation Fieldtrip

English 1 Dinie Middelbrink

English 2 Dinie Middelbrink

English 3 Dini Middelbrink

English 4 Dini Middelbrink

YE 1 Henri Hendriks

1st year Module 1

1st year Module 2

1st year Module 3

1st year Module 4

1st year semester 1

3

3

3

3

3

Writing

42,5% writing-test

Oral

42,5% oral-test

Participatie

15% Participation

Writing

42,5% writing-test

Oral

42,5% oral-test

Participatie

15% Participation

Writing

42,5% writing-test

Oral

42,5% oral-test

Participatie

15% Participation

Writing

42,5% writing-test

Oral

42,5% oral-test

Participatie

15% Participation

Types of businesses Analysis of target group Market research

40%

Business plan Appraisal interviews Shareholders' meeting

40%

Personal reflection 20%

YE 2 Henri Hendriks

1st year semester 2

3

Marketingcommunication plan Half yearly report Commercial

40%

Stakeholders' meeting

40%

Objective

Didactic Method

Professional Products

Competence 1:  The student knows the concept of identity and can relate this to his personal leisure time and quality of life;  The student knows the policies on sports and how sports in general are structured in the Netherlands and an other country; Competence 2:  The student knows the importance of future scenarios in the leisure industry;  The student knows the steps in the research process and is able to carry out a simple qualitative research; Competence 4  The student knows the concept of aesthetics and can indicate its significance for both the supply and demand side for the art and culture sectors;  The student knows how powerful/influential the (new) media are on the individual and society and understands the significance of this for a leisure organisation; Competence 8:  The student knows the political and town planning issues of open-air recreation and is able to convert this into a municipal recreational policy;  The student knows the concept of authenticity and can apply this to the tourism/recreational product of a city; Competence 10:  The student knows what is involved in the concept of sustainability (people, planet, prosperity) and can demonstrate its importance in organisations in the leisure industry; Competentie 9: (level B2/C1)  Students have acquired new business-related vocabulary  Students be able to use new vocabulary appropriately in business situations  Students have become more fluent and confident in using the language of business  Students be able to deliver an effective meeting and elevator pitch.  Students have expanded and brushed up their knowledge of essential grammar concepts by using the Grammar Lab course book and online support

PBL

Literature study

Module assignment supervision

Interview Research assignment

Lectures/seminars Fieldtrip

Workshops

Meetings in English

Workshops

Pitch in English

Competentie 9: (level B2/C1)  Students have acquired essential reading skills skimming, scanning, speed reading and summarizing  Students will be able to give a well structured and mutually coordinated group presentation on a realistic Business Case using the language of presentations.  Students will become more fluent and confident in the use of formal business English, both orally and in writing.  Students will have improved their listening skills. Competentie 9: (level B2/C1)  Students will be able to deliver a persuasive speech using rhetorical devices.  Students will be able to write a summary of a business texts.  Students will be able to use Business-related vocabulary  Students have enhanced their reading skills.

Workshops

Presentation in English

Workshops

Executive summary Speech in English

Competence 1  Gather information, do research and analysis and convert this market analysis into a vision for the company  Develop the vision into a business plan;  Start up associations Competence 2  Gather information about purchasing, media and competition in order to find out if a product/service is feasible ;  Research on whether a product/service is feasible from the costing and yield point of view  Competence 4  Draw up a questionnaire/do research for market research Competence 6:  Set up and organise one's own YE-project organisation Competence 9:  Know how to present the market analyse undertaken in a clear way.  Carry out appraisal interviews Competence 2:  Know the most important developments in the external environment of the company and can convert them methodically into opportunities and threats Competence 3: Articulate and pass on the vision of cooperation and its intended result, both within the cooperation as well as to external stakeholders

Supervision of groups by YE coach and external mentor

Types of business Analysis of target group Market research product/service YE Business plan

Lectures Take part in market contacts, Pitch YE Company Launch, Pitch Best Stenden YE Company

Supervision of groups by YE coach and external mentor

Marketing plan Half yearly report Shareholders' meeting Final financial report

Lectures

45

Module name Coordinator

Place in Curriculum

EC

Components

Weight/Test

Financial /final report Final presentation Individual reflection 20%

BE Business administration Ingrid van Zanten

1st year Semester 1

3

Participation

Participation: Sufficient or insufficient

BE Accounting Ingrid van Zanten

1st year semester 2

3

Test Participation

Test Participation: Sufficient or insufficient

Test

Test

Becoming acquainted

Sufficient or insufficient assessment portfolio

PPD1 Jorrit van der Waal and Pietrick Wiersma

Year 1

3

Studies Self analysis PDP CompetenceReflection

Participation: standard = 100% present; = a condition for the portfolio to be assessed Participation 2 Progress Tests

Objective

Didactic Method

Competence 4 Develop and work out a marketing strategy Competence 7:  Arrange legal items such as insurances, permits and contracts  Make conscious decisions on the basis of financial and legal analyses  Know the steps required to close down a company and can apply these to his own JO enterprise Competence 9:  The student can convert the financial plan of the business plan into an informative presentation, correctly with the shareholders of the YE Enterprise as the target group.  The student can use a suitable method of presenting a product and/or service to the desired target group in order to boost sales and disseminate information. Competence 7  The student can set up maintain the administration of a business.  The student can prepare and analyse a balance sheet and profit and loss account

Participation in contacts in the market, Pitch YE Company Launch, Pitch Best Stenden YE Company

Competence 7  The student can calculate the costing of a product or service  The student can draw up a budget  The student can execute a differences analysis  The student can execute a break-even analysis  The student can calculate and analyse different types of costs  The student can prepare and analyse a balance sheet, profit and loss account and cash flow statement 

Lectures and seminars Formative Test

Competence 10:  The student can investigate his own strong and weak points and reflect on them.  Reflect.  The student can reflect on his own motivation to learn and become a professional.  The student can reflect on his personal performance (individually or with others).  The student can recognize his own and others' roles in cooperation and can reflect on them.  The student can recognize issues of ethics and sustainability and put them up for discussion.  The student can formulate learning goals and use them as a basis for reflecting on and steering his own performance and process in his studies.

Lecture Seminars

Competence 9:  The student is able to write a text in correct Dutch;  The student is able to use a business-like and formal writing style;  The student is able to produce the following texts: e-mail, business letter, article, essay.  The student is able to write a press release independently according to the current standards and rules  The student is able to write a commercial text according to the current standards and regulations

Lectures

Competence 1:  The student knows the theories on stakeholders' analysis  The student knows the theories on scenario-research  The student knows the theories on trend research  The student knows the theories on values and experience research  The student knows the theories on market analysis Competence 2:  The student knows the theories on drawing up policies  The student knows the theories on feasibility studies  The student knows the theories on Strategic planning  The student knows the theories on research Competence 3  The student knows the theories on cooperation  The student knows the theories on the use of multi-media  The student knows the theories on progress reports  The student knows the theories on networks/ chains  The student knows the theories on support analysis Competence 4  The student knows the theories on marketing  The student knows the theories on concept development

Lecture to explain test

Lectures Seminars Formative Test

Professional Products

Set up Business administration

Portfolio

Personal meetings

Progress Test Writing assignment Roel de Vries

Progress Test Jeroen van Vliet

Year 1

Year 1

3

3

Writing: e-mail letter article essay press release commercial text Test with 200 questions. The number of questions to be answered in each part/sub-part is written on the front page of the test.

50% Assignments 50% Written test

BBA en AD Standard for questions to be answered: 90 (good 59, false 31) Standard (good-false):28

e-mail letter article essay press release commercial text

Feedback on Test with study coach

46

Module name Coordinator

Management Skills Tsjitske Stoer

Place in Curriculum

Year 1

EC

3

Components

Basic communication skills Conversational techniques

Weight/Test

25%

25%

Presentations 25% Personal effectiveness

25% Participation: Sufficient or insufficient

HRM Hilda Koops

2nd year 1st Module

6

Module assignment

50%

Module assignment

50%

Objective  The student knows the theories on experiences  The student knows the theories on project management  The student knows the theories on marketing communication  The student knows the theories on branding strategies  The student knows the theories on sales  The student knows the theories on cross media  The student knows the theories on event management Competence 5:  The student knows the theories on motivation theories  The student knows the theories on leadership theories  The student knows the theories on HRM strategies  The student knows the theories on personnel planning  The student knows the theories on education and training  The student knows the theories on the application of HRM-cycle Competence 6:  The student knows the theories on operational management  The student knows the theories on quality control  The student knows the theories on service Competence 7:  The student knows the theories on Dutch laws on working conditions, Labour Law and social security  The student knows the theories on contracts and insurances  The student knows the theories on enterprise law  The student knows the theories on offers  The student knows the theories on funding  The student knows the theories on project budgets and realisation Competence 8:  The student knows the theories on leisure experience and leisure policy  The student knows the theories on sports policies and leisure  The student knows the theories on recreation policy and leisure  The student knows the theories on media policy and leisure  The student knows the theories on art and culture policy and leisure  The student knows the theories on tourism and leisure Competence 9:  The student knows the theory on written communication  The student knows the theory on oral communication Competence 10:  The student knows the theories on sustainability  The student knows the theories on socially responsible entrepreneurship  The student knows the theories on ethics Competence 9 Management Skills in the 1st year involve the basic skills for fulfilling a position in management(practice, personal insight reflection)  The student learns the basic communicative skills needed for PBL (working professionally, holding a meeting, cooperation and decision-making)  The student learns the basic conversational skills such as interview techniques, telephone calls, emotional meetings and a dialogue conversation  The student learns the basic skill of presenting  The student knows the principles of time and stress management (personal effectiveness) and can reflect on these.

Didactic Method

Professional Products

Lecture Seminars on Management Skills

Reflection report Presentation

CBL

Analysis of trends and environment concerning HRM

Competence 10:  The student can reflect on his own study skills and professional skills.  The student can recognize his own role and that of others in the cooperation and can reflect on these.

STUDY YEAR 2 (Fulltime BBA and AD) Competence 5:  The student describes the position, objectives and tasks of HRM in an organisation.  The student names the HRM instruments that can be used to enhance the quality of the services.

Lectures/Seminars

47

Module name Coordinator

Place in Curriculum

EC

Components

Weight/Test

research

Leisure Experience Theo de Jong

2nd year 2nd Module

6

CBL-participation

Participation: Sufficient or insufficient

Module assignment

50%

Module assignment research

50%

CBL-participation

Participation: Sufficient or insufficient

Fieldtrip

Leisure Operations

2nd year 3rd Module

6

Eva Janssen

Module assignment

50%

Module assignment research

50% Sufficient or insufficient

Cbl-participation

Leisure Lab Jorrit van de Waal

2nd year, 4th Module

6

Module assignment Module assignment research

50% research assignment 50% module assignment

Objective

Didactic Method

   

The student explains the relationship between leadership, motivation and staff satisfaction. The student indicates the reach of HR planning. The student compiles (parts of) a personnel plan. The student sets up a recruitment and selection procedure for a specific job in an accountable way (incl. Implementation and budgeting).  The student names the different types of training forms for new employees.  The student describes and explains what ‘reward’ entails (compensation and benefits). Competence 6:  The student explains the relationship between the quality of the personnel and the quality of the service provision. Competence 7:  The student names the basic rights of employees in the areas of working conditions, labour law and social security in the Netherlands and, where applicable, in the country of origin.  The student explains how the difference between gross and net salary is established Competence 1:  The student can gather relevant information and interpret the results of market research.  The student knows the different trends and developments that play a role in the experience economy  The student understands the influence and experience of leisure on the consumer.  The student knows several approaches for the development of concepts and knows which theories can be used to arrive at a vision and a concept.  The student knows the concept of authenticity and can apply this in the development of the concept. Competence 2:  The student can give advice and present the concept he has worked out in a convincing manner to the client. Competence 3:  The student can transform a concept into a concrete product and knows which cooperative businees associations to use for this.  The student is aware of the perspective on networks and knows why cooperation can be important for the process of Imagineering. Competence 4:  The student knows the characteristics and options of several types of media for marketing communications and can transform these into a cross-media/trans-media concept  The student is familiar with the characteristics and options of several media and is able to convert these into concrete marketing communication instruments.  The student can transform issues in the field into concrete services/events by means of the application of concept development.  The student has knowledge of City and Region Marketing  The student use the knowledge and experience gained in a field trip to Disneyland Paris in a creative concept that fits in with the strategy of Disneyland Paris. Competence 9:  The student understands the importance of creativity and knows which theories can used within the process in the group.  The student has sufficient skills to be able to present concepts convincingly. Competence 2  The student is able to give advice about the sustainable set up of events Competence 6:  The student understands the psychological and sociological motives of visitors and guests and how they determine routing and layout  The student is able to analyse and improve the quality of services  The student recognizes the importance and effect of moments of contact between service provider and client and can place them in the operational process  The student knows and has insight into the theory and models that can be implemented in order for operational process to go according to plan  The student can determine the efficiency of operational processes along the lines of the Criteria for Sustainability Competence 7  The student extends his insight into the financial side of event organisation.  The student acquires insight into the laws and regulations governing the organisation of an event and adheres to them Competence 1:  The student can describe relevant trends and developments in the market on the basis of desk or field research  Can formulate a vision on the basis of these research results  Can transform this vision into a strategy  Is able to add key figures to his own network in a suitable way

Professional Products

Recruitment and selection procedure

CBL Lectures Guest lectures Fieldtrip

CBL Lectures Guest lectures

CBL Lectures Guest lectures

Values and experience research Market analysis Plan of cooperation Network/chains Fully developed concept Experience Storyline, mood board Marketing communication plan Cross media plan Branding strategy

Research report Literature review Measurement of Results

Evaluation report Research Evaluation report Event Scenario plan

48

Module name Coordinator

Leisure Projects Anita van der Ven

Leisure Projects Anita van der Ven

Place in Curriculum

Year 2 Module 1

Year 2, Module 2

EC

3

3

Components

Weight/Test

Cbl-participation

Participation, Sufficient or insufficient

Personal SWOT en PDP

33%

HRM procedures

33%

Becoming acquainted with the client

33%

Project plan

50%

Initiative report

50%

Leisure Projects Anita van der Ven

Year 2, Module 3

3

Production programme

100%

BBA Leisure Projects Anita van der Ven

BBA Year 2, Module 4

3

Execution of event

50%

Evaluation of event

50%

Objective Competence 2:  Can describe relevant internal information  Can involve internal and external stakeholders in making plans and can create support for them  Can give arguments for his vision and present it Competence 3:  Can put possible cooperation partners in touch with each other  Can express his vision of cooperation and convey it to others Competence 4:  Can carry out market research  Can win support for his plans Competence 5:  Can describe different ways of organising work  Can express his vision on this Competence 7:  Can make conscious choices on the basis of financial and legal analysis Competence 8:  Can investigate the effects of a certain leisure policy  Can analyse desires, needs and behaviours  Can combine these into a well-founded vision Competence 9:  The student is aware of business etiquette  The student applies the etiquette of business in his dealings with his professional network  The student can communicate effectively with others in the network Competence 10:  The student can carry out and evaluate assignments independently  The student can deal with giving and receiving feedback effectively Competence 1:  The student knows the different trends and developments that play a role in the Leisure Industry and keeps them in mind while developing and carrying out Leisure Projects  Competence 3:  The student can prepare and lead a start up meeting with a client. Competence 5:  The student can apply the HRM cycle in Leisure Projects Competence 6:  The student can set up a project organisation Competence 3  The student is able to transform a concept into a concrete project and knows which cooperative connections he should use for this  The student knows the perspective on networks and understands why cooperation can be important for the project Competence 4:  The student can gather relevant information and can interpret and apply the results of the research  The student understands the importance of the new media and can develop cross-/trans medial strategies/concepts and implement them during Leisure Projects.  The student can convert issues from the field into concrete services/events by means of project management.  The student understands the characteristics and opportunities of the different kinds of mediums with respect to Marketing communication and can transform these into concrete communication instruments. Competence 8:  The student can draw up an initiative report on the basis of an analysis of the desires and needs of the client and the target group. Competence 6  The student can work in a project-based way and transform the desires and needs of external clients into initiative reports, project plan, security plan, quality plan and scenario. Competence 7:  The student can draw up a budget and estimate the feasibility of a project by means of the application of ROI and can adjust it to the desires and needs of the client.  The student can draw up the necessary contracts and permits for a project.  The student can carry out a risk analysis. Competence 8  The student can write a research report measuring the effects of a project. Competence 9  The student present a concept convincingly.

Didactic Method

Professional Products Concept Article in trade journal Infographics Presentation

Project Learning Coaching Lectures Peer reviews

Trend research Plan of cooperation Declaration of Intent Application of HRM cycle Project organisation plan

Project Learning Coaching Lectures Peer reviews

Network/chain Initiative report Project plan Marketing plan Cross media plan Event Analysis of desires and needs

Project Learning Coaching Lectures Peer reviews

Scenario Project budget Contract and insurance Event layout Security Handbook Quality checklist Volunteers' Plan

Project Learning Coaching Lectures Peer reviews

Customer Satisfaction Survey Evaluation report Personal Development Plan

49

Module name Coordinator

Place in Curriculum

EC

Components

Weight/Test

Objective

Didactic Method



Reflection report Assessment meetings Presentations

The student masters the required communication skills to deal with internal and external parties in a professional way, both in speaking and writing. Competence 10  The student is able to reflect critically on his own work, is open to feedback and uses the feedback to improve his performance. AD Leisure Projects Anita van der Ven

AD Year 2, Module 4

3

Evaluation event

50%

Individual assessment execution of event

25% Individual assessment during execution of event 25% presentation/reflection AD Competences

BE financiering Ingrid van Zanten

Year 2 Semester 1

3

Participation

Participation: Sufficient or insufficient Test

Test

PPD2 Jorrit van der Waal and Pietrick Wiersma

Year 2

3

Team roles Leadership

50% (Sufficient or insufficient)

Elective credit

50%(Sufficient or insufficient)

Participation Seminar/Peer review

Progress Test

Progress Test 2 Jeroen van Vliet

Management Skills 2 Tsjitske Stoer

Year 2

Year 2

3

Test with 200 questions. The number of questions to be answered in each part is stated on the cover page of the test.

Participation: standard = 100% present; = a condition for the portfolio to be assessed

Professional Products

Competence 8  The student write a research report which measures the effects of a project. Competence 9  The student present a concept convincingly.  The student masters the communication skills required to deal with internal and external parties in a professional way, both in speaking and writing. Competence 10  The student is able to reflect critically on his own work, is open to feedback and uses the feedback to improve his performance Competence 1-9 (test of competence):  The student demonstrates, during the execution of leisure projects, that he has mastered the AD Competences in professional practice Competence 10  The student can reflect on achieving his AD Competences

Project Learning Coaching Lectures Peer reviews

Competence 7:  The student can draw up a financial plan  The student can draw up and analyse the balance sheet, the profit and loss balance and the cash accounts book  The student can manage the assets such as stock, debtors and creditors and financial assets in a financially responsible way.  The student can assess the financial situation of a company  The student can draw up an offer Competence 10:  The student can follow developments in his professional field and translate them into his PDP.  The student can investigate his own strong and weak points and reflect on them.  The student can reflect on his personal motivation for his studies and for the profession.  The student can reflect on his own actions (individually and with others).  The student can reflect on professional behaviour, attitude and motivation and develop them further.  The student can recognize issues of ethics and sustainability and put them up for discussion.  The student can formulate learning goals and use them as the basis for managing his own actions and learning process and reflecting on them.

Lectures/Seminars

Meetings

Customer Satisfaction Survey Evaluation report Personal Development Plan Reflection report Assessment meetings Presentations

Portfolio

Practice

Seminars Peer reviews

Participation 2 Progress Tests

BBA and AD



See Progress Test year 1

Standard nr of questions to be answered: 120 (good 78, false 42)

HRM meetings

Standard (good-false) :36 25%

Creativity

25%

Teambuilding

25%

Leadership

25% Participation: Sufficient

Management Skills in the second year is directed at developing and extending the specific skills a manager needs to function well combined with the subjects dealt with in the modules. Competence 5:  The student can hold HRM meetings Competence 8:  The student can analyse and start up a change process Competence 9::  The student understands the importance of creativity and knows which theories and techniques can be used to arrive at an innovative concept.

seminars

50

Module name Coordinator

Place in Curriculum

EC

Components

Weight/Test or insufficient

Spanish

Jaar 1, module 1

3

Spanish

Jaar 2, module 2

3

Spanish

Jaar 2, module 3

3

Writing Speaking Listening Participation Portfolio

Spanish

Jaar 2 moduel 4

3

Writing Speaking Listening Participation Portfolio

atWORK Edou Hilverda

Year 3

9

Writing Speaking Listening Participation Writing Speaking Listening Participation Portfolio

20% 40% 20% 20% 10% 40% 20% 20% 10% 10% 40% 20% 20% 10% 10% 40% 20% 20% 10%

Practice

33%

Research

33%

Personal Future

33%

Participation: Sufficient or insufficient

Strategic Management Jochem Jansen

Year 3

12

Cases and participation

33%

Management game and related topics

33%

Test and student led seminars

33%

Objective  The student knows how to manage conflicts and use techniques of negotiation.  The student can form a team  The student can motivate himself and others  The student can lead and instruct a team. Competence 10:  The student can reflect on his personal study skills and professional skills.  The student can recognize his own role and that of others in the cooperation and reflect on these. Language 2nd year Competentie 9:  Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.  Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.  Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Competentie 9:  Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).  Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.  Can describe in simple terms aspects of his/her background, immediate environment nd matters in areas of immediate need.

Didactic Method

Professional Products

Workshop

Workshop

Workshop

Workshop

At the end of Module 4, level A2 has been achieved

3rd YEAR OF STUDIES (fulltime BBA ) Competence 1  The student is able to develop their own vision for the leisure market  The student has vision and can fit in with current trends and developments in the industry connected to their own specialization. Competence 2  The student can independently carry out an assignment for a client and external reporting Competence 3  The student is able to communicate with other people in changing working conditions effectively  The student is to conclude on their own values and qualities. In the network C Competence 4  The student is able to independently create a balance between the different interests of different stakeholders Competence 7  The student is able to make use of the operational aspects of a leisure organization a critical analysis Competence 8  The student is able to independently give concrete recommendations for implementation Competence 9:  The student is able to develop a single undercarriage situation, social and communicative skills further  The student can own values and method name  The student can own qualities and skills specific naming  You have a clearer impression of your personal opportunities / capabilities Competence 10  The student can professionally both in writing and orally maintained independently contact with various stakeholders  The student can own values, skills and practices commit to a "personal brand"  The student may be a "personal brand" communicating effectively with network aims Competence 1:  Has acquired an extensive vocabulary on the topic of the external environment of organization in relation to strategic management.  Is able to identify stakeholder groups, to analyze their expectations regarding the organization’s performance, and to formulate strategies taking into consideration these conflicting expectations.  Is able to analyze the strategic position of an organization given its external environment, the expectations of stakeholders, the purpose of the organization, and the organization’s resources and competencies.  Is able to foresee future trends and to convert these into plausible scenarios through the use of scenario-

Practice: Practice/Work Placement Coaching Peer review Start-up, halfway and final meetings

Practice: Project plan Analyse en verbetervoorstel bedrijfsprocessen Persbericht Archief

Research: Seminars Presentation

Research: Research proposal (draft) Research report Oral presentation

Personal Future: Seminars Presentation

CBL Lectures Guest lectures Test Management game

Personal Future: Pitch

Scenario research and development Strategic development plan Analysis of trends and environment concerning strategic management within organizations

51

Module name Coordinator

Place in Curriculum

EC

Components

Weight/Test

Minor

LM Minor

15 15

Dependent on the minor

Specific descriptions of elective modules are provided on intranet

SLB3 Pietrick Wiersma

Year 3

3

Work Placement preparation

33%

Personal and professional vision on the Leisure Manager

33%

33% Elective credit Elective credit Insufficient or sufficient

Progress Test 3 Jeroen van Vliet

Work Placement Pietrick Wiersma (=rounding off development of competences

Year 3

Year 4

3

42

Objective planning methods Competence 2:  Understands what strategic directions and methods of development are available to organizations, why some methods and directions are preferred, and how some directions and methods succeed better than others do.  Is able to identify an organization’s strategic choices.  Is able to take or advise upon strategic management decisions.  Is able to work out a strategic implementation plan for an organization based on a sound strategic analysis and the formulation of future strategic directions to be followed. Competence 5:  Understands how organizations conduct strategic change processes in relation to the internal organization Competence 6:  Is able to compare, contrast and evaluate organizational structures, behaviour and processes necessary for putting strategy into action. Competence 7:  Is able to analyze whether and why an investment or strategic choice is feasible and profitable based on a financial analysis of the expected return and results  Is able to apply and assess various investment- and (financial) monitoring instruments  Is able to analyze and interpret activities from a financial perspective and produce an annual report. Competence 8  Is able to compare, contrast and evaluate organizational structures, behaviour and processes necessary for putting strategy into action  Understands how organizations conduct strategic change processes and what needs to be taken into account in relation to this  Is able to implement and evaluate different investment yield standards.  Analyzes and evaluates strategic choices of an organization on the basis of feasibility, acceptability and feasibility in relation to an organization’s resources and competences, purpose and stakeholder expectations A minor is characterized by a deeper and broader treatment of a subject. LM provides the following speciality semesters: Art & Culture Management, Sports Management and Events Management. In these three semesters the student is asked to broaden his knowledge in one aspect of the programme. Subsequently, the student is required to solve the problems and issues in this speciality independently and apply the knowledge he already has as well as new knowledge in changing and complex situations in an independent and critical manner. Students may follow minors provided by other programmes or HBO institutions as long as the minor in question goes deeper into the subject and that it does not overlap with the obligatory part of the LM programme (subject to assessment by the Exam Board). Competence 9::  The student can communicate clearly and professionally with different parties at different levels both inside and outside the organisation.  The student can maintain contact with internal and external parties in a professional manner, both in writing and speaking.  The student can apply different conversational techniques to gain information or to apply for jobs. Competence 10::  The student is able to reflect critically on his own performance.  The student is open to feedback and asks for it during peer reviews for example. He uses the feedback to improve his performance.  The student is actively engaged in improving and extending his knowledge and skills in his professional field.  The student has self knowledge and can explain this to others.  The student behaves according to the standards and values of the organisation or programme he is in, is aware of his social responsibility and can deal with ethical issues correctly.

Test with 200 vragen. The number of questions to be answered in each part is stated on the cover of the test..

Standard of questions to be answered: 150 (good 98, false 52)

Report on Practice

Practice hours

STUDY YEAR 4 (fulltime BBA ) The basic development of all skills is completed in the mandatory part. The internship has the following characteristics:

Personal evaluation report

1) Independence: You can independently carry out a comprehensive set command, which you can use to choose methods themselves. You can others (assists) lead in performing tasks or projects.

(including proof of competences achieved)

2) Complexity: the situation in which the contract is performed is complex. You operate in complex environments, where goals are less clearly defined, while the requirements of the products are high, and the impact on the operations

Didactic Method

Professional Products Stakeholder analysis Annual report (airline simulation game)

Specific descriptions of elective modules are provided on intranet

Specific descriptions of elective modules are provided on intranet

Lecture seminar, intake meeting meeting with study coach. .

Portfolio

Practical experience/Work Placement Coaching at work 1 start up meeting 1 progress meeting 1 assessment meeting 2 Work Placement 'back to

Work Placement report 2 personal assessment reports

See Progress Test Year 1

Standard (good-false): 46

52

Module name Coordinator W&L)

Place in Curriculum

EC

Components

Weight/Test

Objective

Didactic Method

of the organization high. You can make a reasoned choice of different implementation strategies available, and you are capable of both tactical and strategic level as a project manager and consultant to act

university' days.

Professional Products

You're at the end of the internship the following professional qualifications obtained:  You can work independently and critically apply your theoretical knowledge under varying field conditions.  You can work, in changing work situations, along well with other people who, by virtue of that work (regular) contact must be maintained.  You can adapt to in the new organization (practical situation), and on the other hand have had a private (independent) contribution to this organization.  Developed your social, communication and technical skills fully  You are (better) able to develop your own vision on the Leisure industry (independent )  You have learned to solve independently questions / problems  You can quickly improvise / anticipate moments that requires practice situation demands.  You are (better) able to a critically judgment towards the performance of an organization / company within the leisure industry.  You have a clearer picture of their own capabilities / capacities Graduation Research

Year 4

18

Proposal

Sufficient/insufficient

Dissertation

Grade

Presentation

Grade

Goals of the applied research and presentation: You show that you:  have sufficient relevant and current knowledge of the discipline (to function as a beginning professional).  have adequate understanding of relevant and current developments in the field (in order to function as a beginning professional).  relevant and current (scientific) can apply in defining, analyzing and solving a practical problem. Knowledge and understanding  to gather relevant information and analyze this.  Can generate, based on this information and analysis solutions / options that can evaluate and can come to an informed choice and this choice can work in the form of an advisory.  you process the information, analysis and solutions (advice) can convey to an audience of specialists and nonspecialists. Written and oral  methodical and reflective thinking and acting.  has the attitude and skills to function as a beginning professional

Seminar research Meetings

Dissertation Presentation

53

Appendix C: The AD Competences in detail, final qualifications AD

Explanation: The description of the Competences 1-10 and the situations have been reproduced from the national Competence profile Leisure Management (version 3.0 October 2009). The descriptions of the AD, the AD professional actions, and the AD Professional Products were established in a team meeting of LM in February 2013. Testing by the professional field took place in the Advisory Board of Leisure Management. The description of the difference between AD en BBA is based on the Competence profile of AD of Retail Management. Difference AD and BBA: An AD graduate is the professional beginner who works at a tactical level while forging the link between operations and strategy, inside and outside the organisation. Three factors play a role in the difference between AD and BA; context, complexity and the degree of independence. AD: Context: the context in which the student operates, is structured to some extent and there is a degree of supervision in the execution of his responsibilities. The student in Year 2 (the graduation year for the Associate degree) works as a (beginning) manager at the tactical level. He operates in an environment in which he can communicate with equals, managers and customers, on the basis of his understanding, skills and activities. AD: Degree of independence: The student has his own area of responsibility in which he can work out a general assignment in a well-defined situation under supervision, or can carry out a well-defined assignment independently. He has sufficient background knowledge and demonstrates sufficient personal and professional growth to be able to recognize issues about which he can make choices or take decisions. His position entails executive, advisory or organisational work and he can supervise others in the execution of their tasks or in an uncomplicated project. An AD student can assist and support others in larger, more complex projects or products. AD: Degree of complexity: The student deals with well-defined, concrete problems and responsibilities at work. These concern situations at work with several variables which have a standard approach as well as room for creative solutions Starting from the vision of the organisation in which he works, he can arrive at new solutions by applying his extensive knowledge and 54

broad range of cognitive and practical skills. Competence 1 Develop a vision on changes and trends in the external environment and forge relationships, networks and chains Situation There is a need to chart the external environment and to develop a vision that can direct the development of new products. The organisation is aware of the increasing importance of chains and networks in this case and wishes to be sufficiently able to respond to this need. AD: the AD leisure manager has knowledge of and insight into the developments in the developments in the market/sector in which he works and knows how to chart them. AD Professional Actions  Gather primary and secondary research data with respect to the external environment of the company he is involved in  Provide a presentation with insight into the above information AD Examples of Professional Products  Market analysis  SWOT, confrontation matrix and PESTEL  Values and Experience research  Analysis of a target group

Competence 2 Analyse policy issues, convert them into policy objectives and alternatives, and prepare the decision-making Situation The leisure manager is placed in a leisure organisation the strategic choices the management has made require further elaboration and implementation. AD. It is up to the AD leisure to come up with a proposal for policy (simple, uncomplicated areas of policy) and subsequently present that to the management. The analysis and detailing of policy should fit in with the exisiting internal policies.

55

AD: Professional Actions  Gather relevant information from inside and outside the organisation the student is in  Analyse this data according to a fixed method.  Draw up a draft policy document  Present parts of a policy proposal give arguments for several advantages and disadvantages AD: Examples of Professional Products  Contribute to an (integrated) policy plan or a simple, uncomplicated policy plan  Research whether a new product is feasible from the costs and yield points of view  Contribute to a Strategic plan, for example by supplying an analysis or writing a chapter  Write a Marketing action plan  Contribute to a research report

Competence 3 Directing in networks Situation The organisation is convinced that cooperation is one of the better keys to success. It is precisely by joining forces that parties who cooperate can position themselves strongly. In times when leisure is scarce and when consumers can pick and choose it is paramount to offer meaningful experiences. These can be achieved by working together in an innovative way across the boundaries of sectors, whether public or private. The interests of possible partners in cooperation are often more or less in line with each other but sometimes they conflict (for example, when they are in competition with each other) and that requires coordination and fine-tuning. AD: The AD Leisure manager recognizes this force field and works in a results-driven and relationship-driven way. AD: Professional Actions  Help to prepare and lead start up meetings with possible cooperation partners  Stimulate interest in cooperation in an uncomplicated environment  Exchange information geared to cooperation and fine-tuning  Monitor the progress of cooperation in an uncomplicated environment AD: Examples of Professional Products  Write Progress reports 56

 

Take note of and report on stumbling blocks in the cooperation Put forward proposals for improvement of the cooperation

Competence 4 Initiate, create and market products and services; independently and enterprisingly Situation The organisation has to work harder and harder to get and keep loyal customers. As a result, products and services are continually subject to development. The customer's behaviour is unpredictable and the organisation is aware of the fact that the needs of the customer are by nature more fleeting than values.  Innovative business model  Cross-media plan  Event AD: The AD leisure manager works to achieve sustainable customer relationships. The AD leisure manager develops concepts in situations with several variables that can be approached in a standard way with options for creative solutions. AD: Professional Actions  Convert a market and values research into a creative concept  Develop a new concept  Work out a creative concept to a product or service  Help develop and work out a marketing strategy  Communicate with customers  Create internal support for products and services in a simple organisation  Develop the contents of folders, newsletters, tweets, websites based on the marketing strategy

AD: Examples of Professional Products  Elaborated concept of product or experience  Storyline, mood board  Bid book  Project plan for an event  Marketing plan, marketing action plan or marketing communications plan  Sales plan 57

 

Inventory of technological and virtual opportunities Cross-media plan

Competence 5: Apply HRM in the light of the strategy of the organisation Situation More and more requests for projects of varying degrees of complexity are coming in. In the past it was sufficient to work on a project with a number of freelancers and a few volunteers but now the question arises whether new staff should be taken on. The different options need to be surveyed in order to put together the best possible team for the project. The organisation is aware of the fact that the people who run the project play a crucial role in making the experience a success for the customer. It is important to have the best possible personnel and to have and keep loyal staff. Knowledge of labour law and social security in the organisation is however indispensable in preventing or facing problems with employees. The organisation has made use of volunteers for years but even in this case, they also want to keep attracting the best people. AD: The AD leisure manager is well acquainted with leading, motivating, stimulating and keeping staff in a department or in a team. He recognizes the situations in which it is sensible to turn to a HRM specialist or senior staff member. AD: Professional Actions  Look up the current regulations in the field of labour law and social security  Draw up and execute a policy plan for volunteers  Draw up and implement a Personnel plan for a team/department with corresponding planning schedule  Draw up an inventory of tasks  Determine which positions/roles are required to fulfill these tasks  Make proposals for consideration such as the number of working hours in each position, relationship between permanent and temporary staff  Establish a recruitment and selection procedure for new staff  Engage experts in HRM for complicated HRM issues  Survey the satisfaction of staff in the organisation  Lead and motivate staff AD: Examples of Professional Products  Personnel plan for a department or team  Policy plan for volunteers 58



Application of HRM cycle (performance interviews, meetings about working conditions in a department or team)

Competence 6 Establish, maintain, analyse and enhance company processes and organisational processes. Situation Customers are making more and more demands. Customers want more tailor-made products, they want to be involved in the process and they do not want to pay too much. Clients make high demands on both the quality of the product and the service. More and more one-man businesses are entering the market and they are making the competition far more severe than before as they undercut the market price. The organisation is looking for ways and means to enhance quality and to organise the business more efficiently. AD: Both in the run up to the assignment as well as during the execution of the assignment, the AD leisure manager is aware of the demands of the customer and notices obstacles in work processes and the corresponding (project) organisation. Professional Actions AD  Take part in the organisation (of a project)  Use instruments to improve quality  Go through the quality cycle (plan-do-check-act)  Draw up a scenario for the event  Assist the event manager Examples of Professional Products AD  Scenario  Quality control plan event  (Project) organisation plan  Customer satisfaction survey  (Concept) Evaluation report of an event Competence 7: Analyse and implement financial and legal business, internal processes and the environment of the company or organisation in order to strengthen cohesion and interaction. Situation

59

The necessary cooperation with several parties can cause unrest in the organisation. Many things have to be arranged to avoid problems at a later stage. Contracts and permits must be signed, budgets must be drawn up and sponsors must be recruited. AD: The AD leisure manager's legal and financial knowledge makes him able to judge what he can do by himself and when he needs to call on a senior or an expert. AD: Professional Actions  Arrange legal business such as insurances, permits and contracts  Judge when the regulations on working conditions must be processed in the internal management of the business  Draw up and execute a security plan for both staff and customers  Contribute towards making the (project)organisation financially sound  Formulate proposals on the basis of a financial and legal analysis. AD: Examples of Professional Products  Uncomplicated budgets for the realisation of projects  Calculations of the costs  Offers  Uncomplicated business plan  Concept contract  Take out insurance

Competence 8 Develop, implement and evaluate a change process Situation Changes are required in an organisation, an area or in a city and the way in which leisure is designed can make a big difference. The atmosphere in an organisation, the day to day living in a district or the feeling of belong to a city leave much to be desired. The question is, what role can leisure play in these situations? AD: The AD leisure manager recognizes the problem areas and contributes to the change process plan as a member of the project group or as assistant to the project leader. AD Professional Actions  Contribute to the development of a city's or site's leisure policy city with the corresponding implementation plan 60

 

Help to create support among the parties involved, such as civilians, entrepreneurs and municipality Help to research the effects of the leisure policy pursued

AD: Examples of Professional Products  Analyse demand/needs and (leisure) behaviours  Project plan  Generate data for a research report on the effects of leisure policy

Competence 9: self management competence (intrapersonal, leisure manager or professional) Situation The leisure manager is able to consider his own performance in a critical light. He is open to feedback and asks for it in, for example, Peer Reviews meetings. He uses the feedback to improve his performance. He is aware of blind spots and takes that into account in making judgements. AD: The AD leisure manager is accountable for his choices and decisions. He manages and adjusts his own personal growth, takes responsibility for his actions, respects others and can deal with ethical issues in a suitable manner. Professional Actions AD  Participate in Peer Review meetings  Observe non-judgmentally  Life Long Learning  Act in an ethically responsible way  Ask for feedback  Participate in professional training courses  Reflect on personal actions and behaviour (including their effect on others) Examples of Professional Products AD  Personal Development Plan  Reflection Report

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Competence 10: Social and communicative Competence Situation Much is expected of the leisure manager in the social and communicative sphere. AD: The AD leisure manager knows how to communicate clearly and professionally with various internal and external parties while keeping the objectives of the organisation in mind. He can present plans clearly in person and put them on paper in correct Dutch and/or English. He is skilled in expressing himself and can adjust his language to his audience. The AD leisure manager is the day manager of a department or team. In this context, he motivates his team and holds performance and appraisal interviews. He responds in a constructive way to the ideas of others and fits in with the knowledge and abilities of the team members. AD: Professional Actions  Hold motivation meetings  Hold feedback meetings  Keep in touch with internal and external parties in a professional way, both in speaking and writing  Applies various techniques for meetings, both in commercial situations (external parties), as well as in motivating and giving feedback. (internal parties) AD: Examples of Professional Products  Presentations in one's own organisation  Application interviews  Performance and appraisal interviews  Notes / Reports  Point of view in discussions

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Appendix D, Practical rules for the course Leisure Management 2014-2015 The aim of this appendix is to regulate the practical affairs concerning the BBA and AD International Leisure Management course.

Article 1

Participating in education

Clause 1.

In principle, a student can attend a specific unit of study once per programme year. During the course, a student can attend a specific unit of study, twice maximum. If a student fails to obtain the specific unit of study, after retaking tests, the Examination Committee will decide in all fairness upon further measures.

Clause 2.

Article 2

The interim examination

Section 2.1 The written assignment Clause 1. Clause 2.

Clause 3. Clause 4. Clause 5.

Clause 6. Clause 7. Clause 8. Clause 9.

A written assignment may need to be executed entirely individually, entirely as a group or part individually, part as a group. An assignment can be retaken once. The resit will be granted by the module coordinator within four weeks after the date at which the preliminary results of the assignment are published on Progress, if he/she has received a written request from the student. Requests received after this four-week-period, will not be processed, neither by the module coordinator, nor the examination committee, subject to force majeure. Assignments need to be handed in both hardcopy and digitally before the set deadline. Handing in the assignment after the set deadline, means that the first chance is forfeited. An assignment handed in after the deadline will automatically be considered as re-sit. The student is informed about where and when written assignments and digital elaborations of assignments need to be handed in. When handing in assignments at the secretariat’s Front Office of ITM, the student signs the list as proof of handing in. If the hardcopy version of the assignment is handed in on time and the digital version of the same assignment hasn’t been handed in on time, or vice versa, the assignment will not be graded. The examiner who judges the work mentioned under section 2.1, clause 6 of these practical regulations, should inform students of incomplete handed in assignments within 2 school days. Section 2.1, clause 6 is not applicable if the missing version of the assignment is handed in within five school days after the deadline. In case of a group assignment, any teamwork issues need to be reported directly to the tutor or module coordinator. In case of persistent problems, the module coordinator can decide to disband the group and require one or several members of the group to complete the assignment individually or in smaller formation.

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Section 2.2 The written test Clause 1. Clause 2.

Clause 3.

Clause 4.

A written test is a test as described in art. 6, Chapter 5 of the Teaching and Examination Regulation 2014-2015. a. The student has the right to participate in written tests, with a maximum of four times, per attended unit of study. b. In the first year, the student can participate in at most two test moments for every individual written test, per programme year. c. If the student has failed to receive a sufficient mark in a written test after partaking four times, the student will need to retake the entire unit of which the written test is part, the following programme year. Students who go on internship may receive extra opportunities for tests that belong to a unit of study in the programme year in which they start their internship. Requests need to be made in writing to the examination committee including evidence of the start date of the internship. Without this evidence, the request will not be processed. If the request is granted, the moment of testing will be determined in agreement with the student. The inability to partake in a test because of overlapping testing moments is at the student’s own risk.

Section 2.3 The progress test Clause 1.

The progress test is offered four different times every year.

Clause 2.

Students have the ability to partake in the offered progress tests, subject to registration obligations for participating in written tests (see Teaching and Examination Regulation 2014-2015, chapter 5, art. 5, section 3).

Section 2.4 Replacement assignment for a unit of study Art. 2.4.A Alternative Form of Assessment for the last education entity still open, BBA programme. Clause 1.

The student can be eligible to submit an assignment which replaces a unit of study under the following conditions: a. It is the last unit of study to finalise. b. The unit of study, as mentioned under section 2.4, clause 1a, is part of the obligatory postpropedeutic programme, but may not be part of the minor programme. c. The student has partaken in the unit of study and corresponding test in the conventional manner. d. The student has taken part in at least two resits in case of a written test and a minimum of one resit in case of a test in the form of an assignment or participation.

Clause 2.

The alternative form of assessment, with which the last education entity still open can be concluded, can have a maximum study load of 336 hours (12 EC)

Clause 3.

The alternative form of assessment, with which the last education entity still open can be concluded, is stipulated by the relevant module co-ordinator or the relevant expertise group, after approval by the Examinations Committee. 64

Clause 4a.

The subject of the assignment that replaces the unit of study should cover the topic of the unit of and can have no relation with the topic of the dissertation of the concerning student.

Clause 4b.

The student is free to determine where the assignment is executed and is entitled to make full use of the school’s facilities.

Clause 4c.

The student has the right to receive regular feedback during the time he/she works on the assignment. The student is only entitled to supervision during school weeks.

Clause 5a.

In the case the last remaining education entity to gain concerns the Year 3 Progress Test, the following conditions apply: The student must have the minimum level of having passed the Year 1 Progress Test and the Year Two Progress Test; The student must have attempted the Year 3 Progress Test a minimum of 6 times; The student must have attained a minimum score of 5 for the Year 3 Progress Test.

Clause 5b.

The alternative form of assessment for the Year 3 Progress Test will be an oral examination, conducted by a panel of selected staff.

Clause 5c.

The results of the last attempted Progress Tests are used to determinative the selection of subjects which are questioned, the focus being those subjects in which the student scored poorly.

Clause 6.

The alternative form of assessment, with which the last education entity still open can be concluded, a written request must be submitted to the Examinations Committee.

Clause 7.

Sufficient evaluation gives a 5,5 grade for the unit of study. In case of an insufficient evaluation the previous assessment of the unit of study is maintained.

Art. 2.4.B

Alternative Form of Assessment for the last education entity still open, AD programme.

Clause 1.

The student can be eligible to submit an assignment which replaces a unit of study under the following conditions: a. It is the last unit of study to finalise. b. The unit of study, as mentioned under section 2.4B, clause 1a, is part of the obligatory postpropedeutic programme, but may not be part of the minor programme. c. The student has partaken in the unit of study and corresponding test in the conventional manner. d. The student has taken part in at least two resits in case of a written test and a minimum of one resit in case of a test in the form of an assignment or participation.

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Clause 2.

The alternative form of assessment, with which the last education entity still open can be concluded, can have a maximum study load of 336 hours (12 EC)

Clause 3.

The alternative form of assessment, with which the last education entity still open can be concluded, is stipulated by the relevant module co-ordinator or the relevant expertise group, after approval by the Examinations Committee.

Clause 4a.

The subject of the assignment that replaces the unit of study should cover the topic of the unit of and can have no relation with the topic of the dissertation of the concerning student.

Clause 4b.

The student is free to determine where the assignment is executed and is entitled to make full use of the school’s facilities.

Clause 4c.

The student has the right to receive regular feedback during the time he/she works on the assignment. The student is only entitled to supervision during school weeks.

Clause 5a.

In the case that the last remaining education entity concerns the Year 2 Progress Test, the following conditions apply: The student must have the minimum level of having passed the Year 1 Progress Test; The student must have attempted the Year 2 Progress Test a minimum of 4 times; The student must have attained a minimum score of 5 for the Year 2 Progress Test.

Clause 5b.

The alternative form of assessment for the Year 2 Progress Test will be an oral examination, conducted by a panel of selected staff.

Clause 5c.

The results of the last attempted Progress Tests are used to determinative the selection of subjects which are questioned, the focus being those subjects in which the student scored poorly.

Clause 6.

The alternative form of assessment, with which the last education entity still open can be concluded, a written request must be submitted to the Examinations Committee.

Clause 7.

Sufficient evaluation gives a 5,5 grade for the unit of study. In case of an insufficient evaluation the previous assessment of the unit of study is maintained.

Clause 8.

If a student chooses to opt for an alternative form of assessment for the completion of an educational entity in the AD programme, and then goes on to study in the BBA programme, they have no further opportunity within the BBA programme to request an alternative form of assessment for another educational entity.

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Article 3

Force majeure with written or oral test

Clause 1.

When a student has partaken in a test, it is no longer possible to invoke force majeure regarding that test.

Clause 2.

When a student is unable to partake in a written or oral test because of force majeure, the enrolment regarding that test expires. This means the student does not forfeit a test opportunity.

Clause 3.

A request to maintain the opportunity to take the test due to force majeure needs to be made to the examination committee within 5 school days after the date of the test where the request of force majeure is concerned.

Clause 4.

In the in art.3, clause 3 named request, the student needs to submit written proof for force majeure. The student also needs to comply with the condition that the student has notified the Front Office of the program of his/her absence that same day.

Clause 5.

In order to be considered for the force majeure arrangement for making an assignment, contact must be made with the coordinator of the concerning unit of study prior to the deadline. The coordinator will come up with a temporary arrangement with the student and notifies the examination committee’s secretary. The secretary will assess whether the temporary arrangement can be converted to a definitive arrangement or if this needs to be placed on the agenda for the next meeting of the examination committee.

Article 4

Force majeure concerning participation

Clause 1.

The student has the possibility to hand in a request with the coordinator of the unit of study for a compensation assignment for missed participation, when there are circumstances that the student cannot be held accountable for (force majeure).

Clause 2.

In order to be considered for the force majeure arrangement for making a compensation assignment one needs to comply with the following conditions: - The student has notified the Front Office of the secretariat International Leisure Management of his/her absence that same day. - All missed obligatory activities within the concerning component of the unit of study because of force majeure, will be assessed by the coordinator of the concerning unit of study. - The student participated in remaining meetings. - The student should come up with written proof for force majeure.

Clause 3.

The request for a replacement assignment can only be submitted after the final week of the concerning unit of study and has to be in the possession of the coordinator of the unit within 4 school weeks after the last day of the period in which the unit of study was offered.

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Clause 4.

The coordinator of the unit of study determines, possibly in consultation with the relevant teacher or tutor, the content and execution of the compensation assignment.

Clause 5.

The compensation assignment needs to replace the content of the missed obligatory part and be equivalent in work load to the missed obligatory parts.

Clause 6.

Compensation assignments belonging to one of the first three module periods in a certain programme year have to be handed in and assessed the same programme year. Compensation assignments belonging to the fourth module period have to be handed in before the 14th of August and must be assessed within one week.

Clause 7.

The coordinator of the concerned unit of study is responsible for determining whether the assignment meets the set criteria. If the assignment is assessed as satisfactory, the coordinator of the concerned unit of study will grant the participation credits.

Clause 8.

In case of absence of a specific course, other than pbl and/or assignment supervision, one can read ‘concerning course teacher’ instead of ‘coordinator of unit of study’ in this article.

Clause 9.

In the case that student and coordinator of the unit of study, the concerning course teacher respectively, have no clear judgement on whether or not there was force majeure, the student can direct a request to the examination committee again within 4 weeks after the last day of the period in which the unit of study was offered.

Article 5

Second assessment

Clause 1.

Students that wish for their assignment to be considered for a second assessment, be it individually or as a group, can submit a written request to the examination committee’s secretary. In case the request for a second assessment is done by one student, when the assignment has been made by two or more students, the altered result will only apply to the student who submitted the request. The other students will no longer be eligible.

Clause 2.

The request, stated under clause 1, has to be in the secretary’s possession within 6 school weeks after publication of the definitive results of the concerning unit of study. Requests submitted after that date will not be processed.

Clause 3

The secretary will, in deliberation with the study management, appoint a second assessor whose evaluation is binding. The result of the second assessment has to be submitted to the secretary within 10 school days. The examination committee secretary will inform the student of the result.

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Article 6

Certificates

Clause 1.

Students who have registered for the propedeutic phase, who have completed the propedeutic phase and wish to receive their Foundation Year Degree Certificate have to submit a request to the examination committee. After receiving the request the examination committee will inspect the student’s credits and issue the Foundation Year Degree Certificate. The format for requests can be found on the appropriate, by the examination committee generated, pages on Blackboard.

Clause 2.

Students who have an exemption for the propaedeutic phase will not receive a Foundation Year Degree Certificate.

Clause 3.

Students who have finished the complete course satisfactorily, have to make a request in order to receive the Certificate of Associate Degree of Business Administration in Leisure Management, respectively the Certificate of Bachelor of Business Administration in Leisure Management

Clause 4.

Students who wish to graduate need to submit a request to the examination committee secretary, at least 14 days prior to the desired graduation date. The request will be reviewed by the examination committee. The format for the request can be found on the appropriate, by the examination committee generated, page on Blackboard.

Clause 5.

Students can graduate every month on the dates that have been made public on the Blackboard page of the Examination Committee at the start of the Academic year.

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Appendix E Grading Table - explanation A grading table provides the statistical distribution of possible grades for a programme. The grading system used at Stenden Hogeschool (University of Applied Sciences) is a number in the range 1.0 to 10.0, 5.5 being the lowest pass grade. The grading table will only consider pass grades and is based on all grades from the past three years. A grading table is created for each program separately and is updated annually. An example of a grading table is shown below. Grade Count Percentile Cumulative 10

20

1%

1%

9.5

68

2%

2%

9

175

5%

7%

8.5

295

8%

14%

8

592

15%

30%

7.5

595

15%

45%

7

710

18%

63%

6.5

515

13%

77%

6

570

15%

91%

5.5

340

9%

100%

Total 3880 In words: an 8.5 score is in the top 14% of all students in this programme. The percentile can be used to interpret the grade of a student independently of the grading system used. When a Stenden grade needs to be compared (or even converted) to a grade from another university with another grading system a Grading Table of the programme from the other university is required. Example: Below is a grading table of a university involved in an exchange program. A student has Stenden grade 8, the corresponding cumulative percentile is 30%. The best match in the table below is the 28% percentile which translates to ©. Grade

percentile Cumulative

β

1%

1%

¥

4%

5%

©

23%

28%

‡

45%

73%

§

27%

100%

Please note: a separate Grading Table is required for each programme. 70