Leisure Management. Study guide (Leisure Management) Stenden university Rengerslaan 8 Postbus CG Leeuwarden

Leisure Management (Leisure Management) Study guide 2011 -2012 Stenden university Rengerslaan 8 Postbus 1298 8900 CG Leeuwarden General Programme T...
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Leisure Management (Leisure Management)

Study guide 2011 -2012

Stenden university Rengerslaan 8 Postbus 1298 8900 CG Leeuwarden

General Programme Telephone : +31(0)58 244 14 41 Email : [email protected]

Telephone : +31(0)58 244 13 63/383 Fax : + 31(0)58 244 15 05

Vastgesteld door het College van Bestuur Stenden Hogeschool 21 juli 2011

Foreword Welcome to the Leisure Management programme!

You have chosen to follow a programme that will prepare you for a job in a fascinating industry that spans recreation, tourism, art and culture, sports and the media. The leisure sector generates no fewer than 400,000 jobs and € 37 billion in turnover and therefore has a very significant place in the economy. It is a potential growth sector. The consumer is placing increasingly stringent demands on leisure time spending. This calls for the further professionalisation of the Leisure Manager. The Leisure Management programme’s mission states that we wish to bring out the best in you. “Leisure Management offers a challenging education with international experience that trains entrepreneurial students to become commercial and creative directors for the leisure industry in the framework of a sustainable philosophy.” We do this based on the vision: “Serving to improve the Quality of life”. This study guide will help you through the School and the programme, and offers important information on the educational policy, the curriculum, the module examination regulations, and the content of the modules. In addition, this is also an introduction to Stenden University. We are an enterprising, intercultural and international University of Applied Sciences. We pay close attention to norms and values, and to ethical issues that are relevant to the university. This will become evident in the programme and in the attention that our lecturers will dedicate to you throughout your study career. We wish you a pleasant and successful academic year! Wim Bok (Team Leader)

CONTENT

1 General information on the Leisure Management programme This study guide contains information on the programme and also includes a description of the structure of the study and the supporting facilities. You can find information here on, among other things, personal coaching the educational and Examination regulations. The study guide is formally referred to as: the Students‟ Charter Part 2. The Students‟ Charter Part 1 contains information that does not only apply to your programme, but to the whole of the university of applied sciences. It contains all the regulations with the student‟s rights and obligations, such as: the Registration Regulations, the Study Advice Regulations, the Central Examination Regulations, the Participation Regulations, the House Rules, the Complaint Regulations, the Appeal Board Regulations, etc. Part 1 is available on the Intranet and the Internet. 1.1 Basic Principles Fout! Bladwijzer niet gedefinieerd.Learning is an active process Learning is to be understood as: trying something out, making mistakes, and looking for alternatives. Information and experience, and relating the theory and the practice. In short: learning is an active process. This is the basic principle of the education offered at Stenden university. To implement the principal of active learning in its educational programmes, Stenden university has opted for modular, theme-based and Problem-based Education. Modular and theme-based education An academic year consists of four modules of nine weeks each. Each module deals with one central theme. The theme is studied from the perspective of a number of different angles and domains. The student‟s acquired knowledge and skills are tested in the course of the module or at the end of it. Problem-based learning (PBL) Each PBL group consisting of approximately 12 students meet twice a week to work on the tasks or cases under the supervision of a tutor (lecturer). The tasks deal with problems (subjects) in the professional practice. The students approach the task work in a systematic way. Following a thorough analysis, they draw up an action plan, after which they seek the additional information (self-study) needed to be able to solve the problem. The information is available in, for example, the Library, on the Internet or from people operating in the industry. The results are discussed in the group at the next PBL meeting and a new task is started. The PBL meetings are led by a chairperson and all agreements are recorded by the minutes secretary. The latter two positions are always occupied by the students themselves. In principle, the PBL groups are regrouped for each new module. The tasks become bigger in scope and the level elevated during the course of the programme. In addition, the students also work with case-based education in the second year of study. Besides the PBL meetings, the students are also required to attend lectures, tutorials and seminars to support the processing of the learning material. Stenden strives to maintain a ratio of one contact hour to two to three self-study hours. In addition, the preferred work method is for the students to work in small groups on assignments that match the module theme during the course of the modules. Propaedeutic Phase (1st year) The first year is an orientational study of the leisure market and service management in general. The students are given an impression of the scope of the industry and all the different companies that play a role in it. The main focus of the work is on the operational aspects of the companies. A further additional and integrated aspect of the first-year programme is that the student is required to cooperate with other students to set up a student company. The purpose of the student company is for the student to gain experience in a number of aspects of entrepreneurship. Starting in 2010, the modules will be composed of so-called building blocks. The building block system will be implemented step by step, starting with the first year. The building blocks are units of educational content of a minimum of three ECTS each that are offered in the module in the most integrated way possible. A distinction is drawn between generic, domain-specific and programme-specific building blocks. Post Propaedeutic Phase (second to fourth years) In the second year, the leisure market is viewed from a tactical management perspective. The student performs the different management roles under supervision. Strategic thinking is the main focus in the third year. The programme places growing demands in terms of independence and personal responsibility on the student as he progresses through the programme. Graduation Phase (fourth year) The focus in this year is on the industrial placement (7 months) and the graduation assignment.

Fout! Bladwijzer niet gedefinieerd.1.2 Organisation of the Leisure Management Programme 1.2.1 General Identity and Mission of the Institute The aim of the Leisure Management programme is to train young people to become managers and professionals that will be able to perform as enterprising generalists with an (intercultural and international) orientation in service companies and organisations; both for-profit and not-for-profit. By studying the programme, our graduates will be able to do innovative and boundary-shifting work in service organisations. The programme opted in favour of modular, theme-based education and problem-based learning, whereby a great deal of attention is also given to care for the individual student. The care is expressed in the personal coaching given to the student during the course of the programme. CareFout! Bladwijzer niet gedefinieerd. (for and by the students) We would like to set an example as a service organisation. We do this by actively encouraging our students to help provide form and substance to the educational programme and we actively support organisations that represent our students‟ interests, such as student associations. In addition, we also offer our students personal coaching throughout their study careers. By acting as co-producers of our service provision activities, the students help to determine the quality of our education. By doing so, we enable the students to take personal responsibility in the service provision processes, as well as in their personal and social formation. Care (for and by the lecturers) The Leisure Management programme offers its staff opportunities to study and develop further and also fulfils the conditions for an optimal working atmosphere and service provision. The members of staff mutually treat one another internally as guests. Our mutual service provision activities are thereby based on standards and norms that play a role in the evaluation of the quality of our services, namely: our willingness to offer our services, our reliability, our problem-solving capacity, our care for and involvement in mankind and the world in general and in particular, the service provision for our guests: the students. Programme Committee Each programme has its own Programme Committee with its main task being the content of the educational programme. They provide advice to the direction on the substance of the educational programmes. The Programme Committee assesses, among other things, the educational and examination regulations. This committee is also composed of staff and students. Leisure Management Students‟ Council (Stura) The Students‟ Council (Stura Leisure Management) is an official body in Stenden university with the aim of resolving all prevalent programme-specific problems. In addition, the council also contributes to the good understanding between all the different people and bodies in the institute. Stura is for our students and the council is exclusively represented by students. The council is composed of representatives of all the different study years. The council holds weekly meetings at different levels to discuss urgent and / or current issues. This also includes consultations with the board. The latter consultation is held once per module period. Complaints / suggestions about examinations, (module) organisation, study subject matters or lecturers can be reported to Stura verbally, by telephone and in writing. All matters concerning organisation and content are discussed in all the different consultation groups / advisory bodies. Stura‟s delegates are responsible for the students‟ interests in those bodies. The programme endeavours to integrate the students‟ interests in its daily business. It also maintains contact with other Sturas and associations. That contact offers us a clear overview of the issues that are prevalent amongst our students. The collaboration enables us to not only act on behalf of the individual student, but also to our students collectively. Student representation offers a great deal of variety and learning experiences that can subsequently be useful in the graduate‟s profession in the industry. Stura can be contacted as follows: Email: [email protected] Advisory Board The Institute has a joint Advisory Board for the programmes, Leisure Management and Tourism Management. The aim of the Advisory Board is to provide solicited and unsolicited advice to the management in the fields of education, research and external service provision.

Composition of the International Tourism Management Advisory Board: Mr . K. van Bo eckel Plan Ned er lan d Mr . L.J. D‟Am o r e IIPT Mr . A.T. van Eijk Tr avel Co u n sello r s Ned er lan d BV Mr . R. Er m er s SRC Cu lt u u r vakan t ies Ms. R. Gr o en eveld -d e Gr aaf Ho llan d Casin o Mr . J.K. Jan ssen Fo n d s Du u r Saam Mr . T. Har t o g Akt iva To u r s Pr o f . D. Ho lo cek Mich ig an St at e Un iver sit y Dep ar t m en t o f Co m m u n it y, Ag r icu lt u r e, Recr eat io n an d Reso u r ce St u d ies Mr . W. Ho n d iu s Tr an savia Ms. I. St r o u ken Ned er lan d s Cen t r u m vo o r Vo lkscu lt u u r Mr . S. Tijsm a Pr o vin sje Fr yslân Ms. R. Waale Keu n st w u r k Ms. L. Wein an s (Ch air ) Bal-lo r ig Mr . J.R. Yb em a HISWA Mr . J. Bo elen s Bew eg in g scen t r u m Dr ach t en Secretariat The secretariat plays an important supporting role for the management, the staff, the coordinators and the lecturers. The secretariat consists of the following positions: Executive secretary Secretary Administrative support ESO (Educational Support Organisation) ESO is responsible for the educational development and organisation of Stenden university‟s programmes. ESO does this in collaboration with the programmes. By bundling Stenden university‟s supporting expertise into a single organisation, ESO is able to play an important directing role in the professional support of Stenden university‟s core processes. ESO has formulated the following mission for itself: Inspiring staff department that provides high-quality integral services to the Stenden community ESO has formulated the following goals:

We want to support the education and educational development at Stenden university in an excellent way, to ensure that the programmes will be able to provide the students with an excellent education. We want to consolidate and further professionalize the cooperation between ESO and the programmes. We let the pillars of our identity concept guide our culture, management, leadership development and HRM policy. We want to steer on processes. We want to promote the professionalism and motivation of ESO staff. Place in the organisation The central focus in Stenden is on the student and student satisfaction. ESO plays an important directing role in the professional support of the educational processes at Stenden that contribute to this focus. The support is focused on educational development, the educational organisation and student support. All three of the latter components were amalgamated in ESO in order to establish the ideal base for operational and educational excellence. ESO is co-responsible for the creation of the optimal conditions for the accreditation worthiness of our programmes. ESO consists of seven centres: Educational Technology Centre, Quality Centre, Library & Knowledge Centre, Student Career Centre, Information & Registration Centre, Planning Centre and the Student Mobility Centre. Head of School and Dean The head of School is Falco de Klerk Wolters. He is ultimately responsible for the content and organisation of the School of Leisure and Tourism Management under which the Leisure Management programme also falls. The dean of the

programme is responsible for the day-to-day management of the programme. The dean and the team leader(s) are responsible for: the daily organisation of the programme the content of the programme (the curriculum) the personnel policy the financial policy the quality policy Team Leader The Dean Leisure Management is supported by a team leader: He or she is jointly responsible with the dean for the curriculum and the direction of the team. Consultative structures Stenden University uses the following consultative forms: s’ meetings This refers to the meetings of the deans of all the different management programmes. This meeting is held regularly with the aim of coordinating communal, programme-transcending issues. Meetings of the dean and the team leader These meetings are held once a week to discuss the daily course of events in the programme. meetings The Leisure Management team meets at least twice per module to discuss educational matters. ther consultative forms The other consultative forms are: - The Programme Committee (PC); - The Student Council (STURA); - The Examination Committee; - The Quality Committee - The Internationalisation Committee; - The Advisory Board. The dean is always directly or indirectly involved in all of these types of meetings. There are also a number of other types of meetings, such as the meetings within the disciplines, the expertise groups, work meetings between the educational coordinators and the lecturers, meetings of the module coordinators, and other meetings related to the primary process. Fout! Bladwijzer niet gedefinieerd.Module Evaluation The students can influence the form, content and execution of any given module both before, during and after having followed the module. This is done in advance in the sense that two students always attend the meetings of the module planning group that is responsible for the development of the module in question. During the course of the module, the students and their tutor evaluate the progress in the PBL group after each PBL meeting. At the end of each module, each PBL group fills in an open evaluation form in which the group is requested to give their (positive) critical input. Students are used as student evaluators for all new modules. The student evaluators are responsible for updating an extensive evaluation form throughout the course of the module and participate in a panel discussion with, among others, the module coordinators after the completion of the module. The purpose of the panel discussion is to assess the need for essential revisions to the module. Fout! Bladwijzer niet gedefinieerd.Other evaluations The students are involved in a number of other evaluations: the propaedeutic phase and the post propaedeutic phase survey about the educational programme and the organisation in general, the industrial placement survey about the placement company, placement supervision and the graduation assignment and the graduate surveys about the companies / organisations where the students are employed after graduating from their programmes and where they can air their views after the completion of the programme.

1.2.2 Quality Assurance

The Leisure Management programme attaches substantial value to assuring a high-quality education. A quality committee was set up in the framework of educational renewal and development to assess all the products that are developed and to assign a ‘quality mark’. The opinion of the students, who are actually benefiting from the education, plays an important role in the quality assessments. The students are actively involved in Quality Assurance in a number of different ways, but in particular through the use of a number of different types of educational evaluations. Assurance of the educational quality is recorded in (among other places) Stenden University’s educational evaluation plan. As of September 2011, the quality committee will be converted into a curriculum committee. The committee, which will be chaired by the dean of the programme, will have the character of a steering group. It will actively steer based on development and quality improvement. In addition, the programme committee (also see §2C.1.2) will also supervise the quality of the programme as an independent body. 1.2.3 InternationalizationFout! Bladwijzer niet gedefinieerd. Internationalization plays an important role in the programme, because of the: International orientation of the programmes Professional perspectives for the student Position of the graduates in the employment market All programmes maintain contact with institutions abroad. The contact is formally recorded in partnerships and exchange programmes for students, as well as for lecturers. The programme coordinates all the international exchange programme activities through the Internationalization Consultation body. The contact person is Mrs D. Middelbrink, [email protected] Fout! Bladwijzer niet gedefinieerd.Fout! Bladwijzer niet gedefinieerd.Fout! Bladwijzer niet gedefinieerd.Exchange programmes The European Union launched two new programmes in 1995: SOCRATES (international cooperation in education: exchange study) and LEONARDO (international cooperation in professional programmes: industrial placements). Students can make use of a student grant from ERASMUS/ SOCRATES/ LEONARDO to participate in European Union exchange programmes. The programmes cover a period of a minimum of three months and a maximum of one year of study. The purpose of the grant to subsidize the student‟s extra costs incurred by the stay abroad, for example, for a language course or accommodation and the grant can be applied for by the coordinating lecturer. There is no absolute set amount for the grant. The student is entitled to keep his or her basic study financing and the tuition fees only need to be paid once to the home institution. The descriptions of the exchange programmes are available in this study guide under the information on the elective programme. Stenden university offers more than thirty opportunities to participate in international exchange programmes. It is in contact with universities and universities of applied sciences in the following countries: Great Britain, Germany, Spain, Austria, Sweden, France, Finland, Norway, Poland, Denmark, the United States of America, Australia and New Zealand. More detailed information is available at the information meetings and from the exchange coordinator: Mrs D. Middelbrink, [email protected] Fout! Bladwijzer niet gedefinieerd.International industrial placements A relatively high number of Leisure Management students do their industrial placements abroad. By doing so, the students gain experience of other cultures and they also acquire international knowledge in Leisure and Tourism Management. Leisure Management placements are available in the following locations: Bali, Belgium, Germany, England, France, the Dutch Antilles, South Africa, Suriname and the United States. A complete overview of international placement is published on ELO.

1.2.3a Interculturalization in Leisure Management One of the competencies Stenden university considers important is intercultural sensitivity, which is also referred to as intercultural competency. Intercultural competency is important in an educational setting for at least two reasons: Firstly, you need to be prepared for the work situations that are increasingly becoming intercultural and international. In the Netherlands, for example, the professional population has become very diverse over the years, especially as a result of the removal of the borders within Europe. This makes it easier to come and work in the Netherlands and for the Dutch to go and work elsewhere in Europe. It is also important to be aware of the fact that a job that needs to be done may be interpreted differently by different people and cultures. If you are not aware of the possibility of this happening, you might become irritated by working with people from different cultural backgrounds as a consequence of mutual misunderstandings. Secondly, both the student populations and the personnel populations are becoming increasingly diverse at universities of applied sciences. Most universities of applied sciences are today populated by people from different cultures. If you are doing an educational programme with an interactive character, you will invariably be required to collaborate with students from different cultural backgrounds. Communication and interpersonal skills are essential in those circumstances. Stenden has established an interculturalization plan to create awareness of and to further

develop intercultural competency in the institute. You could, for example, participate by, for example, coaching new foreign students in the initial weeks of the programme (Buddy Programme; Mieke v.d.Leij). 1.2.4 Study opportunities for internal internationalization The basic programme of the main phase of the Leisure Management programme also offers opportunities for international orientation. a. Compulsory modules (component of the major programme) The following educational modules in the Leisure Management programme are offered in English and allow the student to study international developments: Sports, Arts & Events Strategic Management b. Elective modules (minorsFout! Bladwijzer niet gedefinieerd.) Stenden university also offers an extensive number of English elective modules (minors). The complete and current overview of all the minors offered at Stenden university is available on CHNet, under Index, and „M‟ for Minors. c. English Stream It is also possible to do the Leisure Management programme in English. The Dutch and English language programmes are substantively equivalent. The students will follow the English language educational modules in the Dutch language fulltime programme at the same time. 1.2.5 Foreign exchange students The number of foreign exchange students that study at Stenden university for a specific period of time is growing. A wide range of extra activities are organised for them to ensure that they will enjoy their stay at Stenden in the Netherlands. Besides the coordinators of the applicable exchange programmes, the students themselves are also responsible for helping and guiding the exchange students. In principle, the exchange students can follow all the English-language modules offered in the programme. The International OfficeFout! Bladwijzer niet gedefinieerd. (IO) edits the International Programme and also publishes it. The IO (see 3.1.4.) is the administrative organiser. The IO is also responsible for accommodation, which starts with a completed Application Form. International Students Buddies ‘The Buddies’ was set up to assist international students upon their arrival in Leeuwarden. The idea is for a number of students, working under the leadership of Mieke van der Leij, to await the incoming students with their house keys and a food parcel. The Buddies assist the international students with their bank affairs, the aliens police, the post office, shopping and also in getting to know the university (computer locations, canteen, library, timetable, etc.). Dutch students are emphatically asked to sign up with Ron Hekman to take part in the Buddies system. Fout! Bladwijzer niet gedefinieerd.Reception Committee for Foreign Students (RCFS) The Reception Committee for Foreign Students is a unit of the Faculty Internationalization Consultation, which is responsible for the primary care and introduction of the foreign students that study at Stenden university for short or longer periods. The RCFS also holds the chair of the Foreign Relations Committee, which is responsible for the social counselling of the students during their time at Stenden university. Lecturers that are expecting foreign students through an exchange programme are required to contact the committee at an early stage to prepare the introduction programme. The main goal of the Foreign Relations Committee is to improve the contact between the members of the student associations and the foreign students and between the foreign students themselves. All foreign students can become members of the Foreign Relations Committee. Membership offers them admission to all the activities of the three above-mentioned student associations and their pubs. In addition, the Foreign Relations Committee offers them a number of activities: An introductory programme to get to know Leeuwarden and student life in Leeuwarden A number of excursions and other activities (sometimes cultural, other times purely for fun) A farewell party at the end of each semester Membership of the Foreign Relations Committee costs € 30 for half a year. Experience has revealed that members of the Foreign Relations Committee have plenty to do! Hestia International Lounge

Hestia occupies two adjoining houses on the Dokkumertrekweg and is intended as a meeting place for students of all nationalities outside class hours. Hestia is the Greek goddess of the hearth fire that presides over domestic life and also symbolises the alliance between the metropolis and smaller settlements. Hestia aims to be a home away from home for all students and is run and managed by a supervised group of four students, who live there at a reduced rent. These four students organise a number of different activities ranging from film evenings to a celebration of the Chinese Spring Festival. They are assisted by members of the Culture Club. It was also recently decided to extend membership and the activities of Hestia to include representatives of the student associations, Leeuwarden StudieStad and FREC. The idea is to combine efforts and to produce a Newsletter and publications on their own website. The lounge is open from Monday to Friday from 10.00-19.00 hours and on the weekend from 13.00-20.00 hours. Website: http://www.hestialounge.nl/ Email: [email protected] 1.2.6 Master‟s programmes for Leisure Management students Graduates of Leisure Management, Tourism Management, Hotel Management School and International Hospitality Management (and the related Eurocourse and Short Track programmes) can follow the Master‟s programmes offered by Stenden university‟s School of Graduate Studies. The programmes are both profession and academically oriented and offer participating graduates the opportunity to deepen their knowledge and improve their (international) career perspectives. A Master‟s degree increases the graduate‟s value in the employment market, especially in view of the introduction of the Bachelor-Master structure in the Netherlands. Stenden university Master‟s programmes have a shared section that is compulsory for all participants. This is supplemented with specializations in the different industries which we train for. The total scope of the Master‟s programmes is 1,680 hours (1,800 hours including the field trip and London Metropolitan University MA degree) divided over four module periods from September to September. The following programmes are offered: • Master in International Leisure and Tourism Studies (MILTS) • Master in Service Management (MISM) All programmes are accredited by the London Metropolitan University, which means that the quality of the programme must be in compliance with the standards of that university. Once the programme has been completed successfully and all modules have been passed, the graduate will receive a British Master of Arts degree. Successful completion of part of the programme could yield a Post Graduate Certificate or a Post Graduate Diploma. Stenden university is one of the first universities of applied sciences to also acquire Dutch accreditations for the Master‟s programmes in the aforementioned fields. This means that the programmes are registered with CROHO. This means that Stenden university is one of the first Higher Professional Education institute in the Netherlands to be able to offer complete and accredited BA-MA programmes in those professional fields! The website, www.stenden.com, offers a concise overview of the Master‟s programmes and the registration procedures. Master‟s programme in International Leisure and Tourism Studies The one-year Master‟s programme in International Leisure and Tourism Studies (MILTS) is a direct continuation of the Leisure Management and Tourism Management programme. As in the case of the other three Master‟s programmes, the formation of moral leadership is also a key concept here. The concept covers aspects such as making morally accountable decisions when weighing up private, public and personal values and interests. The MILTS programme endeavours to supply in the international demand for experts with the necessary competencies to create a bridge between the national level and the local level of the community and that can play a role in the coordination of the developments in leisure and tourism at both regional and local level. The programme gives a central place to the importance of leisure and tourism for the community. This explains the amount of attention given in the programme to issues such as Sustainable Development, Quality of Life, Policy and Planning (for the public and semi-public sectors) and research. Other focal points related to the basic principles of sustainable development include a holistic, interdisciplinary approach with contributions from the disciplines of philosophy, sociology, geography, anthropology, economics, policy and planning and research. The programme emphasizes the fact that accountable decisions are based on fair consideration of personal, social, community, natural and historical values with due respect for all the stakeholders. Finally, the programme has a strong international and intercultural character and is offered entirely in English. The group every year consists of approximately 20 students with a wide range of nationalities. Part of the programme (International Research Project (elective module, duration approximately 4-6 weeks) can be done abroad. For more detailed information on the programme, please contact: Klaske Hoekstra Secretary Stenden university School of Graduate Studies, Room 207, telephone +31(0)58-2441 442.

Contract Activities

Lumius says that man is nothing without knowledge, because he wants to develop himself. By thinking further, he can go further: His whole life long. Lumius identifies three stages in that process: The growth of knowledge, the transfer of knowledge, and the use of knowledge. Lumius concentrates on the transfer aspect with a strong base in growth thanks to Stenden as a knowledge resource. We also place a strong focus on the use of knowledge thanks to the network of government bodies and companies. But, as mentioned before, knowledge transfer is the key component. The way in which Lumius transfers its knowledge is determined by its three core values: inquisitive, inspiring and result oriented. Lumius is inquisitive about people. The curiosity is evident in the transfer of skills and knowledge, as a result of which people work with more substance. Lumius inspires, because our work is accessible, clear and engaging. But mainly because Lumius people can talk about their disciplines with inspiration. Lumius is result oriented: this is evident from the applicability of the solutions Lumius co-creates with its principals. At Lumius, you get knowledge that really takes you further. Lumius wants to help government bodies and businesses to cross the bridge and access new options and opportunities through its industries, Research, Consultancy and Training. The basic idea is to go further by thinking further. For more detailed information, please go to www.lumius.nl

1.2.8 Graduate Programme The Alumni NetworkFout! Bladwijzer niet gedefinieerd. The Alumni Network is the network for final-year students and the graduates of all the Stenden programmes, namely, Hotel Management, Leisure Management, Tourism Management, Personnel & Career Management, Small Business & Retail Management, Teacher Training for Primary Education and the Social Work and Creative Therapy programmes. The aim of the Alumni Network is to maintain structural contact between the graduates (alumni), the programmes and Stenden university. The Alumni Network helps to keep the alumni updated on the most recent developments in the industry, the programme and (career) developments of other alumni. On the other hand, it also keeps Stenden university up to date with respect to the development of alumni careers and the latest developments in the employment market. It also makes it possible for Stenden university to obtain feedback about its educational programmes. Alumni MagazineFout! Bladwijzer niet gedefinieerd. All members of the Alumni Network receive the Alumni Magazine a few times in the course of each academic year. The magazine is published specifically for the graduates of the above-mentioned programmes and it consists of articles about the graduates‟ careers, changes in the programmes, developments in the industry, and career and development tips. The alumni of the Leisure Management and Personnel & Career Management programmes also receive a list of the addresses and positions of all the alumni members once a year. Vacmail Free membership The members of the Alumni Network are final-year students and graduates. Final-year students can already become members during their industrial placement. Membership is free and there are no costs involved. For more detailed information, please contact the Alumni Network, telephone +31(0)58) 2441 398 or [email protected].

2 Educational and Examination Regulations of the Leisure Management programme Participation in minor programmes is subject to availability. 2A Educational Policy 2A.1 Definition of the education The Leisure Management programme targets management and policy positions in and for the leisure industry. The „Leisure Industry‟ can be subdivided into the following sectors: tourism, recreation, sport, art, culture, events and hospitality. The programme is registered in the Dutch Central Register for Higher Education programmes (Fout! Bladwijzer niet gedefinieerd.CROHO) under the number, 4438 fulltime. 2A.2 Educational Accountability 2A.2.1 Bachelor in Business Administration Domain (BBA) The programme prepares students for the Bachelor in Business Administration degree. In concise terms, this entails the following: Playing a role in the organisation and / or the socio-political environment. Working with people and groups in different organisational forms (structural and temporarily) with a focus on the specific environmental aspects (social, political, economic, industry and sector). Involved in the development and realization of the specific policy objectives of a given organisation, a focus on the relationships between organisations, networks and chains. Taking care that the processes take place in the right way and to ensure that the targeted results are achieved. Acquiring resources; contributing to the planning and organisation, and supervising production and / or service

provision processes; responsibility for quality standards and assurance, in terms of improvement, continuity and innovation. The following competencies define the framework of this domain within which the competencies fall: Higher Professional Education Domain Competencies Bachelor of Business Administration

1. Developing a vision of changes and trends in the external environment and developing relationships, networks and chains 2. Analysing policy issues, translating them into policy objectives and alternatives, and preparing for decision-making 5. Applying HRM based on the organisation‟s strategy 6. Setting up, controlling and improving business and organisational processes 7. Analysing and implementing the financial and legal aspects, internal processes and the business or organisational environment to consolidate interplay and coherence 8. Developing, implementing and evaluating a change process Stenden-wide Higher Professional Education Domain competencies 9. Social and communicative competency (interpersonal, organisation) 10. Self-steering competency (intrapersonal, leisure manager or professional) Specific LM competencies 3. Directing in networks 4. Initiating, creating and marketing products and services; independent and enterprising 2A.2.2 Higher Professional Education plan for programme qualificationsFout! Bladwijzer niet gedefinieerd. On 9 October 1997, the General Meeting of the Netherlands Association of Universities of Applied Sciences adopted a Higher Professional Education Programme Qualifications Plan applicable to all Higher Professional Education programmes. The purpose of the plan is to create a uniform conceptual framework for all matters concerning, for example, professional profiles and programme profiles. The plan applies to all initial Higher Professional Education programmes. The Sectoraal Advies College Hoger Economisch Onderwijs commissioned stocktaking enquiries into all Higher Economics Education programmes to determine what adaptations are needed to fulfil the requirements of the plan. In the spring of 1999, the National Programme Consultancy Leisure Management (LOO VTK) executed the assignment to recalibrate and test the professional and programme profiles of the Leisure Management programme against the general Higher Professional Education qualifications. A new profile was adopted in 2004 and the profile was rewritten within the Business Administration domain in 2006. The latest version appeared in 2009. 2A.2.3 Programme profilesFout! Bladwijzer niet gedefinieerd. The programme profile is derived from the professional profile of the Leisure Manager, which is determined in collaboration with representatives of the industry. The programme profile outlines the professional qualifications and the way in which they are approached. The shared national qualifications cover 70% of the total number of credits of the overall programme (240 credits). The qualifications are recognizable for the professional field, indicate a Higher Professional Education Bachelor‟s level and are future oriented. To be able to obtain a coherent view of the leisure manager, the professional qualifications were clustered into three segments. The segments were sub-classified into competency domains within which the competencies were amalgamated. A competency is a clustering of skills needed to be able to perform a clearly delineated professional task in a high-quality manner in a complex and unpredictable environment. The curriculum for Leisure Management displays a clear research line: orientation to the industry in Year 1, teaching company in Year 2 and 3, and the Bachelor‟s thesis research in Year 4.

2A.2.4 Competency Domains The 2004 profile works with a set of 21 competencies. The latest profile (2009) has reduced the number of competencies to the following 10 competencies: Developing a vision of changes and trends in the external environment and developing relationships, networks and chains Analysing policy issues, translating policy objectives and alternatives, and preparing for decision-making Directing in networks Initiating, creating and marketing products and services, independent and enterprising Applying HRM in the light of the organisational strategy Setting up, controlling and improving business and organisational processes Analysing and implementing the financial and legal aspects, internal processes and business and organisational environment to consolidate coherence and interplay Developing, implementing and evaluating a change process

Social and communicative competency (interpersonal, organisation) Self-steering competency (intrapersonal, leisure manager or professional) 2A.2.5 Vision of the relationship between programme and industryFout! Bladwijzer niet gedefinieerd. The Leisure Management programme dedicates a great deal of attention to practical and knowledge needed in the industries. Besides the obvious knowledge that the professional must have of the business of the industry, the professional must also have analytical and problem-solving thinking and acting skills. In addition, other noncognitive factors, such as perseverance, teamwork, creativity, initiative and reflection on personal skills and professional attitude also play an important role. The programme must pay due attention to those types of factors. For that reason, a problem and practically-oriented approach with the objectives and learning content needed for the subsequent professional practice are essential in the education. 2A.2.6 Vision of future developments Fout! Bladwijzer niet gedefinieerd. Important developments signalled in the different industries falling under the Leisure Management programme include: Quality Assurance in the field of economic service provision, financial-economic developments, internationalization, technological and related legal developments, automation and the growing attention to the environment. Those developments are covered in the expertise profiles, the programme profiles and in the educational learning outcomes. The Fout! Bladwijzer niet gedefinieerd.modular design of the educational programmes in the Leisure Management programme makes it possible to anticipate future developments in the industries flexibly to ensure that it is at all times possible to offer a current and contemporary educational programme. 2A.3 Approaches to learning and education 2A.3.1 Fout! Bladwijzer niet gedefinieerd.Vision of learning and education We use Problem-based Learning (=Fout! Bladwijzer niet gedefinieerd.PBL) in our programme. This educational approach puts the student‟s learning process in a central position and also makes a substantial call on an active attitude towards his or studies on the student‟s part. In this context, learning is viewed as a process of actively acquiring and processing information that relatively permanently changes the behaviour of the learner. The information may not only be cognitive, but may also have an affective or psychomotor character. In other words, problem-based learning is based on attitudes towards learning in the sense of information processing. It is also possible to distinguish between so-called primary and (more) secondary motives. The primary motives relate to the following: The individual student‟s responsibility for what and how he learns. An educational system that engages the students more actively in their work generally promotes the motivation to learn more than an educational system in which this is not the case. A different attitude to studying: this attitude could result in more independent work skills and personal responsibility. Students that have discovered that their knowledge is lacking, when confronted with a problem, will also be more inclined to keep their knowledge and skills up to par after the completion of their programme. It is important to be and to remain competent in dealing with problems that they might encounter (later) in their professional situations. In that regard, the concepts of independent work and personal responsibility during the programme also form a condition for a need for permanent education or "Fout! Bladwijzer niet gedefinieerd.lifelong learning". The following secondary motives play a role: •Social motive: working on PBL assignments in small teaching groups (PBL groups) promotes cooperation; •Educational-didactic motive: the problem-based work method „forces‟ students into a specific work rhythm, in contrast to, for example, the lecture-examination system; •Educational content and methodological motive: the problem-based educational approach (a) prevents learning irrelevant content by setting up an accountable choice of problems upfront, (b) promotes integration of various different disciplines, and (c) promotes not only the acquisition of knowledge and skills but also training in the use and application of the knowledge and skills. 2A.3.2 Fout! Bladwijzer niet gedefinieerd.Didactic Principles Educational institutions that wish to didactically shape their programmes based on their vision of the relationship between programme and industry, of future developments and of learning and teaching, as outlined above, must be aware of the tension field between the freedom of the PBL group, on the one hand, and the need to impose uniform learning outcomes on the students, on the other hand. Group education Fout! Bladwijzer niet gedefinieerd.only really comes into its own if the students are encouraged to show personal responsibility and initiative, and if that behaviour is duly respected. The PBL groups specifically and exhaustively deal with a number of less well defined issues such as cooperation, learning to formulate, solving problems, Fout! Bladwijzer niet gedefinieerd.Fout! Bladwijzer niet gedefinieerd.and making decisions. From a didactic perspective, the above is expressed in the learning objectives. The following points are defined in the learning objectives: a. The formulation of the problems that the students are required to work on in the learning process; b. The cognitive and social skills that the student needs to realize. The setting up of the educational situations must take the following primary conditions into account:

1. Activating prior knowledge. This condition relates to the student‟s starting situation; 2. Relationship to the practice by offering the students a context that approximates the future Fout! Bladwijzer niet gedefinieerd.professional practice as closely as possible; 3. Active anticipation of the knowledge on the part of the studentsFout! Bladwijzer niet gedefinieerd.. The above three conditions are expressed in the problem-based approach implicit in the educational arrangementFout! Bladwijzer niet gedefinieerd.. Learning based on problems can thereby be seen as a didactic system that motivates the student to discuss, study and apply knowledge. Problem-based learning recognizes and emphasizes the interactive aspects of learning. A good learning arrangement therefore comprises tasks and assignments that must be done in the PBL group, in two-person teams, and in Fout! Bladwijzer niet gedefinieerd.interactive work forms, such as in practicals and tutorials. Problem-based Learning fulfils the third condition if the students analyse the problem and acquire the knowledge in a systematic way and if it is based on fixed procedures during the learning process. Other, more secondary conditions that are essential for the successful progress of a problem-based learning process concern the following: 1. The student‟s own knowledge of problem-based learning prior to starting to study based on that system; 2. The student‟s personal collaborative skills when working with other students in PBL assignment groups under alternating chairpersonship; 3. The social and communicative skills of the supervising lecturers; 4. The mutual cooperation between the lecturers. The lecturers must agree on the problems that are constructed, the execution of the supervision task, and the way in which the study results and the programmes are evaluated. These conditions are also essential for the successful progress of a problem-based learning process. 2A.3.3 The role and responsibility of the student Students play an active role in the education in the Leisure Management programme. This is not only because they are required, to a great extent, to acquire and process information independently and actively in Problem-based Learning, but also because they are constantly challenged in the process to reflect on the learning and group processes they have undergone. In addition, the students are very routinely asked to contribute to the development and evaluation of the education with a view to direct and indirect quality improvement. This is expressed in, among other things, student participation in the module planning groups in which the educational programmes are developed, panel discussions with the cooperation of student evaluators, and the participation of the students in the consultation and decision-making structures. The design of the practical teaching and the design of the personal coaching system helps to stimulate the students to increasingly reflect on their personal attitudes, skills and future professional choices. 2A.3.4 The role and Fout! Bladwijzer niet gedefinieerd.responsibility of the lecturer The choice in favour of Problem-based Learning entails an essential change to the role and responsibility of the lecturer. The lecturer can, to a much greater extent in Problem-based Learning, be considered the manager of the learning processes than in traditional instruction-based learning systems. His work therefore also specifically comprises the four classical management functions: •The lecturers and their colleagues determine the goals of the educational programme within the predetermined framework of the (programme-specific) learning outcomes; •The lecturers prepare a plan of learning activities to be implemented by the students in accordance with the Problem-based learning concept; •The lecturers act as supervisors and stimulate and check that the students adequately fulfil the learning activities during the implementation of the educational programme; •The lecturers also hold routine tests to check whether the set outcomes are being fulfilled in an adequate way. This sets high requirements with respect to the lecturers‟ willingness to cooperate mutually, particularly during the development, the implementation, and the evaluation of the educational programme. The Problem-based learning context defines five „roles‟ based on which the lecturer must realize his tasks when working with students in PBL assignment groups. The lecturer functions as a constructor of problems, as a stimulator, as a process monitor, as an assessor, and as a professional specialist. In principle, it is assumed that those five roles can be united in a single person. 2A.4 Group PolicyFout! Bladwijzer niet gedefinieerd. Fout! Bladwijzer niet gedefinieerd.The organisation divides the students into PBL groups (per module period). In principle, the composition of the PBL group changes from one module period to the next. More detailed specifications of the group policy are available in the applicable module books.

Learning path counselling means that a group of students is bound to a permanent personal coach for the full duration of the programme. The students hold several individual and group meetings with the personal coach during the course of the academic year.

2A.5.1 Regular Test Dates 2011-2012

The test dates for the regular modules and elective modules are published in the Stenden University newspaper and on the Intranet.

2A. 6 Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour Hour

Educational hours 1 8.00 - 8.45 2 8.45 - 9.30 3 9.30 - 10.15 Break 4 10.30 - 11.15 5 11.15 - 12.00 6 12.00 - 12.45 7 12.45 - 13.30 8 13.30 - 14.15 9 14.15 - 15.00 Break 10 15.15 - 16.00 11 16.00 - 16.45 12 16.45 - 17.30 13 17.30 - 18.15 14 18.15 - 19.00 15 19.00 - 19.45 16 19.45 - 20.30 17 20.30 - 21.15

2A.7 Study planning A Higher Professional Education study demands a high level of independence on the part of the student. It entails, for example, that the student is personally responsible for his or her own time planning. Independence, effort and planning are as important for successful study progress as intelligence. Other important aspects that help to prepare the student for the practice include the study of professional literature and to work with other people. Good study planning means that you will find enough time for hobbies and student jobs alongside your actual studies.

2A.8 Binding Study Advice (BSA) (also see the “Study Advice Regulations in Part 1 of the Students’ Charter) The Examination Committee makes its conclusions about the student’s aptitudes, suitability for and choice of programme by the end of the first year of study. The Examination Committee then records the conclusions in writing in the form of a study recommendation. If the study recommendation is negative, it will be tied to a ‘rejection’. This is referred to as a ‘binding negative study recommendation’. The conditions for a positive study recommendation are: The student has earned the propaedeutic diploma at the end of his or her first year of registration or the student has earned the propaedeutic diploma at the end of his or her second year of registration, if he or she has received a conditional positive study recommendation at the end of the first year of registration. The conditions for a conditional positive study recommendation are: The student must have earned at least 42 credits for the propaedeutic phase by the end of the first year of registration (target date 31 August, first year of study); in addition, the student must also have fulfilled the module requirements for self-management. Credits earned through exemptions simply count as earned credits. If the student received a conditional positive recommendation at the end of the first year of registration, he or she must earn the 60 credits for the propaedeutic phase in the second year of registration (target date 31 August). If the student fails to fulfil the abovementioned conditions, he or she will receive a binding negative study recommendation and the

student will not be entitled to re-register for the Stenden University Leisure Management programme. Extraordinary circumstances will be taken into account in the study recommendation. The extraordinary circumstances must be reported to the academic career counsellor, the academic career coordinator of the programme and the student counselling office as soon as possible in both years. The student must hand in a request to the Examination Committee before 1 June, so that the extraordinary circumstance (which had already been reported to the other persons/institutions mentioned above) can be taken into account. NB: Students who enter the programme after September are required to earn an amended pass mark at the end of the current study programme year. This is a BSA pass mark of 2/3 of the maximum number of credits that can be earned. In other words, if you enter the programme halfway through the year and therefore can only earn a maximum of 18 credits, you will be required to earn at least 12 credits by the end of that year to be able to qualify for a positive recommendation.

2A.9 Changing Programmes / Switching

A limited number of students wish to change the programmes they are following at Stenden University. The information below is intended to explain the related procedure to those students and their academic career counsellors: 1. A student who wishes to change from one programme to another is required to first do an orientation to the new programme. To that end, he or she will be required to first contact the coordinator of learning track planning in the other programme. 2. After that, the student must contact the Leisure coordinator of learning track planning, Albert Eijkenaar, [email protected] to hold an exit interview. To that end, the student must take along a copy of the signed ‘Mutation Form’ (available from I-Study). 3. The student must also submit a copy of the signed form to the secretariat of his or her old programme. The secretariat will then transfer the student’s dossier to the new programme. The central administration will then produce a new student number and a new student card based on the mutation form. Next, the academic career coordinator of the student’s ‘old’ programme will notify the academic career counsellor. 4. Before starting his or her new programme, the student is required to contact the academic career coordinator / learning track planning coordinator of the new programme again to discuss the learning track of the new programme and to be allocated a place. The student will first discuss the application with the coordinator of the applicable module personally for approval, after which the student will write a letter to the Examination Committee with a request for exemption and for the approval of the applicable module coordinator. NB: The extended standard system (namely two Minors (30), placement (30)), below, applies to the applicable Senior Secondary Vocational Education 4 programmes designated by the Examination Committee. In other words, a maximum of 60 credits. Senior Secondary Vocational Education (Retail Long & Commercial Service Provision) Senior Secondary Hotel Management (MHS) / Facility Services Senior Secondary Tourism Management (MTRO) CIOS (Training Institute for Sports Instructors)

2A.10 CostsFout! Bladwijzer niet gedefinieerd.

The government determined tuition fees for 2011-2012 amount to € 1,713. The cost of the textbooks required in the first year amounts to approximately € 800. The cost of buying books is significantly lower in the main phase. Besides books, the student is also required to buy the module books for each new module: the total cost is approximately € 150. From the beginning of the 2011-2012 academic year, the Leisure Management programme will encourage students to buy tablet computers to promote sustainability and innovation. The students are free to decide whether to buy a tablet or not, but they will save a substantial amount in printing and book expenses if they decide to do so (by, among other things, buying cheaper eBooks). In the first year of study, the student participates in his or her own student company with the support of the foundation, Stichting Jong Ondernemen(Young Enterprise Foundation). The cost of learning materials and support from the aforementioned

foundation amounts to approximately € 60. In the first year of study, the student will take various field trips during the Leisure Life module, the cost of which will amount to approximately € 100. A multi-day excursion is organised by the Imagineering module during the second year of study, the cost of which amounts to approximately € 200.

2B

Programme curriculum

2B.1 Introduction The curriculum of the Leisure Management programme comprises a Service Management section and a course-specific section. Service Management forms an integral part of the course curriculum.

2B.1.1

Professional qualifications, programme profile

This aspect is covered in more detail in section 2A.

2B.1.2

Outcomes, final attainment levels, competencies

This aspect is covered in more detail in section 2A.

2B.1.3

Structure of the curriculum

A total of 60 credits are available each year. The curriculum of the Leisure Management programme comprises wide-ranging units. The curriculum works with full-time modules lasting 9 weeks. The study workload of the units for other activities vary. The study workload for the propaedeutic phase is 1680 hours (60 credits) whilst the study workload for the post-propaedeutic phase is 5040 hours (180 credits) (incl. the finals phase).

2B.1.4

Organisation of the curriculum

The Leisure Management curriculum has a propaedeutic phase lasting one year and a postpropaedeutic phase lasting three years. The last year is a consecutive work placement year in which the final thesis is also completed.

2B.2

Units in each phase

The primary purposes of the propaedeutic phase are orientation, forming a basis and selection/reference. Orientation means that a student must gain a good understanding in the propaedeutic phase of the programme that he/she will be following for 4 years. For that reason, the student‟s learning activities during the propaedeutic phase must be representative of the programme as a whole. The student must also be able to obtain a good impression in the propaedeutic year of his/her future industry, the players that operate in it and how they interact with one another. If the student has met the requirements of the propaedeutic phase (see also regulations for the propaedeutic phase), he/she will be issued with a propaedeutic certificate which will admit him/her to the post-propaedeutic phase of the programme. If the student has achieved the outcomes (knowledge, skills, professional attitude) of the curriculum of the propaedeutic phase, he/she will be well equipped to succeed when continuing the programme in the post-propaedeutic phase. At the end of the first year, the student will be advised whether or not to proceed with the programme based on his/her results. The student should already have spoken to his/her study path counsellor various times about his/her progress and should be able to draw conclusions based on the advice given and may know what would be a good alternative in the event that he/she is advised not to continue with the programme. The curriculum for the post-propaedeutic phase broadens and deepens the aspects of importance in the management of organizations in the industries for which the Leisure Management programme is preparing students. The student's personal development and education is also important because he/she may also be socially active. The second year is more or less based on the roles/positions that a Leisure Management professional might hold in the industry. This relates to all the primary processes with which the student may come into contact or need to manage in a future work

situation in leisure organizations. The third year focuses on “production”. The options included in the curriculum, as well as a long work placement in the fourth year, serve the aforementioned outcomes. If the student has met the requirements for the post-propaedeutic phase, a certificate for the programme will be awarded All second-year modules are compulsory modules. In the third year, 18 study weeks will be spent on compulsory modules and 18 on optional modules. The fourth year is a placement year in which the final thesis is also scheduled. Curriculum credits Credits can be earned each year. One credit represents a study workload of 28 hours. The entire programme therefore comprises 4 x 60 credits = 240 credits. The study workload relates to all educational learning activities undertaken. Lectures and tutorials, PBL meetings, self-study, introduction, study counselling, industrial orientation, tests, completing assignments, simulations, cases etc. are all included in the calculation of the study workload and hence are associated with the definition of credits. The 60 credits per year are divided over subject modules and other educational activities. Summary of the distribution of Leisure Management credits First year Second year Third year Introduction to Leisure Management Organisation & Management

9

HRM

12

Strategic Management

12

Fourth year Placement

9

Leisure Experience

9

12

Final thesis

17

Marketing and Leisure Leisure Life English

9

9

9 12

Event operations LeisureLAB Spanish

Leisure research module Minor

15 2

SLB2

3

Progress test

3

Management skills Written communication Progress test Total first year

3

SLB 3

3

3

Management skills

3

Minor Selfmanagement 2nd and 3rd year Free credit 3rd year Placement preparation Company presentations

Total second year

60

Total third year

60

Total fourth year

60

3 60

9 12

43

15

1 2 1

Graduation Cum Laude It is possible to graduate cum laude from the Leisure Management programme if the following conditions are met: The student must have passed every module with a mark of at least 8 (= 80% of the available marks in a module). In principle, the mark of 8 must be achieved at the first examination opportunity. The student must have written a thesis that is marked as cum laude by the thesis supervisor and the second examiner. The student takes the initiative to ask the Leisure Management examination committee to examine his/her desire to graduate cum laude. This request should be accompanied by a transcript of the average marks the student has achieved for the modules. This request should

be submitted to the Leisure Management examination committee no later than 2 months prior to the date of graduation.

2B.2.1 First year curriculum From academic year 2010-2011, Stenden will move further towards a points structure with building blocks. This means that all components of the programme are sub-divided into units of 3 EC. These “building blocks” are clustered in a module comprising 1 part of 12 EC. Each module is concluded with one examination in the form of a module assignment. During the first year, several study weeks are planned which can be used, among other things, for retakes of modules. Students can also use these study weeks for other educational activities. Module schedule for the first year of the Leisure Management programme. Schedule for the 1st year regular intake: Module 1

Module 2

Module 3

Module 4

Introduct ion to Leisure Managem ent

Organisation & Management

Marketing and Leisure

Leisure Life

English

English

English

English

Summe r period

*There is an exemption regulation for a number of MBO (senior secondary vocational education programmes. For further information please refer to Section 2C.3 of these regulations. Description of modules in the first year of the Leisure Management programme Comprehensive content and educational information about the modules can be found in the relevant module books. The information in the module book is binding in principle. Module 1: Introduction to Leisure Management Module co-ordinator : M. van Driel Credits : 9 Module type : compulsory General module outcome: The Introduction to Leisure Management (IVK) module is the first module in the Leisure Management programme. The module analyses leisure behaviour, explains changes to that behaviour, describes the various factors that affect it and looks at the various leisure sectors. The module forms the basis for the rest of the programme. Many aspects that are touched on during this module will be covered in more depth later in the programme. Module 2: Organisation & Management Module co-ordinator: Liesbeth Schellekens Credits: 9 Module type: compulsory

General module outcome: The Organisation & Management module is made up of the following components: -

Organisation Business economics: business administration Young Enterprise Management skills

The Organisation & Management component focuses on the following subjects; Environment and Organisation, People and Organisation, Structure and Organisation. There are all sorts of processes within an organisation that affect the quality of the organisation. Management, policy, strategy, organisational culture and environmental factors all affect the business results. A good manager knows what his core duties include. He can make that clear to his organisation. Knowledge of various theories of motivation and leadership styles help him in his own job and help him assess how the organization is functioning. Understanding of the organisation‟s mission and vision helps to illuminate the necessary organizational structure and culture. These and other theories are covered during the module. The module assignment is linked to the PBL subjects and relates to a company visit including an interview with a manager.

Module 3: Marketing Module co-ordinator Credits Module type

and Leisure : Roel de Vries : 9 : compulsory

General module outcome: When you talk about customer loyalty, there is always a provider and a buyer. The product or service must be offered in a responsible, clever way, and this is how the provider tries to gain the buyer‟s loyalty. To achieve this, the provider not only needs to know who his potential buyer is, where he is located and how much money he has or wants to spend, but above all also how old his buyer is, what income bracket he is in and what his job is. The provider must know and research what is going on in his buyer‟s head, how he is thinking, what influences him and how he makes decisions. Major subjects in this module are therefore marketing and consumer psychology. Module 4 : Module co-ordinators: : Credits : Module type :

Leisure Life Mijke Bos & Martin Groters 12 EC compulsory

General module outcome: The Leisure Life module focuses on the experience of the leisure industry. The key outcome of this module is: ‘to provide an insight into the individual leisure sectors and the current issues at play within these sectors in order to be able to manage and market trans-sectoral experiences'. This is covered in more depth by looking at a sector each week linked to a current issue. For instance, the open air recreation sector is linked with the increasing tension between nature and the environment, tourism is combined with looking at the increasing demand for authenticity and when the media sector is covered the ever increasing publication of data will also be studied. In addition to these five sector-specific issues, the Leisure Life module will also cover three issues that touch on all sectors, namely sustainability (people, planet, prosperity), identity and quality of life & happiness. The in-depth study enables the student to develop a critical view of his/her own leisure time. An individual study, Leisure in my Life, is used to chart and analyse the student‟s own leisure

time. The module is concluded with a qualitative study, Leisure in my Society, in which the student takes a leisure sector of his/her choice (tourism, recreation, art and culture, media or sport) and poses his/her own learning question about it. Work visits and (guest) lectures take place during the week. In view of the large number of work visits and a number of work visits that the student will organise of his/her own accord, the student should expect to have to make a contribution of around EUR 50.00 for the entire module. Self-management Credits must be achieved for the self-management component in the first, second and third years. Please refer to the relevant section for information about the content. Modern foreign language Spanish Module co-ordinators: English :Dinie Middelbrink [email protected] Spanish : Year: English 1st and 3rd years Spanish 2nd year Credits: 12 year 1 (English) 12 year 2 (Spanish) Module type : compulsory Desired prior knowledge: : English B2 English and Spanish are offered in the modern languages modules in the first two years. Another English module follows in the third year. The language levels are specified in accordance with the European language level guidelines in the Common European Framework of References (CEFR) A1 & A2 (basic language user) B1 & B2 (independent language user) C1 & C2 (proficient language user) The language modules are not integrated into the module and are assessed separately. English: English is compulsory for every student in the first and third years. Spanish We start at 0-level and after 4 modules you will have reached A2 Level of the Ccommon European Framework of Reference. That means that you will be able to communicate in everyday and routine situations. In the first module you will learn to ask for and give personal information about yourself and your family. In the second module, you will learn to talk about your daily routines, things you like and don‟t like and you will learn to ask for and give information about tourist accommodation, to check into a hotel and to go out for a meal. In module three, you learn to give directions and to make appointments and make phone calls. And finally, in module 4, you learn to talk about things that happened in the past and to go shopping. At the end of each module your language skills are tested with a written test, an oral exam and a listening test.

2B.2.2 Second year curriculum

Module 1

Module 2

Module 3

Module 4

HRM*

Leisure Experience

Event operations

LeisureLAB

Spanish

Spanish

Spanish

Spanish

*1

Summer period

In English

Description of second-year modules In the second year the student takes 4 compulsory modules. Comprehensive content and educational information about the modules can be found in the relevant module books. The information in the module book is binding in principle. HRM module Module co-ordinator : Credits : Module type : Desired prior knowledge: : Language :

Hilda Koops and vacancy 12 compulsory module the student has completed the first-year modules English

General module outcome: This module focuses on Human Resources Management. The material is grouped into the following themes: HRM process HRM recruiting and retaining HRM practice The HRM process component focuses on HRM strategy, HRM added value and recruitment & selection. The HRM recruiting and retaining component mainly concentrates on the importance of motivation and good people management. The HRM practice component centres on the interview cycle and formation of groups. The HRM process and HRM recruiting and retaining components are given in English. The HRM practice component is part of the Event line and will be offered in both Dutch and English. Leisure Experience module Module co-ordinator : Credits : Module type : Desired prior knowledge :

Theo de Jong 9 compulsory module the student has completed the first-year modules

General module outcome: This module analyses the experience economy and explains the shift from the marketing economy to the experience economy. The module provides tips that will enable the student to create an experience him/herself. Leisure Experience is primarily customer-focused and in that respect follows on from the Marketing and Leisure first-year module. As in every second-year module, part of the module will be related to Leisure Events. In Leisure Experience, the students will gradually develop their event concept and submit it to the client. The students will put the knowledge they have gained into practice and will be given feedback by the industry.

Module 3 Module co-ordinator

: :

Event operations Amber Herrewijn and Eva Janssen 12 compulsory

Credits : Module type : General module outcome: The event operations module uses cases to cover important aspects in the preparation, implementation and follow-up of an event. Broadly, the following subjects are covered: Service operations Event operations HRM Quality management Financial management Legal matters and legislation and regulations Ethics and sustainability The module provides tips that will enable the student to run an event according to plan in operational terms. Module 4: LeisureLAB Module co-ordinators: Jorrit van de Waal & Edou Hilverda Credits: 9 EC Module type: compulsory This module focuses on a number of themes: Social media Dialogue with the industry Scenario planning Research As the name suggests, LeisureLAB is an experimental module in which the student‟s input is key. One of the main outcomes is the ability to work independently within broad frameworks. This means that there are not all sorts of rules for assessment and assignments. Fun subjects can also be found for the module. For example, the module starts by looking at social media and marketing, which will also make a link to the event line. Then the event concept will be examined using handy tools from the ETFI (European Tourism Futures Institute) and KSI (Social Innovation Knowledge Centre). Finally students will enter into a dialogue with entrepreneurs in the industry. These are not lectures or tutorials that convey knowledge, but the entrepreneur him/herself also gets something out of it. The students will therefore also actively contribute ideas in realistic problems/cases. “Everybody's a mad scientist, and life is their lab. We're all trying to experiment to find a way to live, to solve problems, to fend off madness and chaos.” (David Cronenberg) Placement company module (third year, transition to the new programme) Module co-ordinators : Liesbeth Schellekens and Edou Hilverda Credits : 12 Module type : compulsory module Desired prior knowledge : the student has completed the first-year modules. General module outcome: The student will build up practical experience in a company in the leisure sector General placement company module outcome: The placement company module focuses on the integration of theory and practice. Learned and new theories are applied at operational level in a real practical situation. The placement

company module is important because the student gains experience of processes within an organisation that are geared to achieving and/or maintaining customer satisfaction. This module also gives further substance to competency-oriented education. Competencies are skills, knowledge, attitudes and personal characteristics that are required to perform well in the job of leisure manager. The programme specifies the placement company in which the student will build up practical experience, but a choice will be offered if possible. A number of workshops are offered during the module which will cover specific topics such as research skills, customer-focused actions and self-reflection. The student will be mentored by an employee of the placement company and a supervisor on the programme. The student will be given feedback on his/her performance and persona growth during three meetings (introductory interview, interim evaluation and final assessment). The following elective modules (minors) are offered in Leisure Management: Event Management 1 : Module 1 and 3 Event Management 2 : Module 2 and 4 Art & Culture Management : Module period 2 and 3 Sports Management : Module period 1 and 3 Sports marketing, sports sponsoring, adventure sports : Module period 4 International Sport Management : Module period 2 (can only be taken if Sports Management has been completed successfully) Other Stenden programmes also offer a number of minors that can be followed by Stenden students. See below for more detailed information on the minors. If you have any questions about special learning paths, modules that you have not followed, and exemptions, please contact the learning path coordinator, Mr Albert Eijkenaar. The students must have completed a total of two minors of 15 EC each or one minor of 30 EC, unless they were granted exemption. It is also possible to finish minors in other institutions; for example, in the Stenden university Grand Tour, or as part of an exchange programme. For more information on this, please contact the Internationalization Office or your personal coach. Also see MTR Art. 3.2 Description of the modules of the third year of study For more detailed information on the content of these modules, please refer to the applicable module books.

2B.2.3

The third year of the programme

Module planning for the third year of study In the third year of study, the student follows two compulsory modules, and two elective modules. The elective modules are also referred to as minors. The student must personally state the order in which he or she wishes to follow the modules and minors in spring of the applicable year of study. If the situation gives rise to this, the organisation reserves the right to change the timetable. Strategic Management Module Module Coordinator: Steffen Fokkema and Herman Wassens Credits: 12 Module characteristics: Compulsory module Desired entry level: The student followed all the modules in the first two years. General module objective: Strategic Management builds upon basic service organisational concepts relating to management, marketing, research and economic principles covered in the first two years of the curriculum. Major themes covered in this module include understanding strategy development, strategic positioning, strategic choices, implementation of strategic decisions, and value-based strategy. A management simulation game is included in order to apply the acquired knowledge. A variety of case studies require students to work in groups in order to apply their theoretical knowledge to leisure and tourism companies. Leisure Projects (Leisure Research Module, Lumius) Module Coordinator: Peter Huig/Johan Kasper Semester theme: The Management Process

Credits: 12 Module characteristics: Compulsory module Desired entry level: The student followed all the Leisure Management modules in the second year of study General objective: Learning to deal with a wide range of concrete issues and problems from the industry in a structured way and to resolve them, where possible, in practical situations (consultancy and advice). Explanation A number of third-year students have the option of doing Leisure Projects in the summer vacation. The following preconditions apply: The allocation of a project / assignment is subject to the opportunities offered by the STENDEN Service Centre in the summer vacation. It only applies in the case of a study delay or in situations where there is an urgent reason for accelerating your studies. If practical places are available, they are allocated by priority to students whose studies were delayed due to a force majeure (sickness, family circumstances, etc.). Students who are interested in doing their practical modules during the summer vacation are required to apply in writing to the Examination Committee and to report to Mr Johan Kasper by no later than 1 May 2012. Once the Examination Committee has approved the applications, and if they are allocated a place in the STENDEN Service Centre summer programme, the students will be entitled to do the research module in the summer period. Deployment of students in Leisure Projects Students doing the Leisure Management programme have chosen to follow their studies, and to do practical work in the Leisure market. One of the consequences of opting for working in this market is that the student will routinely be expected to work on weekends, at night and during holidays. Given the fact that this module is done for and in cooperation with businesses / institutions, the students are expected to adapt to the work hours specified by their employers in the interest of the project or assignment. In the case of specific personal circumstances, the student can contact Mr Johan Kasper or one of the other module coordinators. If foreign students doing exchange programmes here have not mastered the Dutch language and they also wish to take this module, they will be required to take their own project proposal along, in which case they will be able to use English language literature.

2B.2.4 Educational programme for the final (third or fourth) years of study The educational programme for the final year of study in Leisure Management is completely reserved for two components, namely the industrial placement (30 weeks) and the graduation assignment (12 weeks). (A related Senior Secondary Vocational Education programme consists of 19 weeks, including the thesis). The student is not allowed to participate in any other educational activities during this continuous period (e.g. taking classes, doing replacement assignments, operational management, programme activities, etc.). All exceptions to the above rule must be approved by the Examination Committee. The Industrial Placement Placement coordinator: J.M.J. de Wilt Credits: 43 (placement) + 17 (graduation assignment) in the case of a full placement. Credits: 30 in the case of exemption due to a related prior Senior Secondary Vocational Education programme. The following regulations apply to students with prior Senior Secondary Vocational Education 4 programmes: The students are entitled to an exemption. It is a right, but it is not compulsory. In the case of an exemption, the industrial placement will mostly take place in the second half of the third year of study. Please consult Chapter 2C 3. Module characteristics: compulsory, programme-specific, one-year module. Desired entry level: The second (Senior Secondary Vocational Education Regulations) or third year of study has been completed. General objectives of the placement:

The student must be able to perform adequately in complex organisations. In view of the extensive range of types of business and / or institutions in which students can do their placements and partially in view of the fact that placement providers in different departments of the placement organisations have their own policies concerning industrial placements, the student must take into account the fact that the objectives may differ from intern to intern. For the specific objectives and a more detailed description of the competencies that must be acquired, Please refer to the Leisure Management Industrial Placement Reader (Part 1) Admission requirements for the industrial placement The system consists of two phases: • Admission to the procedure; this must lead to an industrial placement • The final green light for starting the actual industrial placement

The student is admitted to the first phase if one of the following two conditions has been fulfilled: 1. The student has a propaedeutic phase certificate in Leisure Management 2. The student is following the third year. Students with Senior Secondary Vocational Education exemptions already do this programme in their second year of registration. The student is admitted to the second phase if the following conditions have been fulfilled: 1. The student has followed all the post-propaedeutic phase modules (including participation in the regular tests in the test week). 2. The student has passed all the practical modules in the post-propaedeutic phase. 3. The student has passed all the second-year theory modules. 4. The student has completed all the third-year theory modules; one theory module may be marked as unsatisfactory. 5. The student has fulfilled all the obligations related to the industry orientation. 6. The student has obtained all the credits for self-management. 7. The student has fulfilled all the obligations for the placement preparations.

If a student has clearly encountered study efficiency problems, an alternative solution may be sought in consultation with the study coach. This must however be recorded in a contract between the student and the programme. Preparation for the industrial placement 1. To help them prepare for the placement selection process, the students are given a job application training course. For more detailed information on this, please refer to self-management activities elsewhere in this study guide. More detailed information is also available in the Stenden university newspaper and on ELO. 2. Company presentations form part of the preparation for the industrial placement. The students are given the opportunity in the form of a number of concentrated afternoon company presentations in the course of the academic year to get to know a number of placement companies. 3. One module in the third year of study is dedicated to providing the students with general information on industrial placement and the research that must be done for the graduation assignment. 4. The Intranet on our programme also contains a complete overview of the available placements to help the student prepare in his choice of placement company. Conditions and options 1. It is contractually prohibited to accept a job in the placement company during the industrial placement period. 2. The basic principles and directives applicable to the placement are stipulated in the placement memorandum. Those points are discussed with the students in the information lectures. Two plenary meetings are held each year for purposes of information provision and to introduce the students to the applicable regulations. They are scheduled as follows: 1. In October for the group that will start their industrial placements in Semester 1 of the next year;

2. In June for the group that will start their industrial placements in Semester 2 of the next year. Linked to the general information meetings, the student is also required to do compulsory placement interviews in which the supply and demand is mapped out in direct consultation with the student. The rule in the latter regard is that the students should only do one application at a time. In other words, the current application must first be concluded fully before approaching a new company. Industrial placement starting dates It is possible to start in the first week of every module. In that regard, the summer vacation is viewed as Module 5, after which it is therefore also possible to start. Assessment The industrial placement is assessed in an interview held between the placement supervisor, the company mentor and the student based on the placement report. A second lecturer will also assess the thesis. The placement year is divided into two periods to facilitate the study efficiency of the programme and the relationship with the requirements of the student grant known as the „tempobeurs‟ (credit-related grants and loans). In the case of industrial placements starting in September, the first period runs from 1 September to 1 March and the second period from 1 March to 1 September. In the case of industrial placements starting in March , the first period runs from 1 March to 1 September, and the second period from 1 September to 1 March. The student can earn a maximum of 30 credits per period in the industrial placement year. Here, too, a separate set of rules apply in the case of the Senior Secondary Vocational Education programme. The student is required to write the graduation assignment over a period of 12 weeks. The assessment requirements applicable to the design and content of the industrial placement report and the graduation assignment are stipulated in the Industrial Placement Memo. In the case of the applicable component being assessed with a satisfactory mark on the grounds of the assessment requirements, the student is assigned: 1. 26 Credits for the first part of the industrial placement 2. 4 Credits for the start of the graduation assignment (problem formulation and structure) 3. 13 Credits for the second part of the industrial placement 4. 17 Credits for the graduation assignment 5. NB: The Senior Secondary Vocational Education regulations stipulate 30 credits for the industrial placement and the thesis. The graduation assignment is assessed in an interview between the placement supervisor, the company mentor, and the student. The placement supervisor has advisory rights. The subject of this interview is the graduation assignment document. 2B.2.5 Elective programmes An elective programme is offered in the final phase of the programme. The elective modules are also referred to as minors. The elective programme offers the student an opportunity to delve deeper into subjects of special interest to the student himself. It is also possible to do an exchange programme with a foreign university or university of applied sciences instead of following the elective modules. Leisure Management offers the following minors: Event Management 1 and 2 Arts and Culture Management Sports Management and Sports Marketing Sports Management and Sports Marketing supplemented with a sports-related industrial placement in the fourth year of study. This entitles the student to a special mention of 90 credits on the degree certificate. For more detailed information on Stenden university‟s elective programmeFout! Bladwijzer niet gedefinieerd.: see the A-Z Index, under M for Minors. The index offers an outline of all the minors offered at Stenden university, including the period timetable and admission requirements. For more detailed information on the exchange programmes, please refer to the Internationalization Office and the applicable coordinators. Each academic year is divided into four module periods. In the case of no exemptions having been granted, the student will complete two minors of 15 credits each or one minor of 30 credits during the programme. The student will make his own choice from the available minors. Registration is done by means of a computer programme around April of the preceding academic year. The student can decide in which period to do the compulsory thirdyear modules, and when to do the minors. The organisation will determine, based on the registrations, which

minors will ultimately be offered. Where the situation gives rise thereto, the organisation reserves the right to change the student‟s timetable. 2B.2.6 General Fout! Bladwijzer niet gedefinieerd.study credits, flexible study credits Programme activities can be rewarded with one or more flexible study credits. There are several different ways in which the student can earn study credits for programme activities. This is subject to certain criteria: 1. The activity for the flexible study credit must contribute to the development of the competencies and must be described in the personal development plan (PDP). 2. The activity must benefit the programme, Stenden university or the Leeuwarder HBO. 3. The activity should initially be chosen from the list below. Activities may be added to this list. If the students or members of staff have ideas for obtaining one or more flexible study credits, they should hand them in to the personal coaching coordinator. The following regulations apply: •A study credit represents a study workload of 28 hours. •It must be an unpaid activity. •The activity must, in principle, be implementable with little or no supervision by a lecturer. All the different activities can be rewarded with one or two credits. It is therefore not possible to combine several minor activities to add up to a total invested period of approximately 28 hours or a multiple thereof. The number of credits that can be earned with each of the activities is also specified. If the activity required more time to be invested than specified, then the credits can be adapted in consultation with the member of staff responsible for assigning the credits, but it must always be done in units of 28 hours. The members of staff specified with the different activities are also able to answer questions about the applicable components. It is possible, when assigning credits for programme activities as outlined below, for students to earn more than the maximum number of 2 credits needed, (this is a real possibility in the case of chairmanship of the student associations and the Fout! Bladwijzer niet gedefinieerd.Leeuwarder Introductie Comité and the members of the Fout! Bladwijzer niet gedefinieerd.Students‟ Council (Stura)). The „surplus points‟ cannot be settled against other programme activities. It is also not possible to issue sub-certificates or other types of certificates. The credits are however recorded as extra flexible study credits in the applicable student‟s overview of results. The maximum number of credits that can be assigned for programme activities is two. It is also possible to earn those two credits in one year of study. The following activities qualify to that end: (this summary is not limiting) 1. Information Provision and PR •Open Days and External Information Events, selection interviews and job application interviews, other supporting PR work. •Credit assignment: Leisure Management – •Communication Assistant V&A 2. Positions and tasks in the Stura (or tasks controlled by the Stura) a. Stura members b. Placement workgroup members c. Placement Committee d. Module plan groups e. Programme Committee ad a. Credit assignment (on the instructions of the chairperson of the Stura): the personal coaching coordinator. ad b./c. Credit assignment: placement coordinator Leisure Management - Mr J.M.J. de Wilt. ad d. Participation in module plan groups. Credit assignment: module coordinator. ad e. Participation in Programme Committee. Credit assignment: Leisure Management – chairperson of the committee 3. Tasks that can be performed during the Study Start Week

This includes, among other things, student tutoring. Credit assignment by the coordinator of the introduction module for Leisure Management. 4. Tasks in the Library a.Setting up a database of magazine / journal articles. b.Setting up placement documentation. c.Credit assignment: coordinator of the Library. 5. Host Student Project (NHL/STENDEN/SSHL partnership) Students living in flats owned by Stenden university (paying their own rent) that wish to act as hosts for foreign students studying at Stenden university. 6. Membership of the Fout! Bladwijzer niet gedefinieerd. Fout! Bladwijzer niet gedefinieerd.Reception Committee for Foreign Students (Fout! Bladwijzer niet gedefinieerd.RCFS) The RCFS is responsible for the primary care and introduction of foreign exchange students studying at Stenden university. The credits are assigned by the chairperson of the Internationalization Committee on the recommendation of the chairperson of the RCFS. For more detailed information, please refer to the Students‟ Charter Part 2. 7. Membership of the Fout! Bladwijzer niet gedefinieerd. Fout! Bladwijzer niet gedefinieerd.Foreign Relations Committee (Fout! Bladwijzer niet gedefinieerd.FREC) The FREC is responsible for introducing foreign students studying at Stenden university to the student union associated with the programme. The credits (one or more) are assigned by the chairperson of the Internationalization Committee on the recommendation of the chairperson of the FREC. For more detailed information, please refer to this study guide. 8. Supporting Fout! Bladwijzer niet gedefinieerd.activities: STENDEN Service Centre Current information is always posted on the notice boards. One such task is staffing the reception of the Globe (Stenden Service Centre building). Twenty-eight hours of work equals one study credit. 9. Leeuwarder Introductie ComitéFout! Bladwijzer niet gedefinieerd. a.Executive Committee b.Committees The credits are assigned on the recommendation of the chairperson of the EC by the dean, Mrs A. Mannen. 10. Membership of the Programme Committee 11. Leeuwarden Student Pastoral Care (Central Administration of the Leeuwarder Student Pastoral Care (Expect)) Credit assignment on the recommendation of the chairperson of the Board by Leisure Management – the personal coaching coordinator. 12. Membership of the Stenden University Advisory Council Information: Piet Sieperda or Gudrun Schmäling 13. Examples of proposals handed in by students and / or members of staff: Construction of a module test volume for first-year students; 14. Other Students and members of staff can, at all times, hand in written proposals to the personal coaching coordinator, who will assess whether the applications qualify for flexible study credits through the applicable projects. 2B.2.7 Fout! Bladwijzer niet gedefinieerd.Self-management Activities The "Self-management Activities" can be divided into two components: LFout! Bladwijzer niet gedefinieerd.earning path counselling (3 credits total) Preparation for the industrial placement (2 credits total) 2B.2.7.1 Learning path counselling The following credits are linked to learning path counselling:

First year of study: 1a Fout! Bladwijzer niet gedefinieerd.StudyStartWeek/ 1b Propaedeutic phase: Learning path counselling 1 and 2

6 credits

Second and third years of study: 1c Post-propaedeutic phase: Self-management

2 credits

The credits are assigned as follows: ad 1a All first-year students participate in the StudyStartWeek. In the case of their absence, they are required to do a replacement assignment. The module coordinators are Mrs Amber Herrewijn and Mr.Theo de Jong. ad 1b Learning path counselling 1 & 2 (SLB 1 & 2) is split up into two components: SLB 1 is a programme that studies the skills that Higher Professional Education students should have to be able to complete their studies successfully in a reasonable period of time. The programme zooms in on the specific way in which Higher Professional Education programmes are designed in Stenden. PBL and competency-based education form the basis of that approach. SLB 2 is completely built around learning path competencies; these are competencies that you need to be able to study and that you can continue to develop later on in your career. It comes down to the fact that you will work on yourself and your personal skills in this programme. These are not always only competencies that you will acquire in the programme, but also outside. ad 1c This study credit is assigned at the end of the third year of study prior to the start of the industrial placement. This also entails a minimum of three interviews: one in the second year (end of Module 3, start of Module 4) and two in the third year: One in January and one in June. Please note: this point is registered in the second year in the overview of results. PS: Students from the Senior Secondary Vocational Education short track intake only need a minimum of two interviews, because in their case the two third-year interviews are amalgamated into one interview, which needs to be held shortly before the start of the industrial placement.

2B.2.7.2 Preparation for the industrial placementFout! Bladwijzer niet gedefinieerd. The preparation for the industrial placement consists of two phases, both in combination with learning path counselling. •Orientation in the second year •Final choice and job application in the third year Three credits are linked to the preparation for the industrial placement, namely: 2a The job application training course (second year of study) 1 credit 2b Attendance of the company presentations / company afternoons and visits to the tradeshows (third year of study) 1 credit 2c Preparation for the job application for an industrial placement (third year of study) 2 credits The credits are assigned by Mr J.M.J. de Wilt. In the case of an unsatisfactory mark for participation, the student will be required to do a replacement assignment. These credits are assigned as follows: ad 2a Job application training To prepare for the job application interviews, the student is bound to do a job application training course, which is a compulsory activity for all students. The training course is organised with the assistance of institutions outside the programme. More detailed information on this aspect will be posted in the Stenden university newspaper and on ELO, as soon as possible in the new academic year. The training course falls under the ultimate responsibility of the Industrial Placement Office. ad 2b Tradeshows and company presentations In the course of the second year of study, the students are given the opportunity to get to know a number of placement companies better by means of concentrated company presentations that are held on certain afternoons. In addition, the students can also acquire the study credit mentioned under 2b by attending tradeshows of their own choice. ad 2c In the third year, the students are required to hold short interviews with the placement coordinator in which the choice of a placement company, as prepared for in the orientation phase, is mapped out. This is where

supply and demand are brought together and the student is given the opportunity to apply through the university of applied sciences and to make a final choice of placement company. This is followed up immediately by a number of lectures on the regulations applicable to the industrial placement and the progress of the industrial placement as such. The content and time of the lectures are outlined in the Chapter on the fourth year of study. The knowledge acquired in the orientation phase is processed through the learning path counselling interviews into a directed choice of placement company. The students generally use literature studies to prepare for: Cultural differences (where applicable) The language / languages that will (have to) be spoken in the placement company The specific characteristics of the placement company itself through contact with former interns Specific knowledge needed to work in the applicable department(s) Specific knowledge needed to work in the applicable industry, if possible by means of elective modules The preparation for the industrial placement will also be discussed in the interviews with the learning path counsellor.

2B.2.8 Progress Test and Binding Study Advice (BSA)

The progress test is a test method that focuses on the student’s knowledge development in the first three years of the curriculum. The test is always taken at the end level. The student is required to demonstrate, every year, that he or she has taken a step towards the mastery of the end level. The test consists of 200 questions divided over a number of categories, and the student is required to answer a specific number of questions in each category every year. The test is held four times a year. The student must receive a set pass mark to earn the ECs applicable to the progress test. The table below is an overview of the number of questions that must be answered correctly to earn the applicable pass marks. Total number of questions

Number of questions (minimum)

Year 1

200

90

Year 2

200

Year 3

200

Test

Incorrect

Pass mark (correctincorrect)

Pass mark in %

54

36

18

60

3

90

59

31

28

65

3

120

78

42

36

65

3

Correct

EC

One of the conditions, in addition to the scores shown above, for earning the due credits in the progress test (3 EC) is that the test must be taken twice a year. One of the tests will thereby be material for the academic career counselling programme and is designed to develop insight into the student’s development in each category. The highest score will yield three ECs, if the student received a score that is higher than the pass mark. The progress test is not compulsory in the framework of the binding study recommendation (BSR, see page 28). In other words, passing the progress test is not a condition for receiving a positive binding study recommendation. The student will not be able to earn any credits for the subsequent year with high pass marks earned in the current year; conversely, it is possible to earn credits for the previous year with a good pass mark in the current year, as long as the points had not been earned already. Please note that the student must at least have passed the pass mark for the first year by the end of the second year, as it is compulsory to have a propaedeutic diploma for admission to the third year.

2C

Study progress policyFout! Bladwijzer niet gedefinieerd.

2C.1 Examination CommitteeFout! Bladwijzer niet gedefinieerd. Leisure Management has an Examinations Committee. The 2011/2012 Examination Regulations Stenden university (Student Regulations, part 1) and the 2011/2012 Module Examination Regulations LM describe the tasks and responsibilities of the Examination Committee. Students with a request will address the secretary of the Examination Committee Mr. Martin Haanstra, Phone: 058-2441425, email: [email protected] or the secretaries of the school email: [email protected]. The Examination Committee meets at least 4 times per module period. Written communication with the Examinations CommitteeFout! Bladwijzer niet gedefinieerd. should be only via the standard formFout! Bladwijzer niet gedefinieerd. available on Blackboard and should reach its secretary at latest 4 working days before the date of meeting of the Examinations Committee (at least Thursday, before 12 o‟clock, in the week prior to the meeting on Wednesday). REQUESTS THAT ARE HANDED IN TOO LATE WILL BE PASSED TO THE NEXT MEETING. The request needs to contain a clear motivation. The request must be type written or printed and should contain all information requested on the standard form (name, address, phone number, student number, name of module in question, group number, tutor and/or teacher and/or module coordinator). Forms missing any of these details are not dealt with. The form can be found on Blackboard under: LM-TM Announcements -> Exam Committee -> format letter examination committee English. Requests that are not according to this form are not dealt with. Meeting schedule Examinations CommitteeFout! Bladwijzer niet gedefinieerd. 2011-2012 Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday Wednesday

24 August 2011 week 1, module week 3, module week 5, module week 7, module week 1, module week 3, module week 5, module week 7, module week 9, module week 1, module week 3, module week 5, module week 7, module week 1, module week 3, module week 5, module week 7, module week 1, module week 3, module

1 1 1 1 2 2 2 2 2 3 3 3 3 4 4 4 4 5 5

2C.1.2 Programme Committee The Leisure Management programme has a Programme Committee. The main task of this committee is to advise the programme management on issues related to the educational policy, educational renewal and educational organisation. The Programme Committee is composed of students and staff. In principle, the committee meets once per module, namely in Week 3 on Wednesday morning in the third and fourth teaching hours. The meetings are held in public. More detailed information is available from the dean.

2C.3.2 Exemption Regulations for Senior Secondary Vocational Education programmes (long, Level 4) that are not regarded as „related‟ by the Fout! Bladwijzer niet gedefinieerd. Examination Committee starting with the 2005 cohort.

The following exemption applies to students with certain completed Senior Secondary Vocational Education programmes, Level 4, that are not regarded as „related‟ by the Examination Committee: 1. The exemptions are not compulsory. All students are entitled to follow the complete programme. 2. You can only receive exemption for a maximum of one year. It is also permissible to apply for partial exemption in order to still follow, for example, one elective module or to do a longer industrial placement. 3. You must make an appointment with the learning path coordinator in the course of the first year of study (but in any event not before the end of Module 1). The coordinator is Albert Eijkenaar, [email protected]. Please inform the coordinator which exemption you wish to make use of. 4. Please take a certified copy of your diploma and marks with you, otherwise, your application will not be processed. The following standard regulations apply to the following programmes that are considered to be related by the Examination Committee: (PLEASE NOTE: The student must personally apply to the Examination Committee for exemption, but this is not compulsory.) Senior Secondary Vocational Education (Retail Trade long & Commercial Service Provision Level 4): Two elective modules (30), industrial placement (30), faculty credits (2), self-management (job application training course) (1). In other words, a total of a maximum of 63 credits. Senior Secondary Hotel School Education (MHS)/ Senior Secondary Tourism and Recreation Education (MTRO): (Level 4) 1 Elective module (15), second-year teaching company (12), industrial placement (30), faculty credits (2), selfmanagement (job application training course) (1). In other words, a total of a maximum of 60 credits. CIOS (Training Institute for Sports Instructors) One elective module (15), second-year teaching company (12), 30 week exemption for the industrial placement (21), faculty credits (2), self-management (job application training course) (1). In other words, a total of a maximum of 60? credits.

2C.2 Admission Policy 2C.2.1 Required prior education

The conditions for required prior education in the Dutch Higher Education and Scientific Research Act (WHW) are stipulated in Chapter 7, Article 7.24.2. The required prior education applicable to the Leisure Management programme is possession of a Pre-university diploma (VWO), a Senior General Secondary Education diploma (HAVO), or a Senior Secondary Vocational Education 4. The following applied to Senior General Secondary Education profiles until August 2007: N&T: EC 1 + 2nd Modern Language N&G: EC 1 + 2nd Modern Language

2C.2.2 Supplement to the prior education requirements for profiles from August 2007: The supplementary requirement for C&M Senior General Secondary Education is Economics or M&O. No supplementary requirements apply to the other profiles, including to the Pre-university profiles.

2C.3 Exemptions

The exemption scheme below applies to students who started in Cohort 2009: The Leisure Management programme has a number of possible module exemptions, but no partial exemption is granted for the loose components of a module. In other words, the following motto applies: If the student is able to demonstrate that he or she has acquired at least 80% of the module content as (prior) knowledge, or has mastered sufficient skills in the module, then he or she will be granted a module exemption. Students with only a Pre-university or General Senior Secondary education do not qualify for a module exemption. The following procedure applies to students that believe they qualify for an exemption:

2C.3.1 Application procedure for module exemptions, other than the standard exemption described in this paragraph 1. The initiative for obtaining an exemption must come from the student. 2. The exemption for any given module will only be valid if the Examination Committee of the applicable programme has received the application before the module has started. Exemptions that are applied for in the course of the module will not be granted. 3. The student must discuss the application with the coordinator of the applicable module in advance and get his or her approval, after which the coordinator will notify the Examination Committee in writing about the decision. 4. Applications for exemption (other than the standard exemption described in this paragraph) must always be addressed to the Examination Committee. 5. The student must submit his or her request for early placement in the second year or in the third-year module to the person intended under Point 4 of Article 2.C.3.2, provided that the Examination Committee has given a green light for the application. 2C.3.2 Exemption scheme for Senior Secondary Vocational Education programmes (Senior Secondary Vocational Education 4, long) that the Examination Committee does not consider ‘related’. You will only be granted exemption from the two Minors/elective modules (i.e. for a maximum of 30 credits). You are however also entitled to apply for partial exemptions to be able to, e.g. still take one elective module. 3. You can only make an appointment with the learning track planning coordinator, Albert Eijkenaar, [email protected] (Room 3.10) in the course of the second year of study (but in any event not before the end of Module Period 1). You can then indicate, in that interview, which exemptions you would like to make use of. 2C.3.4 Exemption on the grounds of a propaedeutic diploma. The owner of a propaedeutic diploma or a successful final examination at a higher education institution is exempted from the general prior education requirements , as intended under 2C2.1 above. The applicant must however fulfil the supplementary prior education requirements intended under 2C2.2. The maximum exemption, with a Higher Professional Education (HBO-P) certificate, is 30 credits, which comprises both of the third-year Minors. The exemptions are not compulsory. All students are entitled to take the complete study programme. 2C.4 Short Tracks Fout! Bladwijzer niet gedefinieerd. Admission to the post-propaedeutic phase The requirement applicable to the post-propaedeutic phase is possession of a propaedeutic phase certificate issued by another recognized Dutch Leisure Management programme. Students that received a pass mark in the binding study advice applicable at the end of the first year of registration are entitled to register for components of the post-propaedeutic phase in the second year of registration without actually being registered for the post-propaedeutic phase. Also see 2A.8 Study Advice. Students, who, in deviation from that which is stipulated above, wish to register for the post-propaedeutic phase or write examinations for the post-propaedeutic phase, must submit a written request to that end to the Examination Committee.

2C.5 Annual Test Timetable Fout! Bladwijzer niet gedefinieerd. The test dates for the regular modules and elective modules are permanently published on the Intranet, under Stenden Service: Roosters. 2C.6 Fout! Bladwijzer niet gedefinieerd.Practice and Industrial Placement Policy 2C.6.1 Function and objectives of the practical education The integration of theory and practice is one of the most important basic principles of the educational policy of the Leisure Management programme. This prepares the student for the actual professional practice. An important basic principle in that regard is the fact that the educational programme is not structured based on disciplines, but is theme-based instead. The themes of the semesters and the modules are thereby related to the student‟s future professional practice. The choice in favour of Problem-based Learning also contributes to the integration of theory and practice in the sense that the students are consistently confronted with problems from the industry that they are being trained for. The practical part of the education in the programme enables the student to acquire knowledge, insight and skills related to the professional practice in the applicable industry. The student also acquires insight in the social, community and (inter)cultural situations applicable to the companies operating in the industry and thereby develop a personal professional attitude.

2C.6.2 Duration and study workload hours The programme has made a lot of time available for internal and external teaching companies. Examples in Leisure Management include “Leisure Operations”, where the students are operationally deployed in the accommodations for a few weeks during their programme, and the Stenden Service Center, where the students can work on assignments for companies relevant to the industry for one or more module periods. In addition, the programme also dedicates a lot of time to industry orientation and the industrial placement. A fourth section of each programme is dedicated to the industrial placement. The graduation assignment, which in many instances is assigned by the placement company, forms an integral part of the industrial placement. The programme also offers its students – albeit at a limited scale - Fout! Bladwijzer niet gedefinieerd.excursions and guest lectures. The guest lectures are given by players in the applicable industry. To help prepare the students in their choice of a placement company, the industrial placement coordinator routinely organises company presentations at the so-called „Company Markets‟. 2C.6.3 Organisation of the practical education Nearly all the components of the student‟s practical education are compulsory. Depending on the prior studies, it is only possible to obtain an exemption for a limited part of the practical education; for example, in the case of the Industry Orientation component and a Leisure Management module for which students with a Senior Secondary Vocational Education diploma in Tourism and Recreation can receive an exemption. All the activities related to the industrial placement are organised by the industrial placement coordinator (Leisure Management: C. de Wilt, Tel. + 31 ())2441 365; Industrial Placement Office: Tel: + 31 (0)2441 363). 2C.6.4 Supervision and Assessment The lecturers are responsible for the supervision and assessment of all the components of the practical education that form part of the regular educational programme. The industrial placement is also supervised by a company mentor from the placement company. The actual organisation of the assessment is outlined in greater detail elsewhere in the study guide under the applicable programme components. The assessment is done in accordance with the criteria stipulated in the programme descriptions, the module examination regulations and the Programme Examination Regulations. More specific assessment criteria are included in the applicable module books and in the industrial placement curriculum. 2C.6.5 Bachelor‟s Thesis / Graduation Assignment The students are required to write their Bachelor‟s thesis in the fourth year of study. This is done in a period of 12 weeks. The assessment requirements, in terms of design and content, for the industrial placement report and the graduation assignment are stipulated in the Industrial Placement Memo. The assignments are individual papers and fall under the Examination Regulations. 2C.7 Credit Assignment and Processing Credits are assigned to different educational activities in the programme. Besides the seven or nine credits for each of the module examinations that the student passed, the programme also has a number of other educational activities, such as industry orientation, programme activities, self-management activities and the written assignment, the industrial placement, and the graduation assignment. The following procedure applies to credit assignment and processing for the above-mentioned other educational activities. 1. The study credit administration is updated by the member of staff that is responsible for assigning the credits for the applicable activity. 2. If the applicable activity has been fulfilled adequately based on the judgement of the member of staff, the applicable member of staff will notify the administrative assistant as to who, for what, and which credits have been assigned. Standard forms for this procedure are available from the Progress office. 2C.7.1 Semester OverviewFout! Bladwijzer niet gedefinieerd. After the end of each semester, all students receive an overview of the total number of credits earned in their programme in the framework of Fout! Bladwijzer niet gedefinieerd.Fout! Bladwijzer niet gedefinieerd.study progress registration. The credits are mentioned on the semester overviews if the activities have been fulfilled satisfactorily. 2C.8 Personal Coaching / Track Supervision At the start of the Leisure Management programme, each student is assigned a lecturer as a Fout! Bladwijzer niet gedefinieerd.personal coach, who is responsible for coaching the student throughout his or her studies, apart from the placement period. The key aspects covered in the coaching include self-reflection and evaluation. Given the

fact that the future industry will not only demand knowledge, the skills required to be able to critically examine one‟s personal behaviour are also considered essential. Learning to reflect on personal 'professional' behaviour is covered in previously scheduled and prepared meetings with the personal coach. This component of coaching falls under Self-management activities. In addition, students with problems can approach their personal coaches first.

2C.8.1 Structure of Academic Career Counselling

You will most probably start your career as a Leisure professional in a few years’ time. To do so, you will need to pack your knowledge backpack smartly: knowledge of the discipline, insight in marketing and organisational structures, teamwork, etc. These are a few of the items that you could put into your backpack by the end of your studies and it’s your job to choose what exactly you are actually going to put in there. On the other hand, knowledge, experience and insight are not everything. How do you see yourself in your first job? What would be the best way for you to quickly find a position for yourself in an organisation? How do you establish a sound balance between your work and your private life? How can you actually be sure that Leisure Management really suits you? What do you consider important in a job? You will focus on the following subjects in the academic career counselling interviews that you will hold during the course of your propaedeutic phase: Choice of studies and transition to the main phase Transition from the previous programme to the Higher Professional Education system and the educational systems in the programme Study skills, attitude to the studies and success rate Working in the educational group Personal functioning The structure and organisation of the education The binding study recommendation in terms of earning at least 42 (of the total of 60) credits at the end of the first year You will focus on the following subjects in the interviews that you will hold during the main phase: Individual development throughout your studies Career planning (What are the substantive goals that you will target in your learning outcomes?) Preparation for the choice of an industrial placement The binding study recommendation in terms of earning the propaedeutic diploma (i.e. all 60 credits for that year) at the end of the second year Your personal coach, as your first-line supervisor, will help you in the following cases: Advice on general problems that might disrupt your study progress; Information on the organisation, elective modules / semester; Advice on personal circumstances and illness. Depending on the urgency of the problem, the personal coach can also refer the student to the programme coordinator of the study programme or the student counsellor. All students are urgently advised to contact the academic career counselling coordinator of the applicable programme if their studies could be disrupted due to long-term illness or personal problems, if they intend to leave the programme prematurely, in order to hold an exit interview or if they are experiencing problems with their personal coaches. The academic career counselling coordinators of the Leisure Management programme are Mr W Boersma ([email protected]) and Mrs D van der Hoeven ([email protected]).

2D Regulations 2011/2012

for

the

module

examinationFout!

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niet

gedefinieerd.

LM,

Information on the Examination Regulations, the Test Conditions Protocol and the Plagiarism Protocol is available in the Students‟ Charter, Part 1 The 2011/2012 Module Examination Regulations The purpose of the Module Examination Regulations is to regulate the general state of affairs concerning the module examinations in order to be able to determine the student‟s study progress and / or to be able to determine whether the student can be permitted to the programme‟s postpropaedeutic and graduation phase. The article numbers refer to the Stenden Examination Regulations that are included in the Students‟ Charter Part 1. The paragraphs of the articles are particularizations of the applicable articles in the Examination Regulations. Article 1 Definition of terms Module – an educational unit with a defined number of study workload hours expressed in ECTS. Regular module - a module pertaining to the year of study in which it is offered Assignment – a task deriving from the central module theme Article 2 Participation in the examinations 2.1 Classification of students in modules Paragraph 1 The educational programme automatically divides the new first-year students into the regular modules. Paragraph 2 From the second study year on every student has the opportunity to notify the educational programme via Progress of his or her planning of modules that will be followed during the next year of study. Paragraph 3 The study planning must be submitted to the educational programme by no later than the last teaching day in June of the previous academic year. Paragraph 4 If the student fails to observe that which is stipulated in Paragraph 3, the educational programme will determine a study planning for the applicable student. The student will not be permitted to object to the latter schedule. Paragraph 5 The period within which the student is entitled to notify the educational programme of his or her study planning will be posted in advance on the Intranet. Paragraph 6 Students doing their industrial placements or exchange studies can notify the educational programme of their study planning in writing. The letter of notification must be in the possession of the educational programme by no later than the last teaching day in July of the applicable academic year. Paragraph 7 The educational programme reserves the right to make changes to the student‟s year planning for pressing organisational reasons. To that end, the educational programme will observe the sequential structure of the modules and will also take into account the importance of the structuring of the practical modules. Paragraph 8 The student can find his year planning via the internal computer network at the beginning of the academic year. Paragraph 9 In principle, the student can only follow any given module once per academic year. Paragraph 10 In principle, the student can only be allocated a maximum of one module per module period. Paragraph 11 The student will only be able to follow a specific module a maximum of two times during the course of his study career. If the student has not completed any given module successfully after that, whether with the use of resits or module replacement assignment, the Examination Committee will advise the student to leave the educational programme. 2.2 Minors The student must notify the educational programme of his or her choice of elective semesters for the next year of study via Progress.

The applicable deadline is posted on the Intranet. Article 3 Module examination pass marks Calculation of the module examination pass marks Paragraph 1 The maximum number of credits that the student, who is following a specific module, can earn with correct / incorrect questions in a module test of the applicable module is 75% of the pass mark. The maximum number of credits that the student, who is following a given module, can earn in a module test of the applicable module with open questions is 55% of the pass mark; The maximum number of credits that the student can earn for the component, active participation, in a given module, contributes at most 100% to the pass mark for the applicable module. Please refer to the Module Book for a more detailed elaboration. Paragraph 2 In the case of tutorials and practicals, the Module Book may stipulate that active participation in these components contributes at least 55% to the pass mark. Please refer to the Module Book for a more detailed elaboration. Paragraph 3 For the pass marks for other test forms than those mentioned under Paragraph 1 and 2 of MTR 3.1, please refer to the Module Book of the applicable module. Paragraph 4 The pass marks for the progress test and other relevant information are published on the dedicated page on Blackboard. Article 4 Content and size of the examinations Once the student has completed all the components of the propaedeutic phase with satisfactory results, he or she will have passed the propaedeutic examinations. Once the student has completed all the components of the programme with satisfactory results, he or she will have passed the examinations. Article 5 Granting of exemptions See Exemptions in the Leisure Management 2011/2012 Study Guide Article 6 The number of test and examination opportunities per study year 6.1 The Module Examination Paragraph 1 The following is stipulated in each Module Book: a. The maximum grade that can be earned for the different components of the module examination; b. The calculation of the pass mark that indicates whether the module is assessed with a satisfactory mark. c. The general criteria applicable to the module assignment; d. The general criteria applicable to active participation; Paragraph 2 The student is given the opportunity to take part in the module test in Week 9 of the module to which he or she has been allocated, provided that the module test forms part of the module examination. Paragraph 3 In the case of redoing a module, all previously earned grades for the module examination of the applicable module are cancelled. Paragraph 4 Notifications concerning the module examination are published on Blackboard and / or on the Intranet. Paragraph 5 Participation cannot be redone. Paragraph 6 An unsatisfactory assignment can be redone only once. See Art, 6.3, Paragraph 4 of these Module Examination Regulations. 6.2 Module tests / Progress tests Paragraph 1 A characteristic of the module test and progress test is that they must be taken under examination conditions. This means that a module test / progress test must be taken under the supervision of one or more university staff members at a time and in a location to be determined at a later stage and subject to the conditions stipulated in Article 16a and Article 16b of the Examination Regulations.

Paragraph 2

Paragraph 3 Paragraph 4

a. The date, the time of commencement, the duration and the location of the test must be published on the Intranet by no later than one week before the date of the test. b. With the exception of a force majeure, the published test dates, durations and commencement times will be binding. Tests may be presented in different forms. Those forms are mentioned in the applicable Module Books. Additional regulations applicable to any given test are published on the front page of the test before the start of the test.

6.3 Assignments Paragraph 1 An assignment is a compulsory execution of an independent educational component in the module that does not pertain to a test or participation. Paragraph 2 In the case of collaboration problems arising in group work, the students are bound to notify the tutor or module coordinator to that effect without delay. In the case of continuing problems, the module coordinator may decide to dissolve the group and to oblige one or more members of the group to complete the assignment individually or in a smaller group. Paragraph 3 The module coordinator, lecturer or tutor is bound to give feedback about the assignment to the students at least once during the course of the module. Paragraph 4 The students will be entitled to redo an unsatisfactory assignment once. It is not permissible to redo a satisfactory assignment. The module coordinator will grant permission to redo the assignment within four weeks of the date on which the final result of the assignment is published based on a written application to that effect from the student who received the unsatisfactory mark. Applications received after the aforementioned four-week period will not be processed by either the module coordinator or the Examination Committee. Paragraph 5 Assignments to be handed in digitally, as well as in hard copy form must be handed in before the specified deadline. Paragraph 6 Unless otherwise determined in the Module Book, the hard copy version of the assignments must be handed in subject to the following conditions: Handed in to the front office on ...day (see Module Book) between ... hours and .. hours (see Module Book) In the case of a maximum of 1 hour late: deduction of 10% of the maximum In the case of between 1 and 2 hours late: deduction of 20% of the maximum More than 2 hours late: the assignment will not be checked and the student will not be given an opportunity to redo the assignment. In the case of a force majeure, the student can send a letter to the Examination Committee. Paragraph 7. If the hardcopy version of the assignment is handed in on time, but the digital version of the same assignment is handed in late, or vice versa, 10% will be deducted from the maximum mark for the assignment. Paragraph 8. Art. 6.3 Paragraph 7 only applies if the absent version is handed in within two teaching days. Failure to do so will result in the assignment not being checked and the redo opportunity being suspended. Paragraph 9 The student is bound to keep a digital copy of all assignments due to be handed in, whether in writing or in digital form, in accordance with Art. 11, Paragraph 3 of the Stenden university Examination Regulations 2011/2012. Paragraph 10 The module coordinator is responsible for the assessment (or for having assessed) the assignment based on the list of assessment criteria. Paragraph 11 Each assignment due to be handed in, whether in writing and / or digitally, must fulfil the following minimum general assessment criteria: a. The assignment must be clearly legible; b. The assignment must be complete; c. In the case of a group assignment, each member of the group must be able to demonstrate that he or she contributed proportionally to the assignment.

Paragraph 12. Any member of the group that is demonstrably in default (quantitatively and / or qualitatively) in the production of the assignment may be assigned a mark that may deviate from the assessment that the tutor gave the rest of the members of the group. The deviation may not exceed 20% of the maximum score allocated for the assignment. Paragraph 13 The tutor will only be entitled to allocate the deviating mark intended in Paragraph 12 once this has been agreed upon with the module coordinator. Paragraph 14. The tutor is bound to notify the applicable member of the group that qualifies for the deviating mark, as intended in Paragraph 12, forthwith following agreement to that effect with the module coordinator. 6.4 Active participation Paragraph 1 Unless otherwise determined in the Module Book, the minimum condition for the allocation of credits for active participation will be 80% attendance of compulsory educational learning activities in the group to which the student was assigned. Paragraph 2 In the case of attendance of less than 80% (or the percentage indicated in the Module Book) of the compulsory learning activities, the student will in principle receive no credits for active participation, unless otherwise determined in the module book. Paragraph 3 In the case of absence due to a force majeure, Article 14 of these regulations will apply. Paragraph 4 The lecturer / tutor is authorized to refrain from assigning points for active participation in the case of there being grave reasons for doing so. Paragraph 5 Before deciding to refrain from assigning the student points for active participation, the lecturer / tutor will be bound to warn the student to the effect that he or she is at risk of losing his or her points. The warning must be included in the minutes of the learning activity or must be given in writing. If, in the view of the lecturer / tutor, after the issuance of the warning, there are still grave reasons for refraining from granting the student his or her points, the lecturer / tutor will be authorized to make a decision to that effect. The latter decision must also be included in the minutes or recorded in writing. The following are examples of grave causes: Failure to take the minutes; Absence when appointed for the role of chairperson or minutes secretary; Failure to elaborate the learning outcomes; Failure to fulfil agreements. Paragraph 6 Absence at a meeting cannot be presented as a grave reason. 6.5 Module replacement assignment Paragraph 1 The student may qualify (once) for a module replacement assignment under the following conditions: a. If it concerns the final uncompleted module. b. If the module forms part of the compulsory post-propaedeutic educational programme and is neither a practical module nor a minor. c. The student must have participated in the module and the related module examination in the regular way. d. In the case of a module with a module test, the student must have done at least two test resits. Paragraph 2 The subject of the module replacement assignment must be related to the module theme and may in principle not be related to the Bachelor‟s dissertation in the framework of the industial placement or be derived there from. Paragraph 3 The assignment consists of the writing of a paper for which a maximum of 15 credits can be earned. Paragraph 4 The student is free to determine where the assignment will be done and is entitled to make use of the facilities of Stenden university of applied sciences. Paragraph 5 a. To qualify for a module replacement assignment, the student must apply to the Examination Committee to that effect in writing.

Paragraph 6

Paragraph 7

b. If the Examination Committee issues a positive decision, the student will be given the opportunity to submit a proposal to the applicable module coordinator with respect to the subject and the overall structure of the assignment. c. If the subject is approved, the module coordinator and the dean will jointly appoint a lecturer to supervise the student. d. The supervising lecture must approve the overall structure of the assignment prior to the start of the work. e. The student is entitled to receive feedback on a regular basis during the period during which he or she is working on the assignment. The student will exclusively be entitled to supervision during teaching weeks. a. Assessments are done in the form of a „satisfactory‟ or „unsatisfactory‟. The same criteria apply as those used for the assessment of the dissertation in the context of the industrial placement. b. In the case of a satisfactory assessment, the student will receive a maximum of 15 EC for the applicable module. c. The result of the assessment is published at the latest within three weeks after the assignment was handed in. d. Assessment exclusively takes place during teaching weeks. e. The lecturer / assessor forthwith notifies the module coordinator of the applicable module of the result of the assessment, and the coordinator then notifies the secretary of the Examination Committee. For resists of a module replacement assignment the regulations for the Bachelor‟s dissertation in the context of the industrial placement will be applied.

6.6 Testing and resits Paragraph 1 a. The student is entitled to take part in a maximum of five tests per applicable module followed, including the regular module test in Week 9 of the period in which the student is following the module. b. In the case of the student failing to pass the module after five sittings of a module test, including the regular module test, then the student will be required to follow the complete module again in the next academic year. The student will be given at least three test moments per module in every year of study. c. The progress test is offered at at least four different moments a year. Students are entitled to take part in the offered progress tests without any restrictions, with due attention to Art. 6.6, Paragraph 1d of these regulations. d. To take part in any given test moment, the student is required to register for the applicable test via Progress. The student is advised to print out a document of proof of registration following registration, as no rights can be derived from the registration without the printed document of proof. Paragraph 2 In the case of the student taking part in more than one test moments for a given module, the highest test score will prevail and the student will retain the number of points earned for participation and the assignment(s). Paragraph 3 The onus is on the student to take notice of the test timetable and the registration for test moments. Paragraph 4 Students who know when they will be doing their industrial placements will be given extra test moments for modules that they follow in the year of study in which they start their industrial placements, but have not yet completed. To qualify for this, the student is bound to apply to the Examination Committee in writing. The application must be accompanied by a document of proof of the date of commencement of the industrial placement. The application will not be processed without the aforementioned document of proof. Paragraph 5 The student is personally liable in the case of failure to participate in a test due to a coincidence of test times. Paragraph 6 The student is personally responsible for remaining up to date with regard to changes in the learning materials and/or point structure in the case of a test resit.

6.7 Expires 6.8 Educational experiments The Examination Committee is authorized, in the framework of an educational experiment, to allow module coordinators to deviate from the general regulations applicable to module examinations, participation, etc., as recorded in the Stenden university Examination Regulations and the Leisure Management Module Examination Regulations. Once the module coordinator has received permission to deviate from the regular rules, the deviations will be recorded in the Module Book of the applicable module. 6.9 Expires Article 7 Period of validity of the examination components No particularization. See Students‟ Charter Part 1. Article 7a Intellectual property No particularization Article 8 Oral examinations No particularization. See Students‟ Charter Part 1. Article 9 Determination of the results Paragraph 1 The final results of the module examination are published in Progress. Paragraph 2 A student will pass a module if he or she has earned the minimum pass mark of the module and of parts of the module. Paragraph 3 A student will fail a module if: a. He or she has failed the module examination. b. His or her module examination results were declared invalid. Paragraph 4 The answers on the test answer cards handed in by the student are used to determine the ultimate test mark. Paragraph 5 The student is not allowed to take the module test/progress test handed out in the test sessions and the notes made during the test session from the test location. Paragraph 6 The provisional “answer key” for the module test / progress test is published from 8.30 hours of the teaching day following the test date. Paragraph 7 The module coordinator may announce the provisional scores for the module examination components before the final module examination results. Paragraph 8 No rights may be derived from provisional results. Article 10 Right of inspection and retention period Paragraph 1 After the announcement of the final results of the module examination, the student has right of inspection of both (the) assignment(s) and (the) assessment form(s) that were used, with due observance of the inspection period stipulated in the Stenden university Examination Regulations. Paragraph 2 The assessor will keep the assessed assignments for the period intended in Article 10 of the Examination Regulations. The assignments are destroyed upon expiry of the aforementioned period. Assessed assignments are under no circumstances returned to the student. Article 11 Responsibility for test and examination data Paragraph 1 The student is notified where and when written reports on module examination components and digital elaborations of assignments must be handed in. When handing in an assignment to a lecturer / tutor / the front desk, the student is required to sign a receipt list kept by the applicable lecturer / tutor / front desk. Article 12 Registration of the study results

No particularization. Article 13 Certificates Paragraph 1 a. Students who are assigned to the foundation phase, have passed the foundation year and want to get a foundation certificate, have to send a request to the Examination Committee. A form for this request can be found on the ELO site of the Examination Committee. After the request has been received, the Examination Committee issues a foundation certificate. b Students who have an exemption of the foundation programme will not receive a foundation certificate. Paragraph 2 a To students who passed all parts of the foundation phase and of the post foundation phase, the degree of Bachelor of Business Administration in Leisure Management will be issued on demand. b Students who want to graduate need to submit a written request to the examination committee for consideration of one‟s graduation request. A form for this request can be found on the ELO site of the Examination Committee.This request must be in the possession of the secretary of the Examination Committee at least 14 days before the desired graduation date. Paragraph 3 The student can graduate every date the Examination Committee meets (see chapter 2C.1. Article 13a Cum Laude The conditions for graduating Cum Laude in Leisure Management are stipulated under the Appendix to the Module Examination Regulations LM, 2011/2012 for the Leisure Management programme. Article 14 Force Majeure 14.1 Appeal to force majeure Paragraph 1 The student will not be entitled to appeal to a force majeure for any given test once he or she has sat the test or examination. Paragraph 2 To be able to appeal to the force majeure rule when working on an assignment, the student will be required to contact the module coordinator before the submission deadline. The module coordinator will then make a provisional arrangement with the student and notify the Examination Committee to that effect. The secretary of the Examination Committee will then determine whether the provisional arrangement can be converted into a permanent arrangement, or whether it needs to be put on the agenda for a decision at the first subsequent meeting of the Examination Committee. 14.2 Allocation of extra examination sittings for the module tests Paragraph 1 The Examination Committee will only grant extra sittings for a module test after the student has used up all the regular test (resit) opportunities with the exception of the opportunity related to the force majeure. Paragraph 2 The Examination Committee is authorized to present a different test form as an extra test. The extra test must be similar in character to the original test. Paragraph 3 A request for an extra test sitting on the grounds of a force majeure must be submitted to the Examination Committee by no later than five days after the test date to which the force majeure applies. Paragraph 4 In the request intended in MTR 14.2, Paragraph 3, the student is required to substantiate the intended circumstances with the written document of proof intended in MTR14.1, Paragraph 1. In addition, the student must have fulfilled the following condition: he/she must have reported his/her absence to the Front Office on the same day. 14.3 Exchange Paragraph 1 The student is not entitled to derive any rights from these Module Examination Regulations during a study exchange period at a foreign educational institution and / or during a stay at one of the foreign campus sites.

14.4 Force majeure in the case of compulsory educational activities Paragraph1 The student will be entitled to apply to the module coordinator for a compensation assignment in the case of having missed a compulsory learning activity, the absence of which is not attributable to the student personally (force majeure). The following conditions must be fulfilled for the student to qualify for a compensation assignment: - The student reported his or her absence to the Front Desk on the same day. - All missed compulsory activities in the applicable module component are missed due to a force majeure, based on the sole discretion of the module coordinator. - The student participated actively during the other meetings. - The student is required to prove the circumstances intended under Paragraph 1 of this article with written documents of proof to that effect. The student is only entitled to request a compensation assignment after the last compulsory learning activity in the applicable module and must reach the module coordinator by no later than four teaching weeks after the last day of the module period. Paragraph 2 The module coordinator will determine the content and execution of the compensation assignments, if necessary in consultation with the applicable lecturer or tutor. Paragraph 3 The compensation assignment must substitute the missed compulsory component in substantive terms, and must be substantively equivalent to the missed compulsory components in terms of study workload hours Paragraph 4 Compensation assignments pertaining to one of the first three module periods in any given year of study must be handed in and checked in the same year of study. Compensation assignments pertaining to Module 4 must be handed in by the latest on 15 August and checked within one week. The module coordinators are responsible for determining whether the assignment fulfils the set criteria. If the assignment is given a satisfactory mark, the module coordinators will allocate the participation points too. Paragraph 5 If a student is not satisfied with the assessment of the compensation assignment, he or she is required to follow the procedure stipulated in Article 17. Paragraph 6 In the case of absence from a specific subject, other than PBL and / or module assignment coaching, then „specialized lecturer‟ applies in this article instead of „module coordinator‟. Paragraph 7 If the student and the module coordinator or the specialized lecturer disagree on the question as to whether a force majeure applies to the case in question, the student is entitled to submit an application to the Examination Committee, once again, within four weeks of the end of the module. Article 15 Facilities for physical or perceptual disabilities in students No particularization. Article 16.a Rules of good conduct in matters concerning examinations (for students) 16.a.1 Tests Paragraph 1 In principle, a student will only be entitled to take a test if he or she is able to show a valid student card. Paragraph 2 If the student is unable to show a valid student card, but is able to show an alternative valid identity document, he or she will still be entitled to take the test. In the latter instance, the student will however be required to display a valid student card in person to the secretary of the Examination Committee within a period of five days, or in the case of the absence of the secretary, then to one of the other members of the Examination Committee or the secretariat of the Examination Committee. The student is also required to hand in a copy of the card with specification of the date and name of the test to the secretariat or in the secretary‟s pigeonhole. The student will only receive his or her test score once these conditions have been fulfilled. This procedure may result in a delay in the release of the test results.

Paragraph 3 Paragraph 4 Paragraph 5

Paragraph 6 Paragraph 7 Paragraph 8

Students that are not able to identify themselves in any way whatsoever will not be allowed to enter the test location. Unless otherwise specified on the test paper that has been handed out, the student will not be entitled to have anything other than the test paper, the test answer card, a pencil and a rubber on the table where the student will be writing the test. The following conditions apply to the use of calculators in tests: The calculator may only be capable of processing and displaying numbers and not text; The calculator may not be connected to the power source or a computer network; The calculator may not be fitted with audio equipment, plates, an alarm system and transmission or reception systems; The calculator may not operate in any other way than the hierarchical algebraic method; The calculator may not be larger than a pocket-size format. Participants in tests with True / Untrue items are bound to fill in the complete test answer card. After the end of the test, the (main) invigilator will fill in a protocol on the progress of the test, sign it and hand it in to the Test Service Office. The student is not permitted to take an operating mobile telephone or Blackberry into the test location.

16.a.2 Expires Article 16.b Irregularities 16.b.1 Irregularities in tests Paragraph 1 In the case of the discovery of irregular activities on the part of a student during the module test / progress test, the invigilator will be required to file a written statement to the Test Service Office within a period of three teaching days. Paragraph 2 The Examination Committee will give the applicable student the opportunity to react verbally to the charge. Paragraph 3 During the investigative procedure, the student‟s results for the module examination will either not be determined or suspended. 16.b.2 Irregularities in assignments Paragraph 1 The purpose of the assignment is to test whether the student has mastered the applicable learning material. For that reason, the student is bound to use his or her own words in the elaboration of the assignment. It is not permissible to take over the structure and / or content of another person‟s work without due reference to the source material. The cited text may not exceed 5% of the total text. Paragraph 2 If, in the view of the module coordinator, the student failed to observe that which is stipulated in Paragraph 1 and completed the assignment in an inappropriate manner, the student will not receive an assessment for the assignment, alternatively, a previously issued assessment will be suspended. Paragraph 3 The module coordinator will report on his or her findings, with respect to that which is stipulated in Paragraph 2, to the secretary of the Examination Committee. Paragraph 4 The applicable student will be heard by a delegation of the Examination Committee. Paragraph 5 The results of module examinations of students found guilty of irregular activities and students who are accessories to such activities will either not be processed or will be suspended until the case has been settled. Paragraph 6 If a group assignment was executed in an irregular manner, the assignment will be declared null and void, and the students who were found not culpable of the irregular conduct and who were not found to be accessories to the fact will be given the opportunity to do a new assignment. 16.b.3 Sanctions in the case of irregularities Paragraph 1 In the case of the Examination Committee determining the existence of irregular activities, based on the knowledge at its disposal, the results of the module

Paragraph 2

Paragraph 3

examination of the applicable student will be declared invalid. The student will not be given a resit (in the form of a test and / or assignment) in the current year of study and he or she will be bound to redo the entire module. In addition, the Examination Committee will also be entitled, in accordance with that which is stipulated in the Dutch Higher Education and Research Act (WHW), to prohibit the student from participation in one or more examinations for a maximum of four module periods. The Examination Committee may decide on an alternative sanction from that which is stipulated in Paragraph 1. 1. The sanction may be fulfilled through the student‟s personal efforts and the aim must be comparable to the sanction intended in Paragraph 1. The Examination Committee may refer students deemed culpable of irregular conduct to the Dean for disciplinary measures.

Article 17 Objection and appeal procedures 17.1 The module examination Students are only permitted, for a maximum period of two teaching weeks after publication, to lodge queries with the Progress official regarding the correctness of the final module examination results, or in the absence of the aforementioned officer, then with his or her deputy. Alternative procedures are available for students who are doing placements. 17.2 The module test / Progress Test Paragraph 1 The student is entitled to lodge objections to test items. Paragraph 2 Objections to test items must be lodged with the module coordinator (in the case of a module test) or the progress test coordinator (in the case of a progress test) by no later than the fourth teaching day after the test and before 9.00 hours. Paragraph 3 Where a deviating timetable applies to a specific test, the timetable must be published, at most, one teaching week before the test. Paragraph 4 After the period for lodging objections, intended in Paragraph 2, the applicable lecturers will assess the objections and will be entitled to declare an objection invalid. The applicable lecturers are bound to assess the objections and declare them invalid or otherwise within a maximum period of three work days following the submission period intended in Paragraph 2. The Examination Committee is ultimately responsible for determining whether a test item will be removed or converted. Paragraph 5 If a lecturer does not comment on an objectionable test question within the due period, the module coordinator / progress test coordinator will declare the objection valid or invalid within one teaching day following the expiry of the period intended in Paragraph 4. If the module coordinator / progress test coordinator is in default in that regard, the Examination Committee will make a due decision within a period of two teaching days of the expiry of the period intended in Paragraph 4. Paragraph 6 If an objectionable test item is not furnished with a comment within the specified period, then the applicable test item will be removed. Paragraph 7 Following the period intended for the assessment and declaration of validity or invalidity of the objections to the test item, the module coordinator / progress test coordinator will forthwith publish the outcome via Blackboard. 17.3 The assignment Paragraph 1 Students who do not agree with the assessment of their assignments are required to follow the procedure outlined below with due observance of that which is stipulated in Article 6.1, paragraphs 5 and 6. The student must first ask the assessor for a verbal explanation within one teaching week of the publication of the final score. If the student does not agree with the assessor‟s explanation, he or she will then be entitled to lodge a written objection to the module coordinator within two teaching weeks of the publication of the final score. The module coordinator will announce his or her view of the situation to the student within one teaching week of the date of signature of the student‟s written objection.

Paragraph 2

a. Students that wish to qualify for a second assessment of an assignment, either as individuals or as a group, must submit a written request to that effect to the secretary of the Examination Committee. If one student submitted the request for a second assessment of an assignment that was completed by more than one student, the amended result will only apply to the student that submitted the request. The other students will not qualify for revised assessments. b. The request intended in Paragraph 2a must be in the possession of the secretary within six teaching weeks of the publication of the final module examination results and, in any event, before the student resits the test for the first time. Requests that are only handed in after the student has already retaken the test the first time will not be processed. c. The secretary will appoint a second assessor, whose decision will be binding. The result of the second assessment must be announced to the secretary within a period of ten teaching days. Directly after this announcement the student will be informed by the secretary of the Examination Committee.

17.4 Expired Article 18 Harshness clause No particularization. Article 19 Unforeseen circumstances No particularization. Article 20 Coming into effect and official title Paragraph 1 These Module Examination Regulations will come into effect on 1 September 2011. Paragraph 2 These regulations must be cited as “Leisure Management 2011/2012 Module Examination Regulations”. Appendix to the Module Examination Regulations LM, 2011/2012 Certification and Fout! Bladwijzer niet gedefinieerd.Graduation Students who complete their Foundation Phase in 1 year will receive their Foundation Phase Certificate in the 1st semester of Year 2. With the exception of the September meetings, the Examinations Committee establishes in each of its meetings which students have completed their Foundation Phase and which students have graduated. Students graduate when all components of the programme have been completed and the full 240 points for these have been registered in the study records. Typically, there are two graduation ceremonies each year – one in July and one in October, although students may collect their degrees from the secretaries at other times. Cum Laude It is possible for LM students to graduate with Cum Laude (Distinction) if the following conditions are met: For every module, the student has attained a score of at least 8.0 of the module points. This score must have been achieved at the first attempt of every single part of each module. The student must have completed a dissertation that has been graded as Cum Laude standard (a score of 8.0) by both graders of the dissertation. The student has attained a score of at least 8.0 in the minors. The student has attained a score of at least 8.0 for the Progress Test of each study year. Every Progress Test opportunity can be used to achieve this grade. The student is responsible for taking the initiative to apply for Cum Laude, by requesting the Exam Committee to investigate the validity of the application for Cum Laude. This request must be accompanied by a transcript of the student‟s study record. This request should be submitted at least 2 months before the intended graduation date.

Stenden university Honours Programme For exceptional students who seek a greater challenge from their studies, a 2 year Honours Programme is offered by Stenden university (during the second and third year). General info can be found on www.stenden.com/honours. Full details about the programme can be obtained via [email protected] or from the coordinator Afke Moufakkir – [email protected].

Stenden university School of Graduate Studies Graduates of the Leisure Management programme are eligible to apply to join one of the Master programmes which are offered by Stenden university School of Graduate Studies. Stenden university Master programmes share a common part which is compulsory for all participants, followed by specialisations in different fields. The total study load of each programme is 1,680 hours, divided in four module periods from September to September. The following programmes are offered: International Leisure and Tourism Studies (MILTS) International Service Management (MISM) Master of Arts in International Event Management (MAIEM via London Metropolitan University) The Master programmes (MILTS & MISM) are accredited and validated by the London Metropolitan University (London Met) and by the Dutch Validation Council of The Netherlands. When students accomplish a part of the programme they can obtain a Post Graduate Certificate or a Post Graduate Diploma. More information about the Master programmes and the application procedure is available on the university website.

3 Student facilities 3.1 Information facilities St en d en u ses var io u s co m m u n icat io n r eso u r ces t o p r o vid e yo u w it h in f o r m at io n . Th ese r eso u r ces in clu d e t h e St u d en t s‟ Ch ar t er an d t h e st u d y g u id e. Th e p r o g r am m e m an ag em en t co m m u n icat es in t en sively w it h t h e st u d en t s, t o o .

Stenden uses the following media for general announcements: • In t r an et h t t p s:/ / ch n et .ch n .n l • Em ail • St en d en Tim es: St en d en h as it s o w n n ew sp ap er . Th e St en d en Tim es co ver s n ew s su b ject s an d St en d en act ivit ies (in clu d in g st u d en t act ivit ies) b o t h at h o m e an d ab r o ad . It co n t ain s Du t ch an d En g lish in t er view s w it h st u d en t s, o n su b ject s su ch as t h e St en d en Gr an d To u r . Man y o f t h e ar t icles ar e w r it t en b y st u d en t s. • An n o u n cem en t s: n o t if icat io n s sen t b y em ail • No t ice b o ar d s • Plasm a scr een s • Fr o n t Desks

3.2 I study You can use I study for matters including: • q u est io n s ab o u t st u d y f in an cin g • q u est io n s ab o u t r eg ist r at io n an d d er eg ist r at io n • q u est io n s ab o u t t h e r eg ist r at io n o f cr ed it s • ap p o in t m en t s w it h t h e st u d en t co u n sellin g ser vice • in su r an ce p o licies • h o u sin g • in f o r m at io n ab o u t (o t h er ) st u d y o p t io n s • et c. Co m p let e in f o r m at io n ab o u t t h e ser vice p r o vid ed b y I st u d y (co n t act in f o r m at io n ) is g iven o n t h e in t r an et sit e: h t t p s:/ / ch n et .ch n .n l/ h t m l u n d er t h e h ead in g I st u d y.

3.3 SMC & IRC international Point of contact at Stenden for: • st u d en t s ar r ivin g f r o m ab r o ad t o st u d y at St en d en in Leeu w ar d en („in co m in g st u d en t s‟). • st u d en t s g o in g t o st u d y, w o r k o r co m p let e t h eir in d u st r ial p lacem en t ab r o ad o n t h e b asis o f t h eir st u d ies at St en d en in t h e Net h er lan d s („o u t g o in g st u d en t s‟). Wh at yo u can u se t h e SMC & IRC lo cat io n s f o r is set o u t o n in t r an et sit e h t t p s:/ / ch n et .ch n .n l.

3.4 The Student Counselling Service Stenden’s student counselling service provides students with information, advice, support or counselling for: • st u d y p at h issu es (d o u b t s ab o u t w h et h er yo u h ave ch o sen t h e r ig h t p r o g r am m e o f st u d ies, a seco n d p r o g r am m e, co n t in u at io n o f st u d ies, ad vice o n t h e w o r k p lacem en t an d jo b ap p licat io n s) • ef f ect ive st u d y skills an d st u d y p lan n in g • p er so n al p r o b lem s (leavin g h o m e, f ear o f f ailu r e, co p in g w it h b er eavem en t , st r ess, r elat io n sh ip p r o b lem s, an d so o n ) • st u d y d elays cau sed b y sp ecial cir cu m st an ces (g r ad u at io n f u n d ) • f in an cial p r o b lem s (em er g en cy f u n d ) • st u d en t g r an t s an d lo an s • t h e b in d in g st u d y ad vice • f u n ct io n al r est r ict io n an d d yslexia • t o p -class sp o r t • co n f lict s, o b ject io n s an d ap p eals • ap p eal m at t er s Co m p let e in f o r m at io n ab o u t t h e ser vice p r o vid ed b y t h e St u d en t Co u n sellin g Ser vice (in clu d in g co n t act in f o r m at io n ) is availab le o n t h e in t r an et sit e u n d er St u d en t Co u n sellin g Ser vice.

3.5 Disability & study On e o f t h e st u d en t co u n sello r s is also t h e co n t act f o r m at t er s co n cer n in g d isab ilit y an d st u d y. Th e d isab ilit y & st u d y co n t act (Her m ien Mo n in g ) is t h e co n t act p er so n f o r st u d en t s w it h a f u n ct io n al r est r ict io n o r d isab ilit y. Sh e can ad vise o n t h e availab le f acilit ies an d h o w t o ap p ly f o r t h em . Sh e can also m ed iat e in t h ese m at t er s. If yo u h ave a f u n ct io n al r est r ict io n it is ad visab le t o m ake co n t act b ef o r e co m m en cin g yo u r st u d ies. Yo u sh o u ld in an y even t m ake co n t act as so o n as yo u st ar t yo u r st u d ies. Th at w ill in cr ease t h e ch an ce o f t h e n ecessar y f acilit i es b ein g p r o vid ed . Th e „d isab ilit y & st u d y‟ co n t act is also t h e p er so n t o ap p r o ach w it h co m m en t s an d co m p lain t s, e.g . ab o u t t h e f acilit ies. See also t h e St u d y & Disab ilit y Pr o t o co l in ch ap t er 4 o f t h e

Stenden Students’ Charter 2010/2011, part I.

3.6 Confidential advisor for undesirable behaviour It is p o ssib le t h at yo u m ay b e co n f r o n t ed at sch o o l o r yo u r in d u st r ial p lacem en t lo cat io n w it h u n d esir ab le b eh avio u r (su ch as b u llyin g , in t im id at io n , sexu al h ar assm en t , d iscr im in at io n o r r acism ). St en d en h as set u p a p r o ced u r e f o r t h is p u r p o se, an d t h er e is an ext er n al co n f id en t ial ad viso r w h o is r esp o n sib le f o r assist in g an d ad visin g st u d en t s an d m em b er s o f st af f af f ect ed b y u n d esir ab le b eh avio u r . Yo u ar e also w elco m e t o co n t act t h e co n f id en t ial ad viso r if yo u w ish o n ly t o r ep o r t u n d esir ab le b eh avio u r . Fu ll in f o r m at io n ab o u t t h e p r o ced u r e, h o w w e d ef in e u n d esir ab le b eh avio u r an d t h e r o le t h at can b e p layed b y t h e co n f id en t ial ad viso r in t h e p r o visio n o f assist an ce an d su p p o r t (in clu d in g co n t act in f o r m at io n ) is availab le o n t h e in t r an et sit e h t t p s:/ / ch n et .ch n .n l/ h t m l u n d er t h e h ead in g co n f id en t ial ad viso r . Th e St en d en p r o ced u r e f o r u n d esir ab le b eh avio u r is g iven in ch ap t er 9 o f t h e

Stenden Students’ Charter 2010/2011, part 1.

3.7 The timetabling office

Th e t im et ab lin g o f f ice sch ed u les t h e ed u cat io n al act ivit ies. Yo u w ill f in d yo u r t im et ab le at t h e t im et ab le sit e o n t h e in t r an et h t t p s:/ / ch n et .ch n .n l u n d er t h e h ead in g t im et ab les.

3.8 Information & Registration Centre Th e In f o r m at io n & Reg ist r at io n Cen t r e ad m in ist er s t h e p er so n al d et ails o f all n at io n al an d in t er n at io n al St en d en st u d en t s at all lo cat io n s. Th e st u d en t ad m in ist r at io n d ep ar t m en t is r esp o n sib le f o r : • r eg ist r at io n an d d er eg ist r at io n (via St u d ielin k) • t h e co llect io n o f t u it io n f ees Co m p let e in f o r m at io n ab o u t t h e ser vice p r o vid ed b y t h e Cen t r e (in clu d in g co n t act in f o r m at io n ) is availab le o n t h e in t r an et sit e u n d er In f o r m at io n & Reg ist r at io n Cen t r e. St u d en t s at t h e Emmen location, see also sect io n 3.2.

3.9 Registration of study results Th e In f o r m at io n & Reg ist r at io n Cen t r e ad m in ist er s t h e st u d y r esu lt s o f all St en d en st u d en t s. All st u d en t s can u se t h e Pr o g RESS p r o g r am t o view t h eir st u d y r esu lt s o n lin e (f r o m an y PC w it h an in t er n et co n n ect io n ). Det ailed in f o r m at io n ab o u t view in g st u d y r esu lt s is g iven o n t h e in t r an et sit e u n d er t h e In f o r m at io n & Reg ist r at io n Cen t r e h ead in g . Fo r d ir ect access t o Pr o g RESS: w w w .p r o g r essw w w .n l/ st en d en .

3.10 Tests Wh en an d w h er e t est s ar e b ein g h eld , h o w st u d en t s can r eg ist er f o r t h em , w h en t h e r esit s ar e b ein g h eld an d t h e t est r esu lt s: all o f t h is in f o r m at io n is p r o vid ed b y t h e IRC Test Ser vice Of f ice. At t h e Assen location t h is in f o r m at io n can b e o b t ain ed at t h e ad m in ist r at io n d ep ar t m en t . Co m p let e in f o r m at io n ab o u t t h e ser vice p r o vid ed b y t h e Test Ser vice Of f ice (in clu d in g co n t act in f o r m at io n ) is p r o vid ed o n t h e in t r an et sit e h t t p s:/ / ch n et .ch n .n l u n d er Test s.

3.11 ICT & Media Ever yt h in g r elat ed t o in f o r m at io n an d co m m u n icat io n t ech n o lo g y an d au d io visu al f acilit ies at St en d en is o r g an ised co llect ively at t h e ICT & Med ia d ep ar t m en t . Ho w d o yo u g et a lo g -in n am e, w h er e can yo u p r in t o u t d o cu m en t s, w h er e in t h e b u ild in g can yo u u se a co m p u t er , an d w h at ar e t h e g en er al r u les f o r t h e u ser s o f ICT f acilit ies? Th e in t r an et h t t p :/ / w w w .st en d en .co m / h an d leid in g o f ICT & Med ia p r o vid es t h e an sw er t o t h is an d o t h er q u est io n s. ICT & Med ia also p r o vid es su p p o r t f o r t h e u se o f ICT f acilit ies an d p r o vid es t h e au d io -visu al f acilit ies. Th e lat t er ser vice r an g es f r o m len d in g o u t a d ig it al cam er a t o p r o vid in g assist an ce w it h u sin g m ed ia w o r k st at io n s an d an ed it in g ar ea. Th e ICT d ep ar t m en t is cu r r en t ly w o r kin g o n it s o w n sit e p r o vid in g d et ailed in f o r m at io n ab o u t t h e au d io visu al eq u ip m en t (t h is is exp ect ed t o b e availab le b y t h e en d o f 2010 at t h e lat est ). St u d en t s can sen d an em ail t o ict -m ed ia@st en d en .co m f o r q u est io n s ab o u t m at t er s r elat ed t o ICT o r au d io -visu al eq u ip m en t , o r g o t o t h e in f o r m at io n d esk. Mem b er s o f st af f can sen d an em ail t o ict -m ed ia@st en d en .co m f o r q u est io n s ab o u t ICT o r au d io -visu al eq u ip m en t , o r d ial ext en sio n 1616 o r g o t o t h e in f o r m at io n .

3.12 Intranet h t t p s:/ / ch n et .ch n .n l/ h t m l St en d en ‟s in t r an et is t h e in f o r m at io n m ed iu m u sed t o p r o vid e all r elevan t in t er n al in f o r m at io n f o r m em b er s o f st af f an d st u d en t s alike. Her e yo u w ill f in d t h e t im et ab les f o r each p r o g r am m e, b u t also t h e g en er al St en d en d iar y an d a list o f o p en in g h o u r s f o r all f acilit ies. Th e easiest w ay t o see w h ich in f o r m at io n is availab le is t o see t h e A-Z in d ex o n t h e in t r an et . Th e in t r an et can b e accessed b o t h at an d o u t sid e o f t h e St en d en lo cat io n s In t er n al via: h t t p :/ / ch n et .ch n .n l. Ext er n al via: h t t p :/ / ch n et .ch n .n l.

o r via: w w w .st en d en .co m > MySt en d en >. A n ew in t r an et is exp ect ed t o b e u p an d r u n n in g at t h e en d o f 2010.

3.13 Blackboard (ELO) Blackb o ar d is St en d en ‟s d ig it al lear n in g en vir o n m en t . Mo st o f it s co n t en t is ed u cat io n al m at er ial, b u t st u d en t s (an d m em b er s o f st af f ) can also u se it t o g et in t o co n t act w it h each o t h er t o car r y o u t an ed u cat io n al assig n m en t . Blackb o ar d can b e accessed b o t h at an d o u t sid e o f t h e St en d en lo cat io n s via: h t t p :/ / elo .st en d en .co m . Blackb o ar d can also b e accessed via St en d en ‟s w eb sit e: w w w .st en d en .co m > MySt en d en >.

3.14 The Library Th e Lib r ar y is t h e cen t r al lo cat io n at St en d en w h er e t h e lib r ar y f acilit y an d t h e st u d y f acilit ies f o r all o f St en d en ‟s p r o g r am m es ar e b r o u g h t t o g et h er . Th e Lib r ar y co m p r ises t h e At r iu m (a st u d y an d m eet in g r o o m ) an d t h e lib r ar y w it h a len d in g co llect io n o n t h e g r o u n d f lo o r an d a st u d y r o o m w it h a n o n -len d in g co llect io n o n t h e f ir st f lo o r . Th e f acilit ies can b e u sed b y st u d en t s, t each in g st af f an d o t h er p er so n n el. Th e Lib r ar y o f f er s m an y o f it s f acilit ies in d ig it al f o r m . So u r ces b o t h w it h in an d o u t sid e o f St en d en ar e availab le. Mo r e in f o r m at io n is g iven o n t h e St en d en w eb sit e u n d er h t t p :/ / w w w .st en d en .co m / n l/ m yst en d en / st u d ielan d sch ap vh ch n / in f o r m at ieo ver h et st u d ielan d sch ap / Pag es/ d ef au lt .asp x.

3.15 Stenden shop Mo d u le b o o ks, r ead er s, co m p u t er r eq u isit es, r in g b in d er s, p ap er an d o t h er st at io n er y ar e availab le at t h e St en d en sh o p .

3.16 The Alumni Network Th e Alu m n i Net w o r k is a n et w o r k o f co n t act s f o r f in al-year st u d en t s an d g r ad u at es o f all St en d en p r o g r am m es. Th e p u r p o se o f t h e Alu m n i Net w o r k is t o m ain t ain st r u ct u r al co n t act b et w een g r ad u at es (alu m n i), t h e p r o g r am m es an d St en d en . Th e Alu m n i Net w o r k en su r es t h at alu m n i ar e kep t in f o r m ed o f t h e lat est d evelo p m en t s in t h e f ield o f w o r k, t h e p r o g r am m e an d h o w o t h er alu m n i ar e g et t in g o n . Co n ver sely, St en d en is kep t in f o r m ed ab o u t t h e car eer s o f alu m n i an d d evelo p m en t s o n t h e em p lo ym en t m ar ket . Th is also g ives St en d en t h e o p p o r t u n it y t o o b t ain f eed b ack o n t h e ed u cat io n p r o g r am m e. Det ailed in f o r m at io n ab o u t t h e Alu m n i Net w o r k an d it s f acilit ies is p r o vid ed o n t h e St en d en w eb sit e: h t t p :/ / w w w .st en d en .co m / alu m n i.

3.17 First Aid, emergency plan St en d en h as a co r p o r at e em er g en cy p lan . It set s o u t t h e key p o in t s an d p r o ced u r es in t h e even t o f f ir e, accid en t s an d o t h er em er g en cies. All o f t h e in f o r m at io n ab o u t alar m s, f ir e, t h e co m p an y em er g en cy ser vice, f ir st aid an d t h e em er g en cy p lan is g iven at t h e in t r an et sit e h t t p :/ / ch n et .ch n .n l.

3.18 Company restaurant Canteen, IF; restaurant.nl o p en ed in t h e sp r in g o f 2010. Th e Can t een ser ves a d aily r an g e o f in t er n at io n al sn acks, m eals, f r esh f r u it ju ices an d d r in ks. Th ey ar e all m ad e exclu sively o f n at u r al in g r ed ien t s, ar e o f co u r se 100% o r g an ic, f r ee o f E-n u m b er s an d o t h er syn t h et ic f lavo u r in g s. Ever yt h in g is p r ep ar ed su st ain ab ly u sin g in t er n at io n al co o kin g t ech n iq u es. Man y year s h ave b een sp en t w o r kin g o n t h e Can t een co n cep t . St en d en is t h e f ir st in st it u t e f o r h ig h er ed u cat io n w it h su ch a co n cep t , w h ich ser ves t o u n d er lin e it s visio n „Ser vin g t o m ake it a b et t er Wo r ld ‟.

IFood & Drinks (IF) Like t h e Can t een , t h e IF is in t en d ed f o r st u d en t s an d m em b er s o f st af f at St en d en Leeu w ar d en . Th e IF w o r ks acco r d in g t o t h e sam e p r in cip les as t h e Can t een .

Restaurant.nl

Rest au r an t .n l st ar t ed o p er at io n s in 2007 o n t h e b asis o f t h e Nieu w e Ned er lan d se Keu ken („New Du t ch Cu isin e‟). It is t h e r est au r an t o f St en d en u n iver sit y Ho t el f o r h o t el g u est s an d o t h er ext er n al g u est s. Th is r est au r an t , t o o , exclu sively u ses n at u r al in g r ed ien t s t h at ar e en t ir ely o r g an ic an d f r ee o f E-n u m b er s an d o t h er syn t h et ic f lavo u r in g s.

3.19 Randstad employment agency Th e em p lo ym en t ag en cy Ran d st ad h as an o f f ice in t h e St en d en b u ild in g , o n t h e g r o u n d f lo o r o p p o sit e t h e r ecep t io n d esk. Ran d st ad p laces r ecen t g r ad u at es an d g r ad u at es o f lo n g er st an d in g . Th is is t h e p lace t o g o if yo u ar e lo o kin g f o r a jo b .

3.20 Expect St en d en t akes p ar t in Exp ect . Exp ect o f f er s st u d en t s in t er est in g an d u sef u l act ivit ies w it h d em o n st r ab le in vo lvem en t in cu lt u r e, so ciet y an d r elig io n . Exp ect h as it s o f f ice at t h e St en d en b u ild in g at Ren g er slaan 8. Det ailed in f o r m at io n ab o u t Exp ect is g iven o n t h e Exp ect w eb sit e: h t t p :/ / w w w .exp ect -leeu w ar d en .n l.

3.21 Leeuwarden Study City Have yo u o p t ed f o r a p r o g r am m e at St en d en in Leeu w ar d en ? If so , Leeu w ar d en is au t o m at ically yo u r st u d y cit y. Leeu w ar d en h as m u ch t o o f f er . Leeu w ar d en St u d iest ad is t h e co o r d in at in g o r g an isat io n t h at d evelo p s p r o d u ct s an d ser vices t o p r o m o t e Leeu w ar d en as a f u lly-f led g ed st u d y cit y am o n g st u d en t s b o t h at h o m e an d ab r o ad . Leeu w ar d en St u d y Cit y m akes it p o ssib le, f o r exam p le, f o r yo u t o p lay sp o r t s af f o r d ab ly, h elp s yo u t o f in d a r o o m an d o r g an ises st u d en t even t s an d act ivit ies. Leeu w ar d en h as a w id e r an g e o f st u d y p r o g r am m es, act ive st u d en t asso ciat io n s, cu lt u r e, p avem en t caf és an d p leasan t p u b -r est au r an t s. Det ailed in f o r m at io n ab o u t t h e st u d en t f acilit ies in Leeu w ar d en is g iven o n t h e w eb sit e o f Leeu w ar d en St u d iest ad : h t t p :/ / w w w .leeu w ar d en st u d iest ad .n l.

3.22 Sport Takin g p ar t in sp o r t s in Leeu w ar d en is m ad e af f o r d ab le f o r st u d en t s via St u d iest ad Sp o r t (a d ivisio n o f Leeu w ar d en St u d iest ad ). Wit h so m e 30 sp o r t s, a b r o ad r an g e o f sp o r t s is o n o f f er . Th ey r an g e f r o m aer o b ics t o f o o t b all an d f r o m t en n is t o p o w er co m b at . Det ailed in f o r m at io n ab o u t af f o r d ab le sp o r t is g iven o n t h e w eb sit e o f Leeu w ar d en St u d iest ad , sp o r t & lif est yle h t t p :/ / w w w .leeu w ar d en st u d iest ad .n l/ alg em een / sp o r t -en -lif est yle.

4 Regulations concerning sickness and other exceptional circumstances Given b elo w is an exp lan at io n o f w h at yo u h ave t o ar r an g e if yo u ar e (t em p o r ar ily) p r even t ed f r o m r eceivin g ed u cat io n o w in g t o sickn ess o r o t h er sp ecial cir cu m st an ces.

4.1 Regulations for sickness or other exceptional circumstances St u d en t s u n ab le t o t ake p ar t in a co m p u lso r y ed u cat io n al act ivit y o w in g t o sickn ess o r excep t io n al cir cu m st an ces m u st r ep o r t t h is t o t h e p r o g r am m e‟s Fr o n t Desk (058 - 244 1335) b y 5.00 p m o n t h e sam e d ay. Th e Fr o n t Desk m u st b e in f o r m ed if t h e st u d en t g o es h o m e o w in g t o sickn ess o r excep t io n al cir cu m st an ces w h en m o r e co m p u lso r y ed u cat io n al act ivit ies ar e p lan n ed f o r t h at d ay. If t h er e is likelih o o d t h at t h e st u d en t ‟s st u d ies w ill b e d elayed b y sickn ess o r excep t io n al cir cu m st an ces, t h e st u d en t (f u ll-t im e an d b r id g in g p r o g r am m e) is o b lig ed t o co n t act h is o r h er p er so n al co ach / p r o g r am m e co ach an d t h e st u d en t co u n sellin g ser vice.

4.2 Failure to meet the standard of the (binding) study advice If yo u an t icip at e t h at sickn ess o r o t h er excep t io n al cir cu m st an ces (see 4.4) w ill p r even t yo u f r o m m eet in g t h e st an d ar d f o r t h e b in d in g st u d y ad vice in t h e f ir st o r seco n d year o f st u d y, yo u

m u st r ep o r t t h e excep t io n al cir cu m st an ce b o t h t o yo u r p er so n al co ach an d t o a st u d en t co u n sello r . Yo u m u st also su b m it a w r it t en r eq u est t o t h e exam in at io n co m m it t ee p r io r t o 1 Ju n e (1 No vem b er f o r t h e Feb r u ar y in t ake) t o t ake t h e excep t io n al cir cu m st an ce in t o acco u n t w h en m akin g t h e st u d y ad vice. Fo r m o r e in f o r m at io n : see ch ap t er 3 o f sect io n 1 o f t h e St u d en t s‟ Ch ar t er , w h ich also co n t ain s t h e „St u d y Ad vice Pr o ced u r e‟.

4.3 Delayed studies If yo u r st u d ies ar e d elayed b y sickn ess o r o t h er excep t io n al cir cu m st an ces (see u n d er 4.4) t o su ch an ext en t t h at it w ill t ake yo u lo n g er t h an f o u r year s t o co m p let e yo u r st u d ies, yo u m u st r ep o r t t h e sickn ess/ excep t io n al cir cu m st an ce t o t h e p er so n al co ach an d t o a st u d en t co u n sello r . Th e st u d en t co u n sello r w ill d iscu ss t h e im p licat io n s f o r yo u r st u d y f in an cin g w it h yo u an d m ay in f o r m yo u ab o u t t h e p r o f ile f u n d („p r o f iler in g sf o n d s‟). To b e elig ib le f o r a f in an cial co n t r ib u t io n f r o m t h e p r o f ile f u n d yo u ar e o b lig ed t o r ep o r t t h e excep t io n al cir cu m st an ce as so o n as p o ssib le t o t h e st u d en t co u n sello r . If yo u kn o w t h at yo u w ill b e u n ab le t o r eceive ed u cat io n f o r a w h ile, e.g . o w in g t o a sch ed u led h o sp it al ad m issio n , yo u m u st r ep o r t t h at im m ed iat ely. Yo u sh o u ld also co n t act t h e st u d en t co u n sellin g ser vice if it is p o ssib le o w in g t o excep t io n al cir cu m st an ces t h at yo u w ill f ail t o r eceive yo u r f in al d ip lo m a w it h in t h e d ip lo m a t er m o f 10 year s. Fo r m o r e in f o r m at io n see ch ap t er 6 o f sect io n 1 o f t h e Students’Charter 2010/2011, w h ich in clu d es t h e Gr ad u at io n Su p p o r t Pr o ced u r e. Yo u can also view t h e st u d en t co u n sellin g ser vice sit e o n t h e in t r an et : Leeuwarden location s:/ / ch n et .ch n .n l/ h t m l.

4.4 Exceptional circumstances The following circumstances are special circumstances as provided for in paragraphs 4.2 and 4.3: • illn ess (in clu d in g m en t al illn ess) • p r eg n an cy • sp ecial f am ily cir cu m st an ces (su ch as yo u r p ar en t s d ivo r cin g , ser io u s illn ess o r b er eavem en t in yo u r d ir ect f am ily) • co -d et er m in at io n act ivit ies f o r t h e in st it u t e • t o p -class sp o r t • b o ar d m em b er sh ip o f cer t ain st u d en t asso ciat io n s • a p r o g r am m e o f st u d ies t h at can n o t b e ef f icien t ly st u d ied

4.5 Basic facilities for students with a functional restriction We d ef in e b asic f acilit ies as t h e f acilit ies t h at m u st alw ays b e availab le, r eg ar d less o f w h et h er st u d en t s ar e u sin g t h em at an y g iven m o m en t in t im e. Th e Eq u al Tr eat m en t (Disab ilit y an d Ch r o n ic Illn ess) Act cam e in t o ef f ect o n 1 Decem b er 2003. Th e Act st ip u lat es t h at if a st u d en t w it h a f u n ct io n al r est r ict io n r eq u ir es ad ap t at io n s o f a t ech n ical, ed u cat io n al o r su p p o r t ive n at u r e in o r d er t o co m p let e a p r o g r am m e o f st u d ies an d asks t h e in st it u t io n t o p r o vid e t h em , t h e p r o g r am m e o r in st it u t io n is o b lig ed t o p r o vid e t h em .

The adaptations must meet two criteria: t h ey m u st b e su it ab le an d n ecessar y. „Su it ab le‟ m ean s t h at t h e ad ap t at io n m u st elim in at e o r alleviat e a h in d r an ce, t h u s en h an cin g t h e st u d en t ‟s in d ep en d en ce. „Necessar y‟ m ean s t h at it m u st n o t b e p o ssib le f o r t h e sam e g o al t o b e m et b y o t h er , less exp en sive m ean s. Th e ab o ve is also su b ject t o t h e co n d it io n t h at t h e r eq u est ed ad ap t at io n m u st n o t r ep r esen t a d isp r o p o r t io n at e b u r d en t o St en d en as p r o vid ed f o r in ar t icle 2 o f t h e Eq u al Tr eat m en t (Disab ilit y an d Ch r o n ic Illn ess) Act . On e o f t h e st u d en t co u n sello r s is t h e co n t act f o r d isab ilit y & st u d y (see sect io n 3.5 o f ch ap t er 3). Th is st u d en t co u n sello r p r o vid es in f o r m at io n an d ad vice o n p o ssib le ad ap t at io n s an d f acilit ies an d m ed iat es t o h ave t h em p u t in p lace.

A material facilities • To ilet s f o r t h e d isab led

• • • • • • •

Par kin g sp aces f o r p eo p le w it h d isab ilit ies Cash d isp en ser at t h e r est au r an t at t h e level o f a w h eelch air u ser Lo w co m p u t er o n a st an d f o r w h eelch air u ser s Mo b ile in d u ct an ce lo o p availab le o n lo an f r o m t h e au d io -visu al d ep ar t m en t Lap t o p availab le o n lo an f r o m t h e au d io -visu al d ep ar t m en t Read in g p en Use o f t ext t o sp eech so f t w ar e

B educational facilities • • • • • • • • • • • • •

o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n o p t io n

t o ext en d t h e t est d u r at io n t o t ake t est s sep ar at ely t o r eceive r ead er s in en lar g ed let t er t yp e (12 p o in t ) t o r eceive an ad ap t ed lesso n t im et ab le t o h ave st u d y sch ed u lin g ad ap t ed t o b e g iven an alt er n at ive assig n m en t f o r an ad ap t ed w o r k f o r m f o r an ad ap t ed f o r m o f t est f o r a f lexib le lear n in g p r o cess f o r ad ap t ed w o r k p lacem en t in t er m s o f f o r m an d d u r at io n t o h ave t est s en lar g ed t o A3 f o r m at t o u se a co m p u t er f o r t est s t o u se a co m p u t er w it h vo ice f u n ct io n alit y

C financial facilities • allo w an ce f o r d yslexia t est (m axim u m allo w an ce o f 400 eu r o s) • p r o f ile f u n d . • f acilit ies in t h e ar ea o f st u d en t g r an t s an d lo an s

Procedures Re A material facilities Mo st o f t h e b asic m at er ial f acilit ies ar e f r eely availab le f o r u se. St u d en t s w ish in g t o m ake u se o f t h e f acilit ies t h at ar e m an ag ed b y t h e au d io -visu al d ep ar t m en t sh o u ld ap p ly t o t h e d isab ilit y & st u d y co n t act / st u d en t co u n sello r . If a f acilit y (e.g . a sp ecial seat ) is issu ed o n lo an , t h e ap p licat io n is m ad e t o t h e d isab ilit y & st u d y co n t act an d laid d o w n in an ed u cat io n co n t r act .

Re B educational facilities St u d en t s w ish in g t o m ake u se o f cer t ain f acilit ies sh o u ld m ake an ap p o in t m en t as so o n as p o ssib le w it h o n e o f t h e d isab ilit y & st u d y co n t act s/ st u d en t co u n sello r s. In so m e cases it is ad visab le t o d o t h is b ef o r e co m m en cem en t o f t h e st u d ies. Th ey can p r o vid e ad vice ab o u t p o ssib le f acilit ies. Th e st ep s t h at n eed t o b e t aken t o acq u ir e t h e f acilit ies can b e d iscu ssed in co n su lt at io n w it h t h e p er so n al co ach in g co o r d in at o r . Fo r cer t ain f acilit ies, an ap p licat io n w ill h ave t o b e su b m it t ed t o t h e exam in at io n s co m m it t ee. It is d esir ab le t o su b m it a m ed ical cer t if icat e. Th e ag r eem en t s an d r esp o n sib ilit ies ar e laid d o w n in an ed u cat io n co n t r act „st u d yin g w it h a f u n ct io n al r est r ict io n ‟. Th e ed u cat io n co n t r act ap p lies t o t h e w h o le o r cer t ain p ar t s o f t h e p r o g r am m e an d f o r a set p er io d o f t im e. St u d en t s w ish in g t o m ake u se o f sp ecial t est f acilit ies sh o u ld if p o ssib le h ave t h is r eg ist er ed at least 2 w eeks p r io r t o t h e t est p er io d w it h t h e d isab ilit y & st u d y co n t act o r t h e r elevan t st u d en t co u n sello r . Th e t est ser vice o f f ice o r g an ises t h e t est f acilit ies.

Re C financial facilities If t h e st u d en t o r t h e p r o g r am m e m an ag em en t su sp ect s t h at a st u d en t h as d yslexia an d t h e st u d en t ‟s st u d ies ar e b ein g h in d er ed as a r esu lt o f t h at , t h e st u d en t can h ave a d yslexia t est

car r ied o u t . Th e d isab ilit y & st u d y co n t act / st u d en t co u n sello r w ill m ed iat e in t h e ap p licat io n f o r an allo w an ce f o r t h is. Th e m axim u m allo w an ce is 400 eu r o s. Var io u s f in an cial ar r an g em en t s ar e p o ssib le, su ch as 12 m o n t h s‟ ext r a st u d y f in an cin g , in cases w h er e t h e st u d en t ‟s st u d ies ar e d elayed o r in t er r u p t ed o w in g t o a f u n ct io n al r est r ict io n . Th e st u d en t co u n sello r w ill f in d o u t w h ich ar r an g em en t is ap p licab le t o t h e st u d en t ‟s sit u at io n an d o ver see t h e ap p licat io n .

Contact Disab ilit y & st u d y co n t act , Leeu w ar d en : f o r t h e locations Leeuwarden and Groningen: Ms Her m ien Mo n in g , h er m ien .m o n in g @st en d en .co m An ap p o in t m en t can b e m ad e via I st u d y Leeu w ar d en .

Emmen Location: f o r t h e locations Emmen, Assen and Meppel: Ms Nyn ke Vin k n yn ke.vin k@st en d en .co m An ap p o in t m en t can b e m ad e via I st u d y Em m en .

4.6 Medical certificate procedure 4.6.1 Purpose of the certificate If a student: • w ish es t o d er eg ist er d u r in g an acad em ic year o w in g t o sickn ess; • ap p lies f o r f in an cial su p p o r t f r o m t h e p r o f ile f u n d o w in g t o sickn ess; • is u n ab le t o t ake an exam (o r exam sect io n ) o w in g t o sickn ess; an d t h e exam in at io n co m m it t ee r eq u ir es d o cu m en t ar y evid en ce o f t h is, t h e st u d en t m u st su b m it a m ed ical cer t if icat e t o IRC (a), t h e p r o f ile f u n d co m m it t ee (b ), o r t h e p r o g r am m e exam in at io n co m m it t ee (c).

4.6.2 Obtaining the certificate A m ed ical cer t if icat e can b e o b t ain ed f r o m yo u r GP o r m ed ical sp ecialist .

4.7 Studying and RSI (CANS) Th er e ar e st u d en t s w h o su f f er f r o m p ain in t h e ar m , n eck, sh o u ld er , elb o w o r w r ist . St u d en t s o f t en b elieve t h at t h ese p r o b lem s w ill g et b et t er o n t h eir o w n , b u t t h at is n o t alw ays t h e case. Th is t yp e o f p ain can b e in d icat ive o f RSI: Rep et it ive St r ain In ju r y, also kn o w n as „m o u se ar m ‟. If t h e f ir st in d icat io n s ar e n o t t aken ser io u sly, t h e p r o b lem s w ill u su ally g r ad u ally g et w o r se. A n u m b er o f p r o f essio n al g r o u p in g s t ake t h e view t h at t h e t er m RSI h as t aken o n a n eg at ive co n n o t at io n an d t h at so m e h ealt h p r o f essio n als w r o n g ly d iag n o se RSI. Fo r t h at r easo n it h as b een d ecid ed t o u se t h e n ew t er m CANS (co m p lain t s o f Ar m , Neck an d / o r Sh o u ld er ). RSI is d if f icu lt t o est ab lish b ecau se t h er e can b e sever al cau ses o f t h e p ain . Sin ce CANS is st ill a f air ly n ew t er m , w e w ill co n t in u e t o u se t h e t er m RSI b elo w f o r t h e sake o f clar it y. In t h e case o f RSI, t h er e is a clear r elat io n sh ip b et w een t h e w ay in w h ich p eo p le w o r k an d t h e sym p t o m s.

Factors that can result in RSI include: • an in co r r ect sit t in g p o st u r e w h en w o r kin g • r ep et it ive w o r k • in su f f icien t alt er n at io n in t h e p o st u r e an d t h e w o r k • st r ess. Th e st u d ies can also in clu d e act ivit ies in w h ich p eo p le r em ain in t h e sam e p o st u r e f o r lo n g p er io d s o f t im e an d / o r m ake t h e sam e m o vem en t s. Th e co m p u t er m o n it o r o ccu p ies an im p o r t an t p o sit io n in t h e w o r k, n o t o n ly at St en d en , b u t u su ally at h o m e t o o .

Usin g ch at r o o m s, b r o w sin g o n t h e In t er n et an d co m p u t er g am es also o f t en t aken u p a co n sid er ab le am o u n t o f t im e.

RSI is something that you can largely prevent yourself. The most important tips in this regard are as follows: d o n o t w o r k f o r lo n g er t h an f ive t o six h o u r s a d ay at a m o n it o r o r f o r m o r e t h an t w o h o u r s w it h a lap t o p !

these times include chatting, emailing and computer games! • w h en w o r kin g at a m o n it o r , t ake a sh o r t b r eak ever y h o u r • ad o p t a g o o d sit t in g p o st u r e in f r o n t o f t h e m o n it o r • alt er n at e w o r k w it h t h e m o n it o r w it h o t h er w o r k • m ake su r e t h at yo u h ave su f f icien t leisu r e act ivit ies in ad d it io n t o yo u r st u d ies • t ake in it ial sym p t o m s (p ain , t in g lin g , st if f n ess) ser io u sly an d see yo u r d o ct o r in g o o d t im e. Mo r e in f o r m at io n ab o u t RSI is g iven o n Ch n et an d t h e In t er n et . Th e sit es b elo w in an y even t p r o vid e a clear o ver view : • h t t p :/ / r si.p ag in a.n l • w w w .m u isar m .n l Po st b u s 51 (w w w .p o st b u s51.n l) p u b lish es a f r ee b r o ch u r e „Veilig w er ken : RSI - in f o r m at ie vo o r w er kn em er s en w er kg ever s‟ („Wo r kin g saf ely, RSI in f o r m at io n f o r em p lo yer s an d em p lo yees‟).

5 Employees Leisure management Name

Room

Phone ext.

E-mail

Function

Dhr. R. Blink

3.02

1288

robert.blink@ stenden.com

Lecturer SPORTMANAGEMENT en French

Dhr. W. Boersma

3.03

1740

Dhr. W.F.Bok

3.07

1411

Mevr. M. Bos

3.03

1568

Dhr. M.C. Bo s

LC

1390

Mevr. G. van Dijk

3.06

1469

Dhr. M. van Driel

3.02

1642

Dhr. J.A. Eijkenaar

3.10

1474

Dhr. S. Fokkema

3.08

1439

Dhr. H. J. Greven

1227

Dhr. M.H. Groters

3.09

1568

Dhr. M. Haanstra

3.07

1425

Dhr. H.J. Hendriks

3.09

1159

willem.boersma @ stenden.com wim.bok@ stenden.com mijke.bos@ stenden.com maarten.bos@ stenden.com gedy.van.dijk@ stenden.com mark.van.driel @ stenden.com

Lecturer Engels Academic Dean Lecturer and scheduling Lecturer Informatics Lecturer Management skills Lecturer

Lecturer German / Coordinator Study path counselling steffen.fokkema Lecturer Strategic @ stenden.com Management henk.jan.greven Coordinator AD @ stenden.com Lecturer Leisure martin.groters@ management stenden.com albert.eykenaar @ stenden.com

martin.haanstra @ stenden.com henri.hendriks@ stenden.com

Secretaries Exam committee Lecturer Business economics

Name

Room

Phone ext.

Mevr. A. Herrewijn

3.08

1642

Dhr. E. Hilverda

3.03

1159

Mevr. H. Hoekstra

3.11

1140

Mevr. S. Hoekstra

3.03

1159

Mevr. D. van der Hoeven

3.09

1159

Dhr. P. Huig

220

1231

Mevr. E.M.G. Janssen

3.05

1284

Dhr. T. de Jong

3.08

1321

Mevr. B. Kooi

3.09

Mevr. H. Koops

3.08

1439

Mevr. E.A. Kuperus

3.11

1253

Mevr. G.D. Middelbrink

3.03

1740

Dhr. A. Postma

Extern

1353

Mevr. A. Rozendaal

Extern

Mevr. L. Schellekens 3.03

1159

Dhr. A.K. Schilder

3.08

1439

Mevr. G. Schmäling

3.06

1719

Dhr. P. Sieperda

3.06

1469

Mevr. T. Stoer

3.06

1469

Mevr. H. Suleri

3.03

1159

Mevr. P.J. Verhoeven

3.11

1363

E-mail amber.herrewij n@ stenden.com EHILVERD@ stenden.com hanneke.hoekst [email protected] m

Function Lecturer Events Lecturer Secretary office

sandra.hoekstra Lecturer / Tutor @ stenden.com Dymphi.van.der .Hoeven@stend en.com peter.huig@ stenden.com eva.janssen@ stenden.com theo.de.jong@ stenden.com berber.kooi@ stenden.com hilda.koops@ stenden.com lia.kuperus@ stenden.com dinie.middelbrin k@ stenden.com albert.postma@ stenden.com anke.rozendaal @ stenden.com liesbeth.schellek [email protected] m anne.klaas.schil [email protected] m gudrun.schmali [email protected] m piet.sieperda@ stenden.com

Lecturer English Sr. Consultant research Lecturer research Lecturer Events Lecturer / Tutor Lecturer HRM Assistant internship coordinator Lecturer English Lecturer Research/Dean MA International Leisure & Tourism studies Coach Duaal Coordinator Learning company Coordinator Progress Duaal Lecturer Social science Lecturer research Lecturer German Lecturer Arts and culture, Event management, Urban development

tjitske.stoer@ Lecturer Management skills stenden.com huma.suleri@ Lecturer English stenden.com petra.verhoeven Secretaresse @ stenden.com

Name

Room

Phone ext.

E-mail

Dhr. J. van Vliet

3.02

1288

jeroen.van.vliet @ stenden.com

roel.de.vries@ stenden.com jorrit.van.de.wa Dhr. J. van de Waal 3.08 1321 al@ stenden.com maaike.van.der. Mevr. M. van der 3.11 1363 [email protected] Wal m pietrick.wiersma Mevr. P. Wiersma 3.05 1284 @ stenden.com co.de.wilt@ Dhr. J.M.J. de Wilt 3.10 1365 stenden.com jogiena.zeinstra Mevr. J. Zeinstra 3.07 1411 [email protected] Vrijetijdsmanagement / Leisure Management Dhr. R.G. de Vries

3.05

1642

Function Lecturer SPORTMANAGEMENT en coordinator English stream Lecturer French / Management skills Lecturer

Adm. medewerker Lecturer / Coach LM Duaal Coordinator internship LM/ Member exam committee Coordinator Duaal

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