Power point education inga mons

1. New Curriculum
Updates on Development

2. Background
• Last year the curriculum design group was tasked to develop the first year of the
new curriculum to be launched in February 2020 based on a fixed set of
Intended Programme Learning Outcomes (IPLO’s)
• These 23 IPLO’s (based on the current PEP) were often subject specific and not
necessarily result/effect focused (What do we want the student to show/proof
as a professional?). This made it difficult to design a more holistic, learning path
independent curriculum.
Example of an IPLO: ”Support a durable and sustainable department/team, applying appropriate
marketing, communication, sales and revenue management techniques; “ (not result/effect
focused)

3. Unlock your Hospitality DNA
To be able to create an environment in which students can work on
authentic, multidisciplinary design challenges from the (preferred)
industry partner, therefore also integrate theory/practice, and focus
on the development of SKAV’s, IPLO’s were clustered into ALO’s; This
meant each atelier had the same ALO’s, however a different context:
Culinary Creators, Quality Keepers, Hosts, Service Performers;

4. ALO’s Year 1 – Unlock your Hospitality DNA
Atelier Learning Outcomes (ALO) Level 1
ALO 1: The student designs a well-founded proposal for an improvement, tested
and evaluated with peers, to prove he or she has an understanding of the
operations at the Stenden Hospitality Group department.
ALO 2: The student delivers, in an appropriate manner, an effective contribution to
the design challenge team and to their respective Stenden Hospitality Group
department.
ALO 3: The student obtains a basic level of knowledge and understanding of the
fundamentals of hospitality, the result of which is the ability to function at an
operational level.
ALO 4: The student demonstrates the ability of reflecting and acting upon his/her
learning process, including personal behaviour. Shows understanding and the ability
to balance work-life by means of effective goalsetting and planning based upon
constructive peer feedback resulting in improved behaviour shown by feedback
received.

5. Challenges/Evaluation
This construction of bundling IPLO’s into ALO’s lead to challenges such as:
• a relatively fixed framework in terms of assessment per ALO and ateliers;
• very structured atelier framework with little flexibility in terms of going
through the DT phases (4 ateliers, 10 weeks);
• limited flexibility in terms of different study paths (Fast Track, MHS, prior
work experience, etc.);

6. Moving forward
• Go back to the beginning: NHL Stenden Educational Policy, Stenden HMS
Manifesto, Professional Educational Profile and input from Year 4 work group
• Revise end –level learning outcomes and then work backwards to define level
1,2 and 3 LO’s
• Involve colleagues from different expertise to collaborate on formulating these
LO’s
Educational Content remains relevant, focus lies on Assessment Structure

7. End Level Learning Outcomes
1. Creates a hospitable environment that guests and other stakeholders
perceive as valuable, safe and sustainable.
2. Creates connections and builds a network that supports realizing
organizational goals and affected communities.
3. Makes well founded decisions that can be justified to stakeholders.
4. Analyses guests and other stakeholders in a hospitality context to
anticipate effectively on their needs and interests.
5. Provides creative solutions that add value to the hospitality industry and its
environment.

8. End Level Learning Outcomes
6. Acts as a leader who can adapt to situations and circumstances to guide,
manage, and lead the team effectively.
7. Develops and shares a sustainable mind-set to have a positive impact on
tomorrow’s world.
8. Is aware of the role as a citizen of the global village to adapt to a changing
environment.
9. Understands own norms and values to reflect on ethical behaviour as a
professional.
10. Reflects on own personal and professional experiences and actions
to stay ahead of the changing industry.

9. Work Sessions
Involve colleagues from different fields of expertise to
collaborate on formulating Level Learning Outcomes (3,2,1)
1st Session: Identify professional themes per end level
learning outcome (make it more concrete) and relevance of
different areas of expertise to learning outcomes on level 1,2
and 3;
2nd Session: Discuss analysis of findings and work on
indicators for level 1,2 and 3 per end level LO;

10. End Level LO Structure

11. Level LO structure

12. End Level Learning Outcomes
Core Hospitality
1. Creates a hospitable environment that guests and other stakeholders perceive
as valuable, safe and sustainable.
Management & Strategy
2. Creates connections and builds a network that supports realising organizational
goals and affected communities.
3. Makes well founded decisions that can be justified to stakeholders.
4. Analyses guests and other stakeholders in a hospitality context to anticipate
effectively on their needs and interests.
Entrepreneur
5. Provides creative solutions that add value to the hospitality industry and its
environment.

13. End Level Learning Outcomes
Leader
6. Acts as a leader who can adapt to situations and circumstances to guide,
manage, and lead the team effectively.
Responsible Global Citizen
7. Develops and shares a sustainable mind-set to have a positive impact
on tomorrow’s world.
8. Is aware of the role as a citizen of the global village to adapt to a
changing environment.
9. Understands own norms and values to reflect on ethical behaviour as a
professional.
Future Proof Professional
10. Reflecting on own personal and professional experiences and actions
to stay ahead of the changing industry.

14. Structure Level 2 and 3
Build Ateliers around LO Themes for both levels
Students from year 2 and 3 go through the same ateliers; Year 4 is the Graduation
Programme incl. internship
Atelier – Hospitality Management & Strategy
(LO 1,2,3,4,10 at level 2 & 3)
Atelier – Entrepreneur & Leader
(LO 5, 6 and 10 at Level 2 & 3)
Atelier – Responsible Citizen
(LO 7,8, 9, 10 at level 2 and 3)
Atelier – Minors
Graduation Programme
(Demonstrating all end level LO’s in an
integrated manner)
At Level 2 and 3 students work on design challenges from other industry partners, however need to be scheduled also for practice shifts at
SHG (5 weeks each year per student); PPD would like to link also to practice in terms of personal and professional development)

15. Level 2 and 3 structure
• Ateliers are working spaces that are linked to Learning
Outcome Themes, in which students are facilitated to work on
design challenges that are linked some level learning
outcomes;
• Not all level learning outcomes/indicators have to be covered
in professional products (in ateliers);
• Some level learning outcomes/indicators can be achieved also
outside the atelier;
• The student collects evidence in a portfolio which will be
validated by the assessment center;
• Educational Programme support the students on building
necessary SKAV’s to be able to achieve learning
outcomes/indicators;

16. Assessment
• Programmatic Assessment Approach with more guidance and
lower complexity in year 1 (more “Structure”) and increasing
autonomy/complexity in year 2,3 and 4;
• Learning Outcomes and Level Learning Outcomes are clear,
currently working on indicators;
• Next step, inventorize which level learning outcomes and
indicators can and should be demonstrated with Professional
Products and which need to be demonstrated in a different
form;
• Assessment Center to validate achievement of level 1, 2 and 3
by means of a portfolio per student including proof (This can
include professional products, tests, external language test,
reflection reports, etc.)

17. Assessment Structure
Provide structure for student (decrease from year to year, level to level) and give
activators (?) clear role to discuss and guide students in their study path
Learning
Outcome 1
Atelier Outside the Atelier
Parts of
Professional
Product
Final
Professional
Product
Extra Curricular
Test
Professional
Assignment
Own Proof
• TOEFL Test
• Work Experience
Student’s Individual Portfolio
Analysis, Advice, Design, Realised
Design, Activity (Losse, 2018)
Set 1 Level LO
and indicators
Set 2 Level LO
and indicators
Practice/
Work
Performance
Industry
Partners
Competitions
X Honors HOTS
Simulation
Languages?
Design
Challenges
Research
Group
Own
Project
Professional
Development

19. Assessment - Example
Learning Outcome 1
(Hospitality
Professional)
1.1 Shows basic knowledge, skills, attitudes and values and a founded understanding of the
hospitality industry to be able to interact with guests and other stakeholders in a
hospitable, safe and sustainable way
Professional
Product(s)
Professional
Development
Knowledge
Test
Professional
Assignment
Demonstrates an understanding of the
operations at company X and is able to
solve a particular issue (DC) on the
basis of that
Demonstrates attitudes that
contribute to a hospitality and safe
environment for guests at SHG
Possesses basic knowledge in
Hospitality Management at
operational level
Demonstrates certain knowledge by
applying it to a simulated situation;
Demonstrates skills necessary to
operate safe, hospitality and
sustainable in X department at SHG
at operational level ;
Type of
Data
Points/
Proof
Portfolio
Analysis, Advice, Design,
Realized Design/Activity
Peer Feedback, 360 degree
feedback, reflection on
feedback, development plan
Progress Test, Subject
Test,….
HOTS Assignment, Serious
Gaming, Practice, etc.

20. Assessment & Education
End Level Learning = Recipe
Level LO’s = Shopping list
Education = Supermarket
Assessment = Check Out
Standard Walking Route =
Student with no prior
education/experience

21. Ateliers and Education Programme

22. Educational Activities
• Ateliers -> Workspaces in which students work on a set of learning outcomes
which are linked to 1 or more professional products (Faciliators guide
students through the process; design challenges are authentic and come
from industry)
• Resource Center -> Online platform on which students can find an overview
of all disciplines and their outline (from year 1 -4) and useful material for self
study and preparation purposes; material is provided by experts, however
students re not limited to Resource Center only
• Expert Sessions -> Can be online lectures, Q&A sessions, consullancy hours,
etc. supporting the learning of students you be able to achieve learning
outcomes
• Practice at SHG to develop necessary SKAV’s at operational, tactical and
strategic level;