decision of the fibaa accreditation committee for...
TRANSCRIPT
Decision of the FIBAA Accreditation Committee for Programmes
100th Meeting on 29/30 September 2016
Project Number: 15/075
Higher Education Institution: Hotel Institute Montreux (HIM) in cooperation with the
Northwood University
Study Programme: American Northwood University Bachelor of Business
Administration with a major in Hospitality Management
(BBA)
The FIBAA Accreditation Committee for Programmes has taken the following decisions:
According to § 7 (2) in conjunction with § 10 (1) in conjunction with § 10 of the “Special
Conditions for awarding the FIBAA Quality Seal for Programmes”, the study programme is
accredited with two conditions. Period of Accreditation: from 30th September 2016 to 29th September 2021 Conditions:
Condition 1 (see Chapter 3.1.6) HIM needs to prove that there is a defined process of examining the academic and methodological competence.
The condition is fulfilled.
FIBAA Accreditation Committee for Programmes on March 23th, 2018.
Condition 2 (see Chapter 3.2.2) HIM proves the implementation of relative grading according to ECTS in their study
and examination regulations and the diploma supplements.
The condition is fulfilled.
FIBAA Accreditation Committee for Programmes on March 23th, 2018.
The FIBAA Quality Seal is awarded.
FOUNDATION FOR INTERNATIONAL
BUSINESS ADMINISTRATION ACCREDITATION FIBAA – BERLINER FREIHEIT 20-24 – D-53111 BONN
Assessment Report
Higher Education Institution (HEI): Hotel Institute Montreux (HIM) in cooperation with the Northwood University
Bachelor study programme: Bachelor of Business Administration (BBA) with Major in Hospitality Management
Degree awarding institution (if relevant): Northwood University
Qualification awarded on completion: American Northwood University Bachelor Of Business Administration with a major in Hospitality Management (BBA)
General Information on the study programme
Brief description of the study programme:
The programme, delivered as a “3+1” programme where students complete a three-year
Swiss Higher Diploma from the member schools of SEG and then complete the final year of
coursework with Northwood University, educates students in a combination of Swiss
hospitality practices and American management expertise and is taught in an intensive
programme that allows students to graduate in only three years with the American
qualification and with a specialization in Finance, Marketing, Human Resource Management,
Management or Luxury Business Management.
Type of study programme: Bachelor programme
Projected study time and number of ECTS points assigned to the study programme: Total contact hours BBA term 1 – 7 = 1919
Projected study time = 959.5
140 U.S semester credits = approximately 280 ECTS credits
Mode of study: full-time
Didactic approach: Study programme with obligatory class attendance
Double/Joint Degree programme: no
Scope (planned number of parallel classes) and enrolment capacity: 1024 students enrolled in 2015 out of 7 terms divided in 40 courses plus
two compulsory (4-6 month) internships. (Q1 =312, Q2 =343, Q3 =166, Q4 =203)
Programme cycle starts in: 4 intakes during the year (January, April, July and October)
Type of accreditation: Initial accreditation
Procedure A contract for the initial accreditation of the Bachelor of Business Administration (BBA) with a
Major in Hospitality Management was made between FIBAA and HIM on 10th August 2015.
On 21st December 2015, the HEI submitted a self-evaluation report, which included a
detailed description of the programme and further documents in order to prove that the
criteria for programme accreditation were met.
At the same time, FIBAA appointed a review panel. The HEI agreed with the chosen experts.
The panel consisted of:
Prof. Dr. Andreas Grüner University of St. Gallen Professor for Finance and Accounting (Corporate Finance, Controlling, Finance and Accounting, Entrepreneurship, Business Administration) Prof. Aurelia Kogler University for Technology and Economics Chur Professor for Tourism and Leisure Industry (Hospitality Industry, Destination Management, Wellness Management) Prof. Dr. Lutz H. Schminke University of Fulda Guest Professor USA Professor for International Management and Marketing (Strategic and Operative Marketing, Sales, Direct Marketing, Business Administration, Services Marketing, Quality Management)
Eva Augustin-Rose
Augustin Event Marketing
Owner
(Event, Marketing, Sponsoring)
Michael Saal
Distance Learning University of Hagen
Student of Economics (M.Sc.)
(completed: Business Administration (B.A.) at the University of Düsseldorf)
FIBAA project manager:
Karin Legerlotz/ Nora Winckel
The assessment is based on the self-evaluation report, amended by further documents,
requested by the panel, and a site visit. The site visit took place on February 29th/ March 1st,
2016 at the HEI’s premises in Montreux. On end of the on-site visit the panel gave a short
feedback on its first impressions to representatives of the HEI.
The assessment report based on this was delivered to the HEI for comment on September
6th, 2016. The statement on the report was given up on September 13th, 2016, it has been
taken into account in the report on hand.
Assessment Report © FIBAA-Assessment Report Page 5
Summary
The Bachelor of Business Administration (BBA) with a Major in Hospitality Management
offered by the Hotel Institute Montreux (HIM) in cooperation with the Northwood University
fulfils with two exceptions the FIBAA quality requirements for Bachelor programmes and can
be accredited by the Foundation for International Business Administration Accreditation
(FIBAA) for five years starting on 30th September 2016 and finishing on 29th September
2021, under three conditions. The programme is in accordance with the national and the
European Qualification Frameworks and the European Standards and Guidelines in their
applicable version valid at the time of opening of the procedure, and with the Bologna
declaration.
The panel members identified need for improvement regarding the following aspects: Methods and scientific practice and study and exam regulations. They recommend the accreditation on condition of meeting the following requirements: Condition 1 (see Chapter 3.1.6) HIM needs to prove that there is a defined process of examining the academic and methodological competence. Condition 2 (see Chapter 3.2.2) HIM proves the implementation of relative grading according to ECTS in their study and
examination regulations and the diploma supplements.
Proof of meeting these requirements is to be supplied by 30th June 2017.
The panel members identified several areas where the programme could be further developed:
Ensuring foreign language competence (see Chapter 2.5),
Interdisciplinary thinking (see Chapter 3.1.4),
Modular structure of the programme (see Chapter 3.2.1),
Feasibility of study workload (Chapter 3.2.3),
Equality of opportunity (see Chapter 3.2.4), The measures that the HEI takes in order to implement the recommendations of the panel members are to be considered during the re-accreditation. There are [many] criteria in which the programme exceeds the quality requirements:
International orientation of the study programme (see Chapter 1.2),
Positioning of the study programme in the educational market (see Chapter 1.3.1),
Positioning of the study programme in the job market for graduates (see Chapter 1.3.2),
Positioning of the study programme within the HEI`s overall strategy (see Chapter 1.3.3),
Counselling for prospective students (see Chapter 2.2),
International contents and intercultural aspects (see Chapter 3.4.1),
Internationality of the student body (see Chapter 3.4.2),
Internationality of faculty (see Chapter 3.4.3),
Foreign language contents (see Chapter 3.4.4),
Skills for employment (see Chapter 3.6),
Pedagogical/didactical qualification of faculty (see Chapter 4.1.3),
Practical business experience of faculty (see Chapter 4.1.4),
Student support by the faculty (see Chapter 4.1.6),
Assessment Report © FIBAA-Assessment Report Page 6
Process organisation and administrative support for students and faculty (see Chapter 4.2.2),
Cooperation with HEI`s and other academic institutions or networks (see Chapter 4.3.1),
Cooperation with business enterprises and other organisations (see Chapter 4.3.2),
Quantity, quality, media and IT equipment of teaching and group rooms (see Chapter 4.4.1),
Career counselling and placement service (see Chapter 4.5.1),
Information on activities during the academic year (see Chapter 5.3.2)
For the overall assessment of the programme, please refer to the quality profile at the end of this report.
Information © FIBAA-Assessment Report Page 7
Information
Information on the Institution HIM, founded since 1985, is a modern private Swiss institution of higher education dedicated
to offering first-class education in Hospitality, Tourism and Business Management. Its
mission is to foster the success of aspiring individuals through educational programmes that
blend renowned Swiss hospitality practices with contemporary American management
expertise offered within a professional and supportive learning environment.
The BBA degree in Hospitality Management is the largest and the core programme. HIM
does not offer other Bachelors programmes however students can exit with a diploma or a
higher diploma at various points. A site visit was conducted by the Higher Learning
Commission at HIM in 2002 which resulted in approval for the Bachelors programme within
the Northwood University scope of accreditation.
Northwood University is an American Business University based in Michigan. HIM students
can earn an accredited NCA (North Central Association) BBA (Bachelor of Business
Administration) degree with a major in Hospitality in Switzerland. In 2014 Northwood
University programmes (including the HIM programme) were accredited with the renowned
ACBSP.
To date, over 1,000 students have enrolled in the programme leading to the BBA Hospitality
Management from Northwood University. The programme is a “3+1” programme where
students complete a three-year Swiss Higher Diploma from the member schools of SEG and
then complete the final year of coursework with Northwood University for the BBA.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 8
Programme Description and Appraisal in Detail
1. Objectives
1.1 Objectives of the study programme (Asterisk-Criterion)
To complete the Bachelor of Business Administration, students will build on their previous
study and develop a strong understanding of International Business. Their work on
comprehensive management projects will enable them to examine, develop and test skills
and knowledge through sophisticated case studies and intensive teamwork.
Graduates will also have the skill set to open and operate their own business. Graduates
have the potential to commence their career at an intermediate supervisory level, and will
possess the analytical and management skills appropriate for progression to a wide range of
positions at a more senior level. A wide choice of specializations allows graduates to
concentrate on a particular field of interest. The programme offers graduates the opportunity
to build on managerial and strategic knowledge along with business aspects and research
techniques.
The graduates are highly motivated and employable individual with a diverse set of skills,
competencies and experience in hospitality management. They have excellent
communication and people management skills and can analyse situations from a variety of
complex perspectives and offer innovative solutions. Professional at all times, with a strong
commitment to customer service.
Appraisal: The objectives of the programme are consistent in relation to the targeted vocational field of
business and the different work fields. The objectives are explained in an intelligible manner.
They are based on subject-specific and generic learning outcomes which are in line with the
academic state of the art and the level of the qualification to be awarded on completion. The
objectives consider specialist discipline and practice as well as personal development.
In the view of the panel the Dublin Descriptors are adequately covered by the intended
learning outcomes. Also, the requirements of academic abilities are fulfilled. Hence, the
panel con-siders the learning outcomes of the programme to be at the appropriate level for
Bachelor degrees.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
1.1* Objectives of the study programme (Asterisk Criterion)
x
1.2 International orientation of the study programme design (Asterisk Criterion)
HIM is an international hotel school and as such each year welcomes over 1000 students
from across the globe, creating a diverse and multicultural learning environment, similar to
the working environment graduates will find in the international hospitality industry.
Thus, philosophy and approach is built completely around this unique learning environment.
Although most of the faculty are from "Westernized" (northern European or northern
American) backgrounds or have been educated there, a large contingent of our students
comes from numerous international backgrounds. Their expectation of how teachers should
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 9
behave, what they think is expected of them as students, or how approachable teachers
should be, are all functions of their culture. Every culture is unique and has developed as a
result of many factors, both external and internal. An understanding of different cultures will
equip HIM with the tools to better manage the students.
HIM faculty themselves represents 18 different nationalities which include: USA, Italy, UK,
Switzerland, Sweden, Belgium, France, Netherlands, Canada, Ukraine, Germany, Ireland,
Bulgaria, Portugal, Spain, Algeria, China. Part of the programme are two internships for all
students (one in Switzerland and one abroad). The SEG international recruitment forum
allows exclusive opportunity for HIM students to apply for international job opportunities
which suit their career aspirations.
All students have their English language level tested upon arrival and those with below par
(500 TOEFL) level are offered additional language support classes every week (at no
additional expense). Furthermore applicants have the option to complete an English
Foundation Programme to develop their English skills before commencing the academic
programme.
Appraisal: Owing to the emphasis of the programme design on internationality in teaching and study in
terms of curricular contents, international academic staff and the international composition of
the students, the programme, by imparting knowledge with that goal in mind and developing
the concomitant skills, enables graduates to competently handle international tasks.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
1.2* International orientation of the study programme design (Asterisk Criterion)
x
1.3 Positioning of the study programme
Traditional Swiss hospitality and the ‘Swiss hotel school’ is central to the positioning of the
programme on the educational market. The programme is positioned in the educational
market as a combination of Swiss hospitality practices and American management expertise
and is taught in an intensive programme that allows students to graduate in only three years
with the American qualification and with a specialization in Finance, Marketing, Human
Resource Management, Management or Luxury Business Management.
Hospitality and business are more than just about skills and knowledge. HIM encourages
students to become successful business leaders who are creative and innovative in
everything they do, whether it is through:
• A complex finance solution
• A marketing plan
• A dynamic human resource strategy
• A luxury brand launch
The specializations in Finance, Marketing, Human Resource and Luxury Business
Management in partnership with Banque Privée Edmond de Rothschild, Montreux Jazz
Festival, Four Seasons Hotels and Resorts and Hublot allow students to develop solid
foundations in global business. The combination of practical hands on experience and
business acumen make HIM graduates highly attractive to not just hoteliers but all employers
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in the services sector. HIM students can avail of a career counsellor available on site every
day in order to discuss the job market and available opportunities.
The strategic concept at HIM is centered on ‘Hospitality’ and ‘Business’. As the birthplace of
hospitality, Switzerland presents the best conditions in the world to study Hospitality
Management. The international reputation of the school and its supportive learning
environment contribute to the success of students when they enter the professional field. The
Northwood University BBA in Hospitality Management at Hotel Institute Montreux combines
Swiss hospitality practices and contemporary American management expertise and prepares
students for management jobs around the world. Professionalism and student support are
key values integrated into the programme. These values are measured at faculty appraisal
time and also during module evaluations as well as the student satisfaction survey.
Appraisal:
The panel was very impressed by the overall positioning of the programme: The Swiss
Education Group has a very good reputation in the Swiss hospitality education market. The
programme has an USP because of the link to the American management expertise which is
supported by loads of business relations. HIM underlines this advantages by building small
classes and using the international environment.
Furthermore they provide the students throughout the internships with practical competences
and necessary personal skills in an international hospitality environment. The consequent
incorporation of these goals into the curriculum is based on a strong analysis of the job
market.
The university states that hospitality and business constitute the core of HIM`s strategy. The
panel appreciates highly the combination of both parts in the BBA and therefore consider the
programme as the flagship of HIM`s strategy.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
1.3 Positioning of the study programme
1.3.1 Positioning of the study programme in the educational market
x
1.3.2 Positioning of the study programme on the job market for graduates („Employability“)
x
1.3.3 Positioning of the study programme within the HEI's overall strategic concept
x
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2. Admission
The academic entry criteria for our Bachelor programme level are:
High School Diploma or equivalent;
English language proficiency (TOEFL 500 or IELTS 5.0 or OOPT 50+, direct entries
to the final semester of the Bachelor degree are subject to evaluation should have a
Higher Diploma in a relevant field and English level equivalent to TOEFL 525 or
IELTS 5.5 or OOPT 60+.)
Recommended minimum age of 18 years
In line with the SEG philosophy, HIM ensures that candidates are treated equitably and, if
accepted, have a reasonable chance of academic success. Each application is considered
individually. Applicants are not discriminated against by age, gender, ethnicity, race, religion,
physical limitation, or sexual orientation. Students who do not have the required English level
will be advised to join the English Foundation Programme. The English Foundation
Programme offered by the Swiss Education Group takes place on the Hotel Institute
Montreux campus throughout the year in 4-week blocks. Students may enter the course at
any point and must complete a minimum of four and a maximum of 12 weeks. Student's
English level will be tested upon arrival using the Oxford Online Placement Test (OOPT) in
order to place students in the appropriate class level. The length of the course depends on
each student's personal English level and motivation, with the objective of achieving the
required score to enter the desired study course.
Students come from all over the world and normally represent at least 40 different
nationalities. HIM works with a team of agents, representatives and regional managers
located worldwide who are able to counsel and advise prospective students (in their native
language) while in their home countries, and are available to assist them with the application,
payment and visa procedures. Prospective students may also visit the school individually, or
through periodic Open Houses organized by the marketing department. They can be
accommodated on campus, attend classes, meet the Dean(s), the Programme Manager(s)
and current in house students. They will also benefit from a guided tour of the school
premises. Parents are also welcome to visit the school and meet with members of faculty
and staff. All these opportunities are published on several websites (Open House policy).
The admission policies are defined on the webpages and also the programme guides (for
students) and Quality standards manual (for staff). Further all school brochures contain an
application package supplement. The admission procedure runs as follows:
Step 1: Application Form
The student will complete the application form and upload all necessary documents
(High School / university certificates / transcripts; Proof of English proficiency (TOEFL
or IELTS or equivalent); Completed Statement of Health document; Copy of passport;
Four passport size photographs; Curriculum vitae; Motivation letter and Work
reference (if applicable);.
Step 2: Application Review
The application will be exanimated by the school’s admission office.
Step 3: Provisional Acceptance
Once the application has been accepted, the student will be issued with a provisional
acceptance letter. A deposit payment is then required within four weeks to guarantee
the place.
Step 4: Confirmation
A confirmation letter will be sent once the deposit payment has been received. The
full payment is required a minimum of six weeks before the start of the semester.
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Appraisal: The panel considers the admission requirements as reasonable for an undergraduate
Bachelor programme. They are fully in line with formal Swiss regulations and safeguard that
students of the BBA programme will be adequately qualified with a view to the intended
learning outcomes.
The admission procedure on the basis of the secondary school results and the proved level
of English language skills ensure the acquisition of particularly qualified students in line with
the goal of the programme. Different standardised language tests are accepted and for each
of them specific minimum results are defined. This selection guarantees that all enrolled
students are able to participate actively in the English teached BBA programme. The panel
appreciates the possibilities for the students to gain the necessary English skills. However
the panel encourages HIM to also test the oral English skills during an interview in order to
see if there might be a need for the English foundation programme beforehand, because
some of the students have difficulties in the first semester speaking and listening to english.
The admission procedure is described and documented in binding regulations and
accessible on the University’s website and in information brochures. The admission decision
is based on transparent criteria and is published on the website. The admission requirements
are defined and comprehensible. The national requirements are presented and taken into
account. Furthermore, prospective students are highly informed and counselled by the area
representatives in different countries and during the open days organized by HIM. The panel
never experienced before such tailor made counselling options based on the target group`s
needs.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
2.1* Admission requirements (Asterisk Criterion)
x
2.2 Counselling for prospective students x
2.3* Selection procedure (if relevant) x
2.4(*) Professional experience (if relevant; Asterisk Criterion for master programmes that require professional experience)
x
2.5* Ensuring foreign language proficiency (Asterisk Criterion)
x
2.6* Transparency and documentation of admission procedure and decision (Asterisk Criterion)
x
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 13
3. Contents, structure and didactical concept of the programme
3.1 Contents
The programme is a “3+1” programme where students complete a three-year Swiss Higher
Diploma from the member schools of HIM and then complete the final year of coursework
with Northwood University for the BBA. Students who have completed a three-year
programme or the equivalent outside of HIM can apply for direct admission to the BBA
programme, but may have to complete bridging courses prior to taking courses in the BBA
programme including resort management and economics. The admissions department along
with the Northwood Programme Manager/ Assistant Academic Dean evaluates such
incoming student’s credentials to see if bridge courses need to be completed. Bridge courses
include Resort Management, Micro and Macro Economics courses. All instruction is
delivered in English. Students have the option to transfer to the Northwood University’s U.S.
campuses to complete the final year of the BBA.
Goals and competencies on the bachelors programme are formalized and visible for students
and staff alike. They allow all stakeholders to see where they are going and serve as a basis
for planning and quality control.
Term 1 to Term 3
Develop a realistic approach towards understanding the hospitality industry;
Foster professionalism and reflective thinking through a variety of methodologies;
Deliver the key practical and theoretical skills needed in order to successfully
undertake employment at operational level.
Term 4 to Term 5
Understand real problems through reflective learning and critical thinking;
Build on first year knowledge by enhancing external experience through contact with
the industry.
Term 6 to Term 7
Promote critical understanding and application of management theory;
Understand the limitations of management theory and their relevance to the decision-
making process;
Engage in critical thinking - emphasizing reasoning and synthesis evaluating
credibility, intellectual curiosity and consideration of alternatives;
Develop discipline-specific / general research skills - stressing independent research
and learning, using primary and secondary sources, originality in research and
writing;
Vary learning experiences - encouraging collaborative learning, out-of classroom
experiences, frequent student-faculty interaction, group work, problem solving and
analytical thinking.
At Hotel Institute Montreux, students learn traditional Swiss hospitality values combined with
American business management skills. The business focus of the hotel and hospitality
management courses opens doors to a wide variety of exciting career options around the
world and therefore fits well with the programme title ‘Bachelor of Business Administration
with a major in Hospitality Management’. The degree BBA refers to the specialised
managerial skills.
The following curriculum shows the content of the courses:
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The quality standards manual of the HEI states that lessons should be designed and planned
with both theory and practice in mind. Consideration should also be given to the level of the
students and the programme level learning goals. The concept for development of learning
below illustrates the critical element, which internships play in the integration of theory and
practice.
Before Term 4 starts and after Term 5 the students have to pass tow internships of 4-6
months which can take place in Switzerland or worldwide. The purpose of the industry work
experience components in the undergraduate and postgraduate programmes is to provide
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students with the opportunity to spend six months working fulltime, as a paid employee, in a
hospitality or tourism operation. The main objective of the internship is to apply knowledge
learnt during the academic semester; therefore, the 1st year students undertake their
trainings in F&B (Service, Room Service, Banqueting and Catering) and the 2nd year
students concentrate on other areas (Room’s Division, Housekeeping, Events, Front Office,
Human Resource, Sales and Reservations, Concierge and Night Audit).
The internships are compulsory and consist at minimum of four continuous months (with one
employer on a full-time basis) in order to graduate. Student internship reports and employer
evaluation forms are graded and a grade is entered on the transcript. The HEI announces
the internships in a handbook and provides the students with report guidelines. A short
example out of the handbook:
In order to meet the graduation requirements of the BBA degree students must complete
general education (47 credits), business (48 credits) and hospitality modules (36 credits). Further the higher order learning goals require learners to ‘synthesize’ and think across subjects. This
is often realized through assessed work, for example, at Term 4 students entirely organize Banquets
and pass at Term 6 a project with a ‘Globus’ business management simulation.
All Northwood University students worldwide are required to take the module ‘Philosophy of
Enterprise’ as a graduation requirement. The Northwood philosophy centers on ethics and
good business practices. The community of students, faculty, and staff of Northwood
University affirms this code of ethics as the behaviours that advance our shared values.
These values are communicated on the homepages, during the welcome and induction
programme; by the programme guides; the taught subjects and ultimately through the
behaviour and attitude at work of both faculty and students. Sustainable development and
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corporate social responsibility feature on the curriculum particularly in the modules
International Management, Organizational Behaviour and Resort Management.
Students are not required to do a dissertation as a graduation requirement however they are
required to conduct research as part of their coursework. Students develop research and
academic writing skills in the module Composition and Research Methods and conduct
research in modules such as Human Resource Management or Principles of Macro-
Economics. Skills to do scientific analysis are acquired in the modules Statistics 1 and
Statistics 2. Students must apply these skills project work (for example the Globus
Management Simulation) in order to successfully complete the programme.
Faculty has freedom to determine the type of assessment appropriate to their course, within
the following general guidelines as defined by our quality standards manual:
Assessments are delivered in a manner that allows the faculty and students to
understand student achieved learning. At the very minimum, two graded assignments
are required for each course. Quizzes, tests, written assignments, individual and
group projects, class participation scores, and term papers are often used in weighted
combination.
Students should have a clear understanding of structure, format and expectations of
all assessment tools.
A single project or examination (“Final”) in a course may not exceed the maximum
weighting noted below per year.
A make-up policy for students missing graded assignments is clearly written in the
course syllabus handed out at the beginning of the term.
The grading scale or system used by the instructor is clearly written in the course
syllabus handed out at the beginning of the term.
No more than three pieces of graded assessments should be carried out per course.
Assignments may take the form of a Research Paper, Case Study or Practical Project among
others. Care should be taken to ensure that the workload of the assignment reflects the value
of that assignment in the overall grading structure. The Academic Dean / Assistant Academic
Dean may randomly select completed assignments to ensure that the grading corresponds to
the agreed assignment criteria. The verifier, usually another lecturer, will be issued the
assignment script without the original feedback sheet and the student’s identity. The
Assessment Criteria sheet will be available for guidance to verifiers.
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Appraisal:
The curriculum of the programme – varying in the major specific modules – takes the
programme objectives into consideration to a sufficient extent. There is a balanced mixture of
courses in terms of content and they are arranged in a logical sequence. The panel has seen
the syllabi including the course descriptions and is positive about the course content as the
panel finds that all relevant topics for the BBA programme are addressed at an adequate
level. They also found evidence that the specializations enable students to acquire beneficial
skills in accordance with their own preferences. However they recommend to strengthen the
areas of specialization to further develop the students` interest. Altogether, the programme
particularly corresponds to the outcome-based approach.
The reasons for the qualification “Bachelor of Business Administration” are given and the title
is in line with the focus of the programme content and the national requirements. Also, the
programme description corresponds to the content of the curriculum.
Theory and practice are sufficiently combined throughout the curriculum. Many lecturers
bring their business and educational skills with up-to-date knowledge of recent developments
into the programme. Furthermore the internships help to achieve a link between theory and
practice. Although there are many elements which support this transfer the criterion does not
exceed the quality requirements because therefore theoretical discourse and practical
application should complement each other in developing the students’ qualification profile.
The panel formed the view that a lot of practice is integrated into the curriculum, but they do
miss the theoretical academic discourse to it. This applies for example to the modules Food
and Beverage Service Practical and Theory, Bar and Beverage Management and Food
Production Theory and Food Safety. The HEI stated in their feedback that many of their
courses are intentionally competency based (as opposed to theoretical) in order to give
learners the transferable skills necessary for internship and professional career. Courses on
the top end of the program have a strong theoretical foundation. As an example HIM
attached a student work with scientific research. The panel appreciates the practical
approach of HIM. Moreover the documents showed that HIM puts emphasis on research as
well as correct indication of source. However bachelor absolvents also should be able to
conduct scientific debates. This was not clear throughout the documents in the feedback
The programme’s content also promotes interdisciplinary thinking. The panel would
recommend anyway to integrate more comprehensive modules in the curriculum which
include the transfer of knowledge to other modules. Ethical implications are appropriately
communicated throughout the curriculum and the educational environment.
The panel got the impression that the written exams are suited to the intended learning
outcomes and are in line with the bachelor level. Although HIM conducts a module for
composition & research methods the panel misses regarding the other written exams the
evaluation of the ability to do scientific work. The evaluation of the reports and papers should
be according to academic standards to ensure a quantitative and qualitative equivalent of a
final thesis. Right now there are only a few short reports and papers students have to
successfully complete. Regarding the papers the panel sighted of the courses (“Successful
Business Model”, “Introduction to Art”, “International Art”, “International Trade” and “Resort
Management”) they missed throughout the papers a correct citation and an academic
structure. HIM needs to prove that graduates are empowered to conduct academic work
without writing a final thesis. Therefore, the panel recommends the condition:
HIM needs to prove that there is a defined process of examining the academic and
methodological competence.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 20
For this purpose the module composition & research methods could be revised in order to
ensure that students are enabled to work scientifically (not only academic writing but also
explaining methods). HIM could also achieve this proof by integrating papers with more
volume regarding structure and citation. The panel encourages HIM that a grading criteria
template should be applied by all lecturers in order to give relevant feedback to the students
about their performance
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
3.1 Contents
3.1.1* Logic and conceptual coherence (Asterisk Criterion)
x
3.1.2* Rationale for degree and programme name (Asterisk Criterion)
x
3.1.3* Integration of theory and practice (Asterisk Criterion)
x
3.1.4 Interdisciplinary thinking x
3.1.5 Ethical aspects x
3.1.6* Methods and scientific practice (Asterisk Criterion)
condition
3.1.7* Examination and final thesis (Asterisk Criterion)
x
3.2 Structure
The BBA programme follows the credit-hour system of the United States. For instance, the
implementation of the credits, workload, grading and other educational characteristics are all
in accordance with the American credit-hour system:
Projected study time 1 semester credit = 15 classroom contact
hours
Assumption: 1 study hour for 2 contact
hours.
Total contact hours BBA term 1 – 7 = 1919
Projected study time = 958.5
Number of Credit Points (CP) 140 Semester credits (minimum 127
required to award the bachelors degree).
Workload per CP 1 Semester credit = 15 contact hours and
projected 7.5 study hours
Number of modules 41 (plus 2 compulsory internships of 800
hours)
Time required for processing the final
thesis and awarded CP
No final thesis however significant project
work and continual assessment.
Incorporated in study time.
Number of contact hours
Term 1 379
Term 2 308
Term 3 264
Term 4 220
Term 5 264
Term 6 220
Term 7 264
TOTAL 1919
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 21
All modules have been described in module syllabi enclosing learning outcomes and
acquired competencies of the subject, contents, examination forms, and a list of obligatory
and recommended literature. The mastering of each specific course is usually terminated by
an examination.
Exam regulations are defined in the student programme guide and also in the student
handbook which has been legalised. Furthermore all students receive and sign an exam
regulations contract during their induction week, which then goes on their student file. Exam
regulations are read aloud before each final examination. They also appear on the front
cover of exam and continual assessment documentation (which is signed by the student). In
relation to degrees from other HEIs our credit transfer policy is laid out below.
In terms of workload the aim is to accord every student maximum opportunity within the
given timeframe. HIM follows a cohort system so students start and finish the program with
the same group. For a standard student this takes 3 years. It may take longer if a student
chooses to extend an internship or is repeatedly unsuccessful in examinations. On average
student contact hours represents four hours per week, per subject over a period of eleven
weeks, which makes a total of 44 hours per study period.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 22
Assessment is designed with a wide scope in mind within guidelines established as HIM
policy.
General guidelines have been designed with management of student workload and ensuring
their success in mind:
Assessments are delivered in a manner that allows the faculty and students to
understand student achieved learning. At the very minimum, two graded assignments
are required for each course. Quizzes, tests, written assignments, individual and
group projects, class participation scores, and term papers are often used in weighted
combination.
Students should have a clear understanding of structure, format and expectations of
all assessment tools.
A single project or examination (“Final”) in a course may not exceed the maximum
weighting noted below per year.
A make-up policy for students missing graded assignments is clearly written in the
course syllabus handed out at the beginning of the term.
The grading scale or system used by the instructor is clearly written in the course
syllabus handed out at the beginning of the term.
Students can avail of academic counselling with their programme leader and HIM also offers
a study advisor scheme (SAS) for students who wish to avail of support regarding their
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 23
progress or who may be experiencing difficulties managing time and workload. All students
receive initial information regarding the SAS during induction and a presentation by the SAS
Coordinator. Information is also received through e-mail and social media. A Student Tutor is
there to assist fellow students with problems encountered in their academic life in a variety of
ways. The scheme provides an opportunity for students to be encouraged and guided to find
ways of solving problem areas in their studies. The scheme is implemented to provide help
for students to overcome any difficulties they may have in their studies and to help them to
be “the best they can be”. Each campus has an SAS Coordinator (normally this role is taken
by the Librarian) who allocates Student Tutors to Tutorial Groups. He carefully screens
applications to ensure their abilities in the subject they tutor. This includes checking past
grades and liaising with academic staff. All students receive 10 hours of tutoring per subject.
Students can request tutoring in up to two subjects.
Student welfare issues are addressed through the student ambassador forum (SAF). The
aim of the SAF is to represent the student body to promote and improve the quality of all
areas of student life including gender equality and equal opportunity. A Forum President
heads the Committee with the following committee members:
Forum President
Forum Vice President
Communications Ambassador
Academic Ambassador
Sports & Leisure Ambassador
Internship Ambassador
Discipline Ambassador
Operations Ambassador
Events Ambassador
Green Ambassador
The Committee holds weekly meetings where minutes are copied and distributed to all forum
members and school management. Generally twice per term the forum will gather with
members of the management team to collaborate on progress in the school.
Appraisal: The structure of the programme follows the credit system of the United States. Hence, the
amount of contact hours in class and of self-study hours that are necessary to achieve the
goals of the courses are reflected in the amount of credit hours of each course. The regular
size of two to three credit hours per course, which represent courses with a total workload of
six to nine hours per week, corresponds to the American system. In the view of the panel the
structure of courses and workload in the programme is comprehensible and appears reason-
able to enable the students to achieve the intended objectives of the programme in the
designated time. The structure therefore helps to set the objectives of the student workload
and the students to acquire the skills related to the objective of the programme.
Due to the fact that there are no courses with a duration over two semesters, the student’s
mobility is warranted.
The course descriptions and syllabi contain general information about the programme and
de-tailed information for all courses (like content, learning outcomes, credit hours and
examinations). The penal would recommend to differentiate between recommended and
required literature.
There are legally binding study and exam regulations which contain all necessary rules and
procedures and take into account, where applicable, national requirements. The study
programme is designed so that students can study for a certain time at other HEIs or do
internships without any extension of their overall study time. The recognition of degrees and
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 24
periods of study at other HEIs is regulated in accordance with the Lisbon Recognition
Convention; the recognition of periods of practical work is also clearly defined. In the diploma
supplement there is no relative grading included. Although HIM follows the American system
the ECTS grading would allow HIM to ensure fair transfer and recognition of the final grade
of its graduates, when they want to continue study in a different HEI or apply for a job. The panel therefore recommends the accreditation of the programme under the condition
that HIM proves the implementation of relative grading according to ECTS in their study and
examination regulations and the diploma supplements.
The panel considers the workload as challenging but manageable after having spoken to the
students. One topic in the student course evaluation is the workload. The statement “The
amount of work was comparable to that of other courses.” is delivered in a Likert scale
format. This way one can only find out differences between of courses in terms of workload
but not about the amount of the workload. The panel recommends to revise this question in
order to get more accurate results regarding the workload.
HIM ensures gender equality and non-discrimination. Students with disabilities are provided
with affirmative actions concerning time and formal standards/requirements throughout the
programme and examinations. Students in special circumstances, such as single parents,
foreign students, students with a migration background and/or from so-called non-academic
backgrounds, are particularly assisted. The measures taken are periodically reviewed and
adapted in accordance with the obtained results. The panel encourages HIM to work on a
scholarship to enhance social diversity and highly appreciates the plan to support the
students with loan agreements.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
3.2 Structure
3.2.1* Modular structure of the study programme (Asterisk Criterion)
x
3.2.2* Study and exam regulations (Asterisk Criterion)
condition
3.2.3* Feasibility of study workload (Asterisk Criterion)
x
3.2.4 Equality of opportunity x
3.3 Didactical concept
The knowledge, skills and attitudes that need to be exhibited by the graduates of this
programme are specific to a professional work environment with unique performance needs.
Employers place their greatest emphasis on competence, and individual success is related to
both knowledge and behavior rather than to knowledge alone. Management education needs
an adult education approach, because that approach addresses all of these factors.
Seven principles underpinning the teaching methodology at HIM are:
Overall, students have learning experiences, which are positive and satisfying rather
than negative and frustrating. A positive experience is more likely to influence the
level of motivation exhibited by students and their desire for future learning.
The student is provided with opportunities for understanding the logic underlying
teaching activities. Students need to understand what they are expected to learn, the
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 25
relevance of what they learn to their professional lives and how the sequence of
planned activities will enable them to learn the materials and/or skills.
The student has the opportunity to learn through a variety of educational resources.
Providing as many resources as possible increases the likelihood of students
assimilating the required knowledge and skills, and creates a more interesting and
exciting learning experience via a choice of several options.
The student is provided with opportunities to be an active rather than a passive
learner. Learning takes place because the learner is actively involved with the teacher
and/or other learners, as well as with the material to be learned.
The student is provided with models, which serve as criteria for the expected
performance. A primary goal in educating future managers is that they will be able to
competently perform on-the-job skills. Seeing the task executed correctly is essential
during the learning process.
Until the expected level of competence is attained, students have adequate
opportunities to practice what they have learned and receive regular feedback on
their performance. No matter how specific the goals or how effective the models;
opportunities must exist for students to perform the skills they have attained.
Students are provided with opportunities to examine ways of adapting their learning
to various situations. The steps involved with performing a skill may be influenced by
a variety of behaviors. It is important to teach basic knowledge, skills and attitudes,
but students must be able to adapt this learning to fit a variety of situations.
At HIM, and in line with SEG’s philosophy, we appreciate that our faculty are unique
individuals with unique knowledge and experience. Indeed, we cannot and will not attempt to
impose a standardized teaching style. We aspire to give responsibility to students so that
they do use their higher order skills, and so that they are challenged. This will lead to internal
motivation, which enables students to do tasks with minimum direction, and a minimum
amount of external control. As mentioned previously, the responsibility for knowledge
acquisition rests not only with the faculty, but also with the student. This does not mean that
we will apply the teaching styles of some large universities where students gain 90% of their
knowledge in the library. We are committed to guide the students in the class as well as out
of the class so that they learn to obtain knowledge by themselves independently. This is a
critical skill, and part of our common competencies, if we are to ensure that our students will
survive in the industry tomorrow or thirty years down the line. We also think that it is inspiring.
We urge our faculty to be creative in their style.
All lecturers are expected to develop and maintain relevant course materials on Moodle (the
online learning platform). At a minimum, each course must contain the course syllabus, all
handouts related to the syllabus, all PowerPoint presentations related to the syllabus. A hard
copy of all written assessments will be maintained in the academic office. All other
assessment documentation must be displayed on Moodle. At the end of each term, every
course including all materials must be archived for accreditation purposes and in case of
course retakes.
The syllabus, course materials and instructional techniques are reviewed and updated each
year following the curriculum development meeting, the programme manager is responsible
for their approval. Where courses are being passed to a new lecturer and as per faculty
working contracts, all materials related to a course, including material on Moodle are handed
over to the new lecturer. This ensures compliance with instructional standards and a
continuous upgrading of each course in line with the learning objectives for the programme.
Throughout the term, the Programme Manager verifies that the definitive aspects submitted
previously during planning have been implemented. Once all syllabi have been approved, the
Programme Manager creates an Assessment Overview for the term. The assessment
overview is made available on Moodle for all students and faculty to consult.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 26
Each semester students are given the opportunity to meet with hospitality industry leaders
from around the world at the International Recruitment Forum (IRF) organized by the Swiss
Education Group.
From its first edition held in the Caux Palace, the International Recruitment Forum has grown
exponentially and is now held at the Montreux Music and Convention Centre. In the previous
edition:
180 recruiters were present representing 60 companies;
90 chief executive officers, managing directors, vice-presidents, general managers as
well as directors and managers of human resources attended the forum;
Over 2,700 interviews were conducted over two days;
Graduating students had an average of two interviews;
Over 100 career presentations were held;
A keynote motivational presentation and 20 workshops dealing with hospitality.
Once students are enrolled on the academic programme they have the option to avail of the
‘study advisor scheme’. Study advisors are essentially ‘student assistants’. Each school has
a SAS Coordinator who allocates study advisors and confirms their qualifications. He
carefully screens each study advisor application using past grades, as well as assessing
skills such as fluency in French and German. A Study Advisor is able to assist fellow
students with problems encountered in their academic life in a variety of ways. It provides an
opportunity for students to be encouraged and guided to find ways of solving problem areas
in their studies. The study advisor programme of student mentoring was implemented to
provide help for students with problems in specific areas of study to overcome any difficulties
they may be having with a subject.
Appraisal:
The didactical concept of the study programme is described, plausible, and oriented towards
the programme objectives. It allows for the application of different teaching and learning
methods. As stated above the theoretical foundation could be strengthened in order to link
theory and practice.
During the on-site visit the panel members had the possibility to survey the accompanying
course materials. HIM mostly works with American textbooks. The panel came to the
conclusion that the quality of these materials on balance were of a good quality and do meet
international standards. They are digitally accessible, user-friendly and encourage students
to engage in further independent studies.
Guest lecturers are invited and contribute to the students’ qualification process with their
special experience, either from professional practice or scientific work, but also, for example,
from culture and politics. The panel appreciates the Study advisors who serve the students
as an orientation during their whole study time.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
3.3 Didactical concept
3.3.1* Logic and plausibility of the didactical concept (Asterisk Criterion)
x
3.3.2* Course materials (Asterisk Criterion) x
3.3.3 Guest lecturers x
3.3.4 Lecturing tutors x
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 27
3.4 Internationality
Many subjects focus on giving an international perspective to the students, such as:
Introduction to the Hospitality Industry;
World Cultures & Customs;
Principles of Macroeconomics;
Hospitality Sales & Marketing;
Resort Management;
Convention Management, Banqueting & Events;
Introduction to Arts;
International Trade;
International Management;
Introduction to European Literature Further HIM offers a culture night festival, a student driven event which involves a celebration
on international culture through food, music, dress and dance. The below illustration shows
the breakdown of over 114 student nationalities at the Swiss Education Group:
The defined philosophy of HIM is that every culture is unique and has developed as a result
of many factors, both external and internal. Thus the quality standards manual further
identifies the various learning styles of the student body and a number of our faculty have
produced research on best practice for teaching international students (MUVE Multi User
Virtual Environment; Teaching French as a Functional Language to International Students;
Electronic Assessment; Pathways to Deeper Learning.)
HIM faculty represent 18 different nationalities which include: USA, Italy, UK, Switzerland,
Sweden, Belgium, France, Netherlands, Canada, Ukraine, Germany, Ireland, Bulgaria,
Portugal, Spain, Algeria and China.
Internships form an essential role in the development of the language and communication
skills. Location of internships generally depends upon the language, which the student is
learning, they last at minimum 4-6 months. Students at HIM are offered French, German,
Spanish or Mandarin. In order to prepare all students for the international environment of the
hospitality industry, languages are taught at all levels of the program. Languages are
mandatory in terms one, two and three and optional in terms four and five.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 28
Appraisal:
All modules are aligned to international issues since this transgression of boarders is
immanent in hospitality. Modules that are explicitly focused on international content and
intercultural aspects are “International Trade”, International Management”, “World culture and
customs”, “Introduction to Modern European Literature” and “Introduction to Western Art”.
Therefore the panel considers the acquisition of intercultural competences and skills as the
core of the programme’s learning objectives. The curriculum is entirely taught in English and
therefore is a key element of the study programme`s profile. Furthermore students have
three modules in a foreign language and can choose between French, German and Spanish
and Mandarin. In addition they can choose an optional second language (French, German,
Spanish or Mandarin).
As
1.4 % of the students come from the Middle East
2.1 % of the students come from North America
2.7 % of the students come from Africa
2.7 % of the students come from Latin America
26.8 % of the students come of Europe
64.3 % of the students come of Asia Pacific,
the student`s group is in its composition highly international. HIM offers various assistance
measures to ensure the best use of this composition and thus contributes a clear and
sustainable effect. The faculty is composed out of 17 countries and it`s internationality is clearly a fundamental
element shaping the profile of the study programme and is promoted by the HEI.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
3.4 Internationality
3.4.1* International contents and intercultural aspects (Asterisk Criterion)
x
3.4.2 Internationality of the student body x
3.4.3 Internationality of faculty x
3.4.4 Foreign language contents x
3.5 Multidisciplinary competences and skills (Asterisk Criterion)
Students acquire multidisciplinary competences and skills in various modules, as there are:
Communications
Composition & Research Methods
Principles of Management
Mediation and Workplace Conflict
Consumer Behavior
Organizational Behavior & Leadership
In addition, internships offer excellent opportunities to develop language skills and
communication skills. Furthermore, internships allow students to adapt to different situations,
to identify cultural differences and learn to interact with guests, supervisors or co-workers.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 29
Appraisal:
The content and learning outcomes of these modules show that multidisciplinary
competences and skills are part of the curriculum. This refers to the communication and
conflict handling skills which are taught theoretically but also practice-related as well as to
leadership skills and broad contextual knowledge.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
3.5* Multidisciplinary competences and skills (Asterisk Criterion)
x
3.6 Skills for employment / Employability (Asterisk Criterion)
As HIM learning principle number seven states ‘Students are provided with opportunities to
examine ways of adapting their learning to various situations. The steps involved with
performing a skill may be influenced by a variety of behaviors. It is important to teach basic
knowledge, skills and attitudes, but students must be able to adapt this learning to fit a
variety of situations, the HEI focusses on their graduates employability.
All students complete two compulsory internships and many take the option to do a third one.
The teaching methods illustrate that the HEI focusses on “transferable skills" by methods
such as simulations, situated learning, group work, and internships. The International
recruitment forum is a critical learning event for engaging students with industry. Workshops,
presentations and interview help students focus on the required competencies for their
employment option of choice. Each semester HIM and SEG students are given the exclusive
opportunity to participate at the SEG International recruitment forum where also the
cooperating companies play an important role.
Appraisal: The BBA programme at hand is intended to afford the graduates with skills for employment.
Employability is recognisable as a central theme of the programme through all the stages of
the course. The curriculum content is such that it is possible to achieve the employability
aspired to in the programme objective and to get a degree, which has an explicit profile with
regard to the content. Due to the close relation of HIM and the Northwood University to the
practice the programme is systematically aligned to the anticipated requirements of the job
market.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
3.6* Skills for employment / Employability (Asterisk Criterion)
x
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 30
4 Academic environment and framework conditions
4.1 Faculty
The programme is currently held by an Academic Director, the Assistant Dean, 28 lecturers
and one practical instructor. Each faculty member holds a degree level higher than the
programme being taught, at minimum a master level. Most faculty at HIM have been industry
practitioners before moving to education. This is an essential element to our focus on real
world learning. The recruitment and selection process is defined as part of the process
management of the HIM´s HR:
All lecturers will undergo an appraisal twice every year. Individual needs along with training
needs are discussed during this meeting. Following this discussion a faculty member may be
requested to complete a ‘staff development request form’ which then needs to be signed and
approved by the employees’ supervisor before going to the HR department for final approval.
Both new and existing lecturers are regularly invited to read and review the most current and
state of the art forms of teaching. The library contains a full lecturer resource section and
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 31
inter-library loans allow publications to be shared. Academic leaders are also supported in
their continual professional development in pedagogy, their subject area and with industry.
Three academic leaders in HIM are currently undertaking an SEG sponsored MA in
Education.
Faculty at HIM are expected to be on campus every day between 8am and 5pm, the majority
of faculty share office space. Faculty work together, eat together and socialise together.
Courses are often team-taught with two faculty members (with identical syllabus). Due to that
facts there is high level of interaction and support between faculty members. For more formal
issues faculty meetings are held and minuted throughout the year culminating in an annual
planning and curriculum development meeting.
Once the students arrive and to facilitate the student’s stay in Switzerland and familiarization
of the school environment, the HEI organizes some Induction Points staffed by HIM faculty
members. After receiving the documentation provided by Front Office, an overview of the
different induction points will be provided. A welcome presentation will be held according to
the given programme during the induction. Students will meet many of the HIM staff
members, become familiar with the facilities, and participate in presentations and complete
forms and documents. Staff at the Internship Coordinators will assist the students in general
enquiries, they are available during the official opening hours or via email. However, should
students wish to see an Internship Coordinator to discuss any concerns regarding internship,
students can book an appointment in advance by email. For important communications or
placement interviews; the Internship Coordinators will contact students via the school email
account. The Internship Office also posts job opportunities and the relevant
profile/expectations to all students throughout the term by Email. Students are encouraged to
contribute pro-actively to their career and we expect students to cooperate closely and
professionally with the Internship Office.
Full assistance is given to all students in the internship office and during the class time where
the students learn to write CVs, Conduct interviews and learn about Swiss law and working
conditions. Two Internship Coordinators (approx. 1 per 70 students) support the students in
their search for internship. Each student is given a contact person from day one. As well as
faculty, the programme leaders are available on campuses to provide advice on procedures
and options for the programmes on offer. HIM operates an open door policy.
Appraisal: The structure and number of teaching staff correspond with the programme requirements
and ensure that the students reach the intended qualification objectives. A list of all lecturers
and of the university’s full-time staff in general shows the availability of the required capacity
to implement the programme. The faculty’s composition, consisting of full-time and part-time
lecturers, guarantees that both the academic standards and the requirements of professional
practice are fully satisfied.
According to the CVs the academic ability of the teaching staff is in line with the requirements
of the programme for teaching. Besides, a high number of lecturers have long-year
experience in teaching.
In collaboration with the University of Derby, Swiss Education Group offers since 2012 a
university level 7 diploma in higher education. It enables lecturers to benefit from a solid
professional and academic background in their professional practice. The uniqueness of this
programme resides in the fact that it is tailored to the needs of Swiss Education Group. In
this sense, the person undertaking this Post Grad Certificate will be learning the pedagogical
skills by applying them directly in their own specialization and teaching field. The person will
therefore be able to pursue research in his/her relevant subject. All lecturers wishing to pursue
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 32
their career within a teaching position in Swiss Education Group are expected to undertake the Post
Grade Certificate after one year of employment. Exceptions will be considered for Lecturers who
teach less than 150 hours per year. Therefore the staff’s pedagogical/didactical qualifications are
in line with their tasks and have been verified. Measures for the further qualification of the
faculty members are implemented.
The practical business experience of the faculty is above-average and influences the teaching in an impressive way because the majority of the faculty has been working background
in hospitality or business companies.
Internal collaboration and coordination is ensured by the programme`s coordinator and can
be seen in the meetings of the teaching staff. The faculty members cooperate with each
other for the purpose of tuning the modules towards the overall qualification objectives. As
affirmed by students of the programme during the on-site visit, the counselling of students by
teaching staff is intensive. Student support is an integral part of the services provided by the
full-time and part-time faculty. The lecturers are available for the students outside specified
office hours as well and e-mails are answered fairly quickly. Hence, the students are “fully
content” with the support they receive by the faculty.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
4.1 Faculty
4.1.1* Structure and quantity of faculty in relation to curricular requirements (Asterisk Criterion)
x
4.1.2* Academic qualification of faculty (Asterisk Criterion)
x
4.1.3* Pedagogical / didactical qualification of faculty (Asterisk Criterion)
x
4.1.4 Practical business experience of faculty x
4.1.5* Internal cooperation (Asterisk Criterion) x
4.1.6* Student support by the faculty (Asterisk Criterion)
x
4.1.7(*) Student support in distance learning (only relevant and an Asterisk Criterion for blended-learning/distance learning programmes)
x
4.2 Programme management
The Swiss Education Group (SEG) board of directors sets the strategic direction of HIM
(including vision and mission). This is then translated to the academic director throughout the
extended management meeting or a one-on-one meeting with the SEG chief academic
officer. The person in charge of directing and maintaining academic quality in HIM is the
academic director. The programme has its own programme manager who is responsible for
translating and realizing the HIM and Northwood University goals, values and philosophy for
both faculty and students on the programme.
The objectives of the Northwood program manager are:
Develop and foster an enterprising and stimulating learning and working environment,
that is recognized and renowned for academic excellence;
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 33
Provide sound and reliable management of the academic team, when requested by
Academic Dean;
Create and promote a learning culture encompassing active research amongst staff
and students;
Replace Academic Dean during his absence.
The administration of the programme on campus is lead through the programme leaders and
the academic assistant. Two executive academic assistants and two administrative support
positions support faculty.
The infrastructure for this is managed through the property management database called
‘SWIS’. All student records are maintained and managed through ‘SWIS’. A fulltime
developer is employed to manage and update this software as necessary. This forum helps
keep both students and faculty engaged in the decision-making process within the school
and provides valuable support (both pastoral and admin) to students and faculty alike.
The aim of the SAF is to represent the student body to promote and improve the quality of all
areas of student life. Each ambassador had a differently defined area of work. The
ambassadors will in turn collaborate with the HIM staff or faculty member responsible. The
Committee holds weekly meetings where minutes are copied and distributed to all forum
members and school management. Generally twice per term the forum will gather with
members of the management team to collaborate on progress in the school.
All students are given an iPad upon arrival. All information in relation to timetables, rules and
regulations, support facilities, library access, textbooks are made available to students
through the tablet.
Appraisal: The panel came to the view that the programme director coordinates the activities of
everyone involved in the programme and ensures that the programme runs smoothly.
Based on the interviews with the programme`s coordinator, the stuff and the students the
panel is highly impressed by the sincere way in which all participants successfully manage all
the above mentioned tasks and include all relevant groups in developing the study
programme systematically. Furthermore, the administrative staff acts as a service provider for students and faculty
during the entire study programme. Sufficient administrative staff is available and
opportunities for continuous professional development of the administration staff are
assured. Decision-making processes and responsibilities of the programme management
and the administration staff are defined, students are able to participate. The Student
Ambassador Forum helps students to improve the administration of the study programme
and the student life. HIM offers a lot of services to the students, such as an Academic
Ambassador, Discipline Ambassador, Internship Ambassador, Operations Ambassador,
Communications Ambassador, Sports & Leisure Ambassador, Events Ambassador and a
Green Ambassador.
All students are given an iPad upon arrival. All information is available through the tablet.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
4.2 Programme management
4.2.1* Programme Director (Asterisk Criterion) x
4.2.2 Process organisation and administrative support for students and faculty
x
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 34
4.3 Cooperation and partnerships
HIM has a cooperation (Memorandum of Understanding (MoU) of the 19th September 2014)
with the Northwood University (NU) in Michigan to deliver the BBA programme in Hospitality
Management. For this purpose NU and HIM agreed upon a “Degree Completion Plan” which
consists of a defined set of courses consisting of a minimum of 31 semester credit hours: NU
provides the curriculum for the term 6 and 7 including relevant and necessary course
documents. The BBA degree is awarded by NU as a formal recognition of the tertiary
standards achieved by the BBA students during the terms provided by HIM. The MoU
includes all details as there are admission requirements, quality standards, responsibility
regarding course materials, teaching stuff, academic resources, and mutual further
development of the programme. A resident administrator of NU is identified to oversee the
NU programme at HIM and to conduct the cooperation during the programme. NU and HIM
also agreed upon at least two meetings per year to oversee and overwork the running
programme.
HIM students on the bachelors programme can choose specializations in finance, marketing,
Luxury and human resources which are, respectively, endorsed by Banque Privée Edmond
de Rothschild, the Montreux Jazz Festival, Hublot and Four Seasons Hotels. As such HIM
students enjoy guest lectures and specialist industry insights which allows for a greater focus
on real world learning. Each endorsement is guaranteed by contracts in order to protect the
partner, the institution and HIM bachelors students alike.
Further HIM BBA students have exclusive access to the SEG International Recruitment
Forum which involved heave cooperation with business enterprises. At the October 2015
forum HIM welcomed;
180 recruiters were present representing 60 companies
90 chief executive officers, managing directors, vice-presidents, general managers as
well as directors and managers of human resources attended the forum
Over 2,700 interviews were conducted over two days
Graduating students had an average of two interviews
Over 100 career presentations were held
A keynote motivational presentation and 20 workshops dealing with hospitality topics
took place
The SEG Panel of Leading Experts consists of experts from both the hospitality industry and
from leading institutions of higher learning. The panel meets the SEG Executive Board once
a year and contributes to the review of the curricula (as well as strategic direction) for all
school programmes to ensure consistent high quality and direct relevance to the global
hospitality industry.
Appraisal: The panel states that the cooperation with NU leads the BBA students to an academic grade by
studying in the environment of the high reputated hospitality school of SEG. The cooperation is very
close and in its details (academic responsibility of NU, clear requirements for the academical status of
the teaching stuff and so on) perfectly matched to the needs of an academical education respecting the
skills of both institutions. It clearly promotes the strategic goal of HIM to combine managerial skills
and hospitality knowledge in both practical and theoretical way on a higher educational level. Thus the
well-formed cooperation has a formative impact and a significant contribution on the curricular
contents and on the profile of the graduates.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 35
Six other HEIs, with which HIM has cooperations in the form learning agreements in terms of the
transfer of students, complete the necessary exchange on an academic level.
HIM promotes in the same way its cooperation with enterprises and other organisations by concluding
contracts regarding participation in the programme with guest lecturers for the specializations,
guaranty internships for the students and organizing the International Recruitment Forum. Moreover
the SEG Panel of Leading Experts has a deep impact on the programmes` content and the profile of
the graduates.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
4.3 Cooperation and partnerships
4.3.1(*) Cooperation with HEIs and other academic institutions or networks (Asterisk Criterion for cooperation programmes)
x
4.3.2(*) Cooperation with business enterprises and other organisations (Asterisk Criterion for educational and vocational programmes, franchise programmes)
x
4.4 Facilities and equipment
There are three places where the students pass their classes: The academic Center, the
Hotel Europe and the Hotel Miramonte. All classrooms with space for up to 39 students are
fully equipped with whiteboard, projector and apple TV. In some classes ‘idea paint’ replaces
Whiteboards and is not only for lecturers but for student use. Lecturers and students are able
to present and share information from the iPad by using the Apple TV located in all
classrooms.
The IT support administrator also uses an iPad. The server room consists of four servers for
file storage, backup, and print. One server is dedicated to student use for file storage, print
server, and authentication and for applications taught in the computer lab such as CalcMenu
and Opera. There are 38 wireless access points in service on campus. These access points
give good coverage campus wide. The Internet connection at the school is rated for 100
mb/s down and 50 mb/s up.
The library of the HEI, the so called learning and resource center, has the following missions:
To provide a pleasant studying environment;
To provide a diverse collection of information resources;
To support the information needs of faculty, staff and students;
To provide the best service for the students and academic team;
To support the academic mission of the institute.
The HIM learning and resource center holds around 4000 books covering the spectrum of
courses taught at HIM. There is also a selection of DVDs and CD-ROMs. Facilities in the
library include five computers connected to the Internet; two printers black & white and color;
Wi-Fi connection; 25 seats in the study room as well as Research assistance – In person, by
email or by phone.
Students can access to the LRC online catalogue to search the library resources by title, by
author or by subject; to make reservations or to renew the loans and manage the student’s
account.
All students have access to our own Database Collection, regardless of their programme.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 36
Emerald Database (230 journal titles, Hospitality e-book Collection, Taylor & Francis
Tourism Collection);
Hospitality and Tourism Complete (560 publications, including journals, country
reports and eBooks);
Sage Humanities and Social Sciences Collection (526 journal titles);
Institute of Hospitality (Access to eBook and e-journal collections);
Britannica Encyclopaedia Academic (full access including country reports and app
access);
The HEI has a growing collection of e-books via the Dawson Era platform, which allows for
effective and unlimited access. This includes both texts, which are essential and
recommended course resources and additions to the LRC collection. The e-book collection is
currently at 86 titles but is continuously growing.
Appraisal:
The whole equipment of teaching rooms, library and the whole HEI is state-of-the-art.
Especially the IT and technical equipment of the labs which allow the students to do their
work with the specific components needed impressed the panel very much.
The opening hours of the library take students’ needs sufficiently into account. Access to the
literature and journals as well as to digital media (e.g. electronic media, databases) is
ensured. The literature expressly required for the study programme is available in the library
and also kept up to date.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
4.4 Facilities and equipment
4.4.1* Quantity, quality, media and IT equipment of teaching and group rooms (Asterisk Criterion)
x
4.4.2* Access to literature (Asterisk Criterion) x
4.4 Additional services
Career counselling is offered to students before and after their industry experience.
Counselling is also offered to students wishing to pursue further studies. The purpose of the
industry work experience components in the undergraduate programme is to develop
personal responsibility, reliability and confidence, which will prove to be crucial to their future
career.
The ‘My Career’ online platform assists students in connection with industry, enhancing
student’s career experience and also informs Industry about students. A Mentor or coach is
offered for the senior students. At least one meeting with each graduate is provided each
semester. Further all students each semester attend the ‘International Recruitment Forum’.
This event is fully dedicated to supporting SEG students in their search for employment or
further education. Students can find and exchange information through presentations,
workshops and interviews.
SEG’s diversity and success are reflected in its global alumni network, which brings together
over 21,000 SEG graduates worldwide. It comprises 29 chapters in 30 countries. Regular
meetings allow alumni to stay in touch, network and ultimately enhance their careers. In
2013, the Swiss Education Group launched a new alumni web platform, Konnect, which
helps to strengthen links between SEG, its alumni and the tourism and hospitality industry. In
2015, 30 reunions took place worldwide welcoming SEG graduates, industry members and
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 37
embassy representatives assuring the continuing collaboration, job and networking
opportunities.
Furthermore, the alumni platform provides SEG with insight into its former students’ chosen
career paths. A broad survey of SEG graduates has shown that they benefit from a rapid
career progression and are more likely to be in a leadership role. Within five years of
completing their studies, 67% of the graduates surveyed had secured management roles.
After 10 years, this figure rose to 75%. Furthermore, SEG fosters entrepreneurship in its
students: 13% of graduates launch their own business within five years of completing their
education at SEG. Ten years after graduation, 16% are already private business owners.
Appraisal: Career counselling and placement services are offered to the students and graduates to
promote their employability. The HEI provides sufficient resources. In addition, career
counselling and placement services are offered to the students and graduates on an
individual basis by the Internship coordinators which provide the students with full service
and the online platform “Career”. Thus the HEI brings its graduates in contact with
representatives from business enterprises at regular events.
An alumni organisation has been set up with the aim of developing an alumni network.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
4.5 Additional services
4.5.1 Career counselling and placement service
x
4.5.2 Alumni Activities x
4.6 Financing of the study programme (Asterisk Criterion)
HIM has sufficient financial stability to meet its obligation to the students enrolled. The self-
declaration of Security of Funding shows the commercial register of the HIM holding
company, (Swiss Education Group). HIM is a privately owned organization and therefore fully
funded by tuition fees along with the share capital as listed in the commercial register.
Appraisal: The programme finances itself through tuition fees which cover the running costs. A reserve
fund exists. Within the limits of a review process and with regard to financial stability of the
HEI in recent years and the existing reserve fund, the panel concludes that financial stability
is ensured for the current programme cycle and the entire accreditation period.
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
4.6* Financing of the study programme (Asterisk Criterion)
x
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 38
5 Quality assurance and documentation
The HEI defines quality as reaching or surpassing pre-determined standards and meeting
the customers’ (students, their parents, and indirectly the industry). Thus the quality of the
programme and service must be monitored in all functions, which include:
Teaching and assessment
Organizational structure
Control systems
Scheduling
Communication
Physical resources
Learning resources
Marketing and admissions
Student support services
Residential life The mechanisms should not be used as a control tool, but rather a confirmation that things
are being done like they are supposed to be done, or to provide feedback to the teacher if
things could be done better, as perceived by the students (customers) and the Programme
Managers (responsible for academic standards). The quality assurance system includes the
following major standards and assessments:
Syllabus
Student course evaluations
Peer review of assessments
Maintenance of student records
Committee assessments and review of outcomes
Academic Director / Academic Dean and Programme Manager class visits
External assessment
Unsolicited feedback from individual students
Feedback from the Student Committee It is controlled from a variety of sources illustrated below.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 39
Student evaluations are administered in week six by the academic administration team so
feedback is possible to faculty at an early stage in the term to enable them to make any
appropriate adjustments within the same term (if required). They are anonymous to the
students. The students answer questions regarding (among others) the course content, the
examination, the lecturers, the organisation and the workload.
Feedback will be reviewed with the faculty member and HR in the interest of improving
course content and lecturer’s techniques. The results will be reviewed with the lecturer
individually and the results are then kept in the Staff Appraisal Files. The prescribed
procedure for evaluation by students is illustrated below.
The principle stakeholders in course management are faculty, programme managers,
academic director and of course students. Best practice models are shared regularly with
peers at scheduled faculty meetings however we also have more formal processes for
course evaluation by faculty. Faculty creates the syllabus, assessment, scheme of work,
lesson plans and once approved by the programme manager will be place on Moodle (Virtual
Learning Environment). Programme managers will approve syllabi and assessment before
creating an assessment overview for faculty and students. Students will be assessed
summatively and formatively and will receive feedback, which will be transcripted and
ultimately result in receipt of their diploma. The academic director oversees the above
process in line with school and programme goals throughout the year and more formally at
the annual curriculum development meeting.
In the term break following the summer term a meeting with faculty is held to review all
proposed syllabus changes. This meeting is a final approval process. Proposed changes will
be discussed with the programme manager and should be coordinated within the context of
other term subjects. Consideration is given to information from planning meetings, course
evaluations, exit interviews, exam board minutes, peer evaluations and industry feedback. All
coordination regarding overlapping areas of content, methods, material/equipment and
schedule of assignment deadlines is addressed prior to this meeting with the programme
manager. Student committee feedback is considered in this process.
Consideration should also be given to assessment templates and the assessment schedules
for each year; these will be reviewed in order to ensure that learning objectives are achieved
in a balanced and timely fashion.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 40
As standard three of our Quality Standards Manual illustrates the syllabus, course materials
and instructional techniques are reviewed and updated each year following the curriculum
development meeting with all faculty. The programme manager is responsible for the
approval of all syllabi, which is built by individual faculty members. Faculty has given some
level of academic freedom on how they deliver the set course description and course goals.
Where courses are being passed to a new lecturer and as per faculty working contracts, all
materials related to a course, including material on the VLE are handed over to the new
lecturer. This ensures compliance with instructional standards and a continuous upgrading of
each course in line with the learning objectives for the programme. The below shows our
process for faculty involvement in programme quality.
Following approval at the curriculum development meeting no changes to the course
description or course goals may be made without prior approval from the Academic
Dean;
Throughout the term, the programme manager and faculty members verify that the
definitive aspects submitted previously during planning have been implemented;
Once all syllabi have been approved, and the assessment plan created the
programme manager in collaboration with faculty creates an Assessment Overview
for the term. The assessment overview is made available on Moodle for all students
and faculty to consult;
Lecturers produce assessments according to the approved Syllabus. Assessment
documentation should be completed using the standard assessment template
Assessments strategies will be revised along with the annual curriculum development
process.
Faculty will also be required to do a formal evaluation of their course while completing the
PG Cert in HE (which all faculty must complete). Module one of the programme requires
participants to do and study on pedagogical theory as applies to their professional practice.
Further as part of the peer/mentor observation process each participant will complete a
reflective analysis on their course delivery and teaching style. Further during module two of
the course best practice in teaching and learning is shared and discussed with study and
course peers.
The SEG Panel of Leading Experts acts as an advisory board to all SEG school members
including HIM. The Panel of Leading Experts of the Swiss Education Group consists of
experts and employers from the hospitality and other industries as well as from leading
institutions of higher learning. The role of the panel members involves work on specific
projects throughout the year together with the executive team of Swiss Education Group. The
projects include feedback and research in areas that have an effect on the relevance of
schools’ curriculum and relevant specializations supporting the overall strategic direction of
SEG as a global hospitality educator. The role of the panel includes visiting campuses and
students as to provide direct feedback based on their experience or area of expertise. Panel
members take active part on signature events, graduations, and in some cases, the delivery
of specific modules. The panel convenes twice per year.
The Board is responsible for:
Ensuring the quality of the programmes delivered across schools members of
SwissEducation Group;
Promoting effective communication between panel members and SEG students,
faculty, staff and management;
Assuring ethical practices in the making and implementation of decisions;
Monitoring and advising on SEG school’s relationship within the community;
Safeguarding the reputation and image of SEG schools worldwide.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 41
Our global network gives students the benefit of attending Alumni reunions in Switzerland
and abroad but also aims to provide them with unique opportunities to build a successful
career. An alumni reunion is held at HIM every three years during which feedback meetings
(both formal and informal) are held with the chapter presidents and the school management.
The formal location (for faculty and students) for all official programme content, curriculum
and examination processes is the HIM VLE ‘Moodle’ (available for inspection during visit).
The programme guide describes the programme in detail. This documentation is updated
before each term and easily accessible on the VLE for students and faculty both in print and
in digital format.
The formal location for all official documents, which can be shared with the public, is
‘SalesForce library’. Curriculum and indicative content with the general public is the school
webpage.
The academic calendar is the main document used to inform students and faculty about
activities during the year including examinations, excursions, programme evaluations, events
and of course graduation. Programme Leader presentations at the beginning of each term
offer all students on the programme a detailed outline of what to expect during the term.
During regular class representative meetings and meetings with the student ambassador
forum information about activities during the year is shared. The Communications
ambassador is a key link in this process.
Appraisal: The panel members came to the conclusion that HIM has formulated quality targets for the
development of programmes and regularly assesses their implementation. Its system of
quality assurance and development is designed comprehensively so that continuous quality
improvement of the institution can be achieved. A quality assurance and development
procedure on faculty level exists as well and is used for constant improvement as well as for
the strategic development of the programme.
Evaluation by the students is carried out on a regular basis and in accordance with a
described procedure. The questionnaires which are used for evaluation of the courses cover
the key aspects of the programme.
The teaching staff is involved in the further development of the programme through regular
meetings and has the possibility to point out options for quality enhancement. Third parties
(alumni and companies) are involved in the quality assurance system as well but the panel
recommends to extend the evaluation processes.
The study programme’s content, curriculum and examination scheme have been suitably
documented and published (e.g. course plan and exam regulations).
As for the description of the programme content, the panel states that the programme is de-
scribed in detail and the description is constantly updated.
Students are informed about activities during the year by the academic calendar while people
outside the HEI are informed regularly via press relations or the news sector on the
webpage, which is updated on a weekly basis.
HIM and the students of programme are very well connected in the Montreux region and
participate in several activities, for example the Montreux Jazz Festival.
In the course of the International Recruitment Forum, organised by SEG twice a year, HIM
presents the programme and new developments.
Programme Description and Appraisal in Detail © FIBAA-Assessment Report Page 42
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
5.1* Quality assurance and quality development with respect to contents, processes and outcomes (Asterisk Criterion)
x
5.2 Instruments of quality assurance
5.2.1 Evaluation by students x
5.2.2 Evaluation by faculty x
5.2.3 External evaluation by alumni, employers and third parties
x
5.3 Programme documentation
5.3.1* Programme description (Asterisk
Criterion) x
5.3.2 Information on activities during the
academic year x
Quality profile © FIBAA-Assessment Report Page 43
Quality profile
HEI: HIM in cooperation with Northwood University
Bachelor programme: The Bachelor of Business Administration (BBA) with a Major in Hospitality Management
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
1 Objectives
1.1* Objectives of the study programme
(Asterisk Criterion) x
1.2* International orientation of the study
programme design (Asterisk Criterion) x
1.3 Positioning of the study programme
1.3.1 Positioning of the study programme in the educational market x
1.3.2 Positioning of the study programme on the job market for graduates („Employability“)
x
1.3.3 Positioning of the study programme within the HEI's overall strategic concept x
2 Admission
2.1* Admission requirements (Asterisk Criterion) x
2.2 Counselling for prospective students x
2.3* Selection procedure (if relevant) x
2.4(*) Professional experience (if relevant; Asterisk Criterion for master programmes that require professional experience)
x
2.5* Ensuring foreign language proficiency (Asterisk Criterion) x
2.6* Transparency and documentation of admission procedure and decision (Asterisk Criterion)
x
3. Contents, structure and didactical
concept
3.1 Contents
3.1.1* Logic and conceptual coherence
(Asterisk Criterion) x
3.1.2* Rationale for degree and programme
name (Asterisk Criterion) x
3.1.3* Integration of theory and practice
(Asterisk Criterion) x
3.1.4 Interdisciplinary thinking x
3.1.5 Ethical aspects x
3.1.6* Methods and scientific practice (Asterisk
Criterion) condition
3.1.7* Examination and final thesis (Asterisk
Criterion)
3.2 Structure x
3.2.1* Modular structure of the study x
Quality profile © FIBAA-Assessment Report Page 44
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
programme (Asterisk Criterion)
3.2.2* Study and exam regulations (Asterisk
Criterion) condition
3.2.3* Feasibility of study workload (Asterisk
Criterion) x
3.2.4 Equality of opportunity x
3.3 Didactical concept
3.3.1* Logic and plausibility of the didactical
concept (Asterisk Criterion) x
3.3.2* Course materials (Asterisk Criterion) x
3.3.3 Guest lecturers x
3.3.4 Lecturing tutors x
3.4 Internationality
3.4.1* International contents and intercultural
aspects (Asterisk Criterion) x
3.4.2 Internationality of the student body x
3.4.3 Internationality of faculty x
3.4.4 Foreign language contents x
3.5* Multidisciplinary competences and
skills (Asterisk Criterion) x
3.6* Skills for employment / Employability
(Asterisk Criterion) x
4. Academic environment and
framework conditions
4.1 Faculty
4.1.1* Structure and quantity of faculty in
relation to curricular requirements
(Asterisk Criterion)
x
4.1.2* Academic qualification of faculty
(Asterisk Criterion) x
4.1.3* Pedagogical / didactical qualification of
faculty (Asterisk Criterion) x
4.1.4 Practical business experience of faculty x
4.1.5* Internal cooperation (Asterisk Criterion) x
4.1.6* Student support by the faculty (Asterisk
Criterion) x
4.1.7(
*)
Student support in distance learning
(only relevant and an Asterisk Criterion
for blended-learning/distance learning
programmes)
x
4.2 Programme management
4.2.1* Programme Director (Asterisk Criterion) x
4.2.2 Process organisation and
administrative support for students and
faculty
x
4.3 Cooperation and partnerships
4.3.1(
*)
Cooperation with HEIs and other
academic institutions or networks x
Quality profile © FIBAA-Assessment Report Page 45
Exceptional
Exceeds
quality
requirements
Meets quality
requirements
Does not
meet quality
requirements
n.r.
(Asterisk Criterion for cooperation
programmes)
4.3.2(
*)
Cooperation with business enterprises
and other organisations (Asterisk
Criterion for educational and vocational
programmes, franchise programmes)
x
4.4 Facilities and equipment
4.4.1* Quantity, quality, media and IT
equipment of teaching and group
rooms (Asterisk Criterion)
x
4.4.2* Access to literature (Asterisk Criterion) x
4.5 Additional services
4.5.1 Career counselling and placement
service x
4.5.2 Alumni Activities x
4.6* Financing of the study programme
(Asterisk Criterion) x
5 Quality assurance and documentation
5.1* Quality assurance and quality development with respect to contents, processes and outcomes (Asterisk Criterion)
x
5.2 Instruments of quality assurance
5.2.1 Evaluation by students x
5.2.2 Evaluation by faculty x
5.2.3 External evaluation by alumni, employers and third parties x
5.3 Programme documentation
5.3.1* Programme description (Asterisk
Criterion) x
5.3.2 Information on activities during the
academic year x