Bachelor of Commerce in Hospitality Management

Purpose

The purpose for learners can be summarized by an end profile that has been developed by EISS's mother company, Stenden University, in The Netherlands in collaboration with other Universities. In the Netherlands, Stenden University, Hotel School The Hague, the School for Hotel Management Maastricht, The Nederlandse Hogeschool voor Toerisme en Vrijetijdskunde (Breda) and the Saxion Hogeschool IJsselland (Deventer/Apeldoorn) are the universities offering Hotel Management programmes. These Universities elaborated the domain competences in a national Professional Competence Profile for Hospitality Management (2004).

This profile consists of a professional profile which gives a description of the professional or core tasks of the professional worker, and a competence profile in which the professional tasks have been translated into competences. Competences describe the knowledge, insight, skills, and professional attitude students should have acquired by the end of their studies to be adequately prepared for the professions they have been trained to perform.

Stenden and EISS have extended this competence profile, by adding two competences to the national profile. These competences are derived from the educational concept and the mission of Stenden and concern the intercultural and the value driven competences that we feel are evident for any manager. The competence profile is directional for the development of the educational programme. Below, you will find a short description of the competences:

• Creating of "experiences" by the granting of hospitality.
• The development of a vision on changes and trends in the external environment and the developing of relations, networks and chains.
• Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for decision-making.
• Implementation of Human Resource Management in view of the strategy of the organisation.
• Setting up, managing and improving of company - or organisational processes.
• Analysing the financial and legal aspects, internal processes and the company - or organisational environment in order to reinforce the correlation and interaction.
• Developing, implementing and evaluating a change process.
• Leading a company, part of a company, company processes or a project.
• Social and communicative competence (interpersonal, organisation).
• The competence of managing one self (intrapersonal, or professional).
• Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core values which contribute to the care of human beings and the world.
• Effectively identify and handle cultural differences within an international team in hospitality management.

From an industry perspective, the rationale clearly summarizes the current and future need of South Africa to have well trained managers lead the country to become a major tourism destination with all the positive spin offs for its citizens.

Rationale

This qualification reflects the work-based need of employers in the hospitality industry and service related industries for competent managers and leaders. Lodging comprises the core element of the tourism industry and as such competent hospitality managers are vital for the growth of South Africa as a tourism destination. Tourism in South Africa is estimated to be one of the main drivers for economic growth in the near and far future.

EISS International differentiates itself as an educational institute by providing competency based education that qualifies learner to take up managerial positions in the hospitality industry. This means that a qualified learner will not only be able to contribute in the hospitality on a professional level, he (or she) will be able to lead, train, develop, coach and inspire workers in this industry to provide excellent service on a daily basis. A qualified learner will be able to manage a hospitality operation by applying learned skills in hospitality research, strategic planning, financial management, human resource management, operations management, Food and Beverage and Rooms Division and Facilities Management, and Information Communication Technology. In addition the learner will have proper knowledge of national and international law that applies to the service industry and will have developed strong interpersonal communication skills and will be intercultural sensitive.

The qualification provides the learner with accessibility to be employed in the hospitality industry that is in great need for competent managers. As such EISS has experienced that alumni are promoted to senior management positions within just a few years after their graduation.

For future learning, the programme provides access to a national honours programme in hospitality as well as entrance to the final year of the BBA programme in Hospitality Management (1 year) of our mother company, Stenden University in The Netherlands. From this honours degree, student can pursue a Master's in Hospitality Management.

It is assumed that learners are competent in the English language and have achieved NQF Level 5.

Recognition of Prior Learning (RPL)

EISS RPL policy dictates that exemption may be given for part or parts of the curriculum when the learner can submit proof of:

• Significant practical experience in the hospitality industry.
• A completed or partially completed diploma or certificate course in hospitality or related field.
• A completed or partially completed degree course in any other field.

The exemption is then determined by testing the learner through

• The progress test.
• Interviews with the selection committee, chaired by the academic dean; these interviews seek to assess attitudinal, skills, and knowledge capabilities of learners.

Additionally, English proficiency tests (IELTS) might be required for foreign students from countries where English is not a national language.

Access to the Qualification

Learners are accepted into the programme when they

• Pass Matric with exemption.
• Have obtained a Diploma, or a Certificate in hospitality.
• Are older then 23.

Additionally learners need to write an essay on their motivation to study hospitality management and are then interviewed by the selection committee on this motivation:

• Unique situations are discussed by the selection committee and access can be granted by the Academic Dean.

Qualification Title: B Com Hospitality Management.

Fundamentals

Learning components (Modules titles only)

• Food & Beverage, 34 Credits, NQF Level 6.
• Rooms Division, 34 Credits, NQF Level 6.
• Guest Experience, 34 Credits, NQF Level 6.
• Resources, 34 Credits, NQF Level 6.

Subtotal: 136 Credits.

Core

Learning components (Modules titles only)

• Controlling & Evaluating Daily Operations (year 2), 34 Credits, NQF Level 7.
• Planning Daily Operations (year 2), 34 Credits, NQF Level 7.
• Performing Daily Operations (year 2), 34 Credits, NQF Level 7.
• International Business Communication (year 2), 34 Credits, NQF Level 7.
• Strategic Management 1 (year 3), 34 Credits, NQF Level 7.
• Strategic Management 2 (year 3), 34 Credits, NQF Level 7.

Subtotal: 204 Credits.

Electives

Learning components (Modules title only)

• Industrial Placement*, 84 Credits, NQF Level 7.

Subtotal: 84 Credits (= Minimum).

*The programme does not offer learners to specialize in their area of interest during their industrial placement, selecting a position/working environment of their interest and writing their dissertation in area of specialisation.

1. Execute hospitality operational tasks to improve organisational performance.

• Range: This includes creating of experiences by the grant of hospitality.

1. The development of a vision on changes and trends in the external environment and the developing of relations, networks and chains.
2. Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for decision-making.
3. Implementation of Human Resource management in view of the strategy of the organisation.
4. Setting up, managing and improving of company or organisational processes.
5. Analyse the financial and legal aspects, internal processes and the operational - or organisational- environment in order to reinforce correlation and interaction.
6. Developing, implementing and evaluating a change process.
7. To initiate and create products and services in an independent and enterprising way.
8. Social and communicative competency (inter-personal, organisation).
9. 'Self management' competency (intra-personal or professional).
10. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core values which contribute to the care of human beings and the world.
11. Effectively identify and handle cultural differences within an international team in hospitality management.

Critical Cross-Field Outcomes (CCFOs)

The 12 end competencies mentioned below in this document carry the following characteristics

• Competence 1 is characteristic for the hospitality education programme and can be considered as being unique.
• Competence 2 till 7 form the common basis for the education programmes.

of higher professional education, which grant the degree in Business Administration (BA).

• Competence 8 originates from the domain competencies of the Bachelor Degree of Commerce.
• Competences 9 and 10 are common domain competences in all domains of the sector for higher economic education programmes.
• Competence 11 and 12 are Stenden/EISS specific. Though competence 12 refers to the hospitality industry, it concerns a competence that can be applied in any team setting where cultures come together.

Therefore, competencies 2 to 10 can be identified as cross-field outcomes that will equip the learner with competencies that can be used in:

The management of organisations

1. The development of a vision on changes and trends in the external environment and the developing of relations, networks and chains.
2. Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for decision-making.
3. Implementation of Human Resource Management in view of the strategy of the organisation.
4. Setting up, managing and improving of company - or organisational processes.
5. Analysing the financial and legal aspects, internal processes and the company - or organisational environment in order to reinforce the correlation and interaction.
6. Developing, implementing and evaluating a change process.
7. Leading a company, part of a company, company processes or a project.

The competence to function in a team and in society, develop ones abilities continuously, and to function as a value driven responsible human being:

1. Social and communicative competence (interpersonal, organisation).
2. The competence of managing one self (intrapersonal, or professional).
3. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core values which contribute to the care of human beings and the world.

The competence to lead and participate in international/multicultural teams

1. Effectively identify and handle cultural differences within a (n) (international) team.

Associated Assessment Criteria for Exit level Outcome 1

• Perform operational tasks independently in a hospitality organisation and develop a hospitable attitude.
• Manage operational processes in hospitality services.
• Analyse the organisational (hospitality) processes and develop a vision based on the results of the analysis, with regard to creating experiences by granting hospitality.

Associated Assessment Criteria for Exit level Outcome 2

• Understand external analyses and the relevance of these for the operational working processes and understand the importance of the developments of networks, chains and relations.
• Anticipate, from an entrepreneurial attitude, changes and trends in the external environment and develop a vision with the aid of networks and relations.

Associated Assessment Criteria for Exit level Outcome 3

• Understand the relevance of the execution of policies at operational level and act accordingly.
• Write policy plans at departmental level.
• Analyse and design policy at organisational level.

Associated Assessment Criteria for Exit level Outcome 4

• Understand the HRM responsibilities and authority and train and coach individual employees within the team.
• Execute all relevant Human Resource Management tasks at departmental level.
• Implement of Human Resource Management in view of the strategy of the organisation.

Associated Assessment Criteria for Exit level Outcome 5

• Name and execute the company or organisational processes.
• Design, control and improve the company or organisational processes.
• Design, control and improve the company or organisational processes, based on strategic objectives and quality plans.

Associated Assessment Criteria for Exit level Outcome 6

• Describe the financial and legal aspects, internal processes and the operational -or organisational- environment and make simple analyses and internal reports with the aid of IT-applications.
• Manage internal processes with instruments of management accounting, law, business administration and research.

Associated Assessment Criteria for Exit level Outcome 7

• Recognise the need for changes and distinguish the steps of a change process.
• Develop, implement and evaluate a change process at departmental level.
• Start a development line within an organisation in a creative and organisational sensitive way and achieve the goals set within the term of the change process.

Associated Assessment Criteria for Exit level Outcome 8

• Distinguish and analyse markets and products within the hospitality industry.
• Initiate and create products and services, anticipating the changing needs and wishes of the guests.
• Show confidence in initiating and creating products and services, and able to cope with taking risks.

Associated Assessment Criteria for Exit level Outcome 9

• Carry correct verbal and non-verbal business correspondence in two or more languages and communicate accordingly (IELTS 6.5).
• Communicate in two or more languages at all organisational levels; design and write policy plans, inform, consult, create support, stimulate, motivate, persuade and express resolutions.
• Adjust attitude to the social context in all types of communication and tune this communication to external parties as well.

Associated Assessment Criteria for Exit level Outcome 10

• Can describe the personal possibilities and pitfalls with regard to learning, result-oriented working, taking initiative, operating independently and flexibility.
• Can, through reflection and with coaching, describe personal competence development and describe which elements need attention.
• Can in educational situations with coaching adjust personal development with regard to learning, result-oriented working, taking initiative, operating independently and flexibility, to the demands of the specific situation.
• Can develop a plan of action for the development of underdeveloped competences.
• Can independently of others steer and regulate, in profession related situations, personal development with regard to learning, result-oriented working, taking initiative, operating independently and flexibility.
• Can independently, on the basis of his plan of action, steer personal competence development.

Associated Assessment Criteria for Exit level Outcome 11

• Has knowledge of his own values and of the universal core values which contribute to the care of human beings and the world.
• Connect the universal core values to his own daily (operational management) behaviour and to entrepreneurial action in the hospitality industry.
• Apply the universal core values in his own management (entrepreneurial) behaviour and into the culture of a company in the hospitality industry.

Associated Assessment Criteria for Exit level Outcome 12

• Familiarise himself with the theme of multicultural society and can empathise with individual and intercultural diversity and people with various backgrounds.
• Can create a link between ethical (intercultural and international) themes and the culture of an organisation and explain the added value of cultural or individual diversity.
• Is willing and able to deal with multicultural differences effectively and can explain why paying attention to the moral side of the business culture is an indispensable part of (intercultural) management.

Integrated Assessment

The curriculum and assessment is structured in a way that there is no major examination that students have to write. Students are assessed continuously. Elements of assessment for modules are the PBL (Problem Based Learning) session preparation and participation, preparation, participation and tasks in other facilitation methods, preparation and participation in Work Based Learning, practical work, computer work, language workshops, and module assignments and, with some modules, an end of module test. Over and above these, the semester assignment, portfolio, industrial placement and service learning are also used for assessment. In each module book, a complete breakdown of how the module will be assessed, is provided.

The maximum marks that can be obtained per module will be determined by the content of the module. These marks are divided amongst the activities of the module. Students pass a module when they:

• Obtain a minimum of 60% (65% per 1 January 2009) of the total module marks.
• Obtain a minimum of 55% of the maximum score for summative assessments in the module.

Some activities of a module can be re-assessed. With re-assessment, the marks previously obtained for that specific activity become null and void and the re-assessment mark counts. A student can never get more than 70% with re-assessment. If a module is followed for the second time, all marks previously obtained for the module become null and void.

Problem-based Learning (Formative Assessment)

Assessment is based on students' preparation and participation, and evidence of the achievement of directed learning outcomes. The mark that students can obtain is based on the assessment criteria for that session. If students meet all the criteria, they get the maximum points. Active participation cannot be re-assessed. When students were absent due to illness or other circumstances beyond their control, the module coordinator provides them with a 'replacement assignment' to ensure the learning outcomes are achieved.

Workshops and practical work (Formative Assessment)

The student's progress in workshops will be measured in context of what was learned in the module to which the workshops are relevant. Integrated in all aspects of a module are the requirements for students to demonstrate competence in areas of cognitive and key skills; the capacity to analyse data presented in a variety of forms, to integrate these with concepts derived from the programme, to propose coherent, viable and creative solutions, to communicate clearly in written and oral formats, teamwork skills, technical presentation skills, etc. All requirements are assessable, with some carrying a higher weighting than others.

Work Based Learning (Formative Assessment)

Work based learning forms part of the practical work in the coursework. Assessment focuses on practical skills displayed and a wide range of attitudinal aspects.

Interactive Lectures (Formative Assessment)

Assessment of lectures is based on the preparation, presence and contributions of students. Students will have tasks to prepare for lectures that will count for assessment.

Tests (Summative Assessment)

Tests are used to evaluate learning outcomes that are hard to test through application. Each test will contain short and long questions. Details as to marks per question, percentage contribution to module score, and norm percentage, are set out in each module book. One re-sit (re-test) per academic year can be done for any test.

Module Assignments (Summative Assessment)

Module assignments ensure that students understand the work done during the module by implementing and applying the information in the form of an assignment. The way in which students do the assignment and how they show their understanding, insight, ability to apply the knowledge and integrate the knowledge with previous knowledge and skills, will mainly be assessed. As it is usually a group task, how students work in a group will also be assessed. Module assignments are assessed through so called 'scoring rubrics' that allow for transparency and objectivity in the assessment. These scoring rubrics are always published in the module book as well ensuring that it is clear for the student how he/she will be assessed. The module assignment can be improved for re-assessment once per academic year.

Presentations (Summative Assessment)

Most module assignments need to be presented as well to ensure that all students in a module assignment group - usually 2 to 4 - understand the assignment. In addition students receive training in presentation skills which are part of the assessment criteria for each presentation.

Progress Test (Formative and Summative Assessment)

Progress tests are a form of testing to measure the study progress and knowledge development during the three theoretical years. The set questions in these tests reflect the level of the programme objectives (end profile). The tests help students gain insight in the strengths and weaknesses of their knowledge level. The test consists of 200 questions, either true/false or multiple choice. Per study year, a minimum number of questions from every discipline or subject have to be answered. Every incorrect answer is subtracted from the total of correct answers to eliminate statistical probability of passing through guessing.

For each study year, a different norm has to be achieved. If the year norm is achieved in the first test, the student does not have to take any other tests during the year, though this is allowed to allow for students to continuously test their individual knowledge level and to identify areas for improvement. The year norm is 65% of the minimum number of questions answered. It is not possible to achieve the year norm in advance. Students may take part in three tests per study year. Excluding the diagnostic test. The diagnostic test is a chance for all new students to try out the test and gain experience in how this method of testing works. In addition, it provides students with information on their entry level.

Industrial Placement

In the third year, students do 23 weeks of industrial placement. Structured work-based learning activities are undertaken in an approved hospitality services environment, according to the established programme criteria. Assessment for the Industrial Placement is done through:

• Pre-structured reports of assessment submitted by the employer (formative & summative).
• Progress reports required to be completed by students (formative).
• The practical research project of the student; the Dissertation (formative & summative).

Industrial placement performance cannot be re-assessed, except in the case of the project report, that can be approved for re-assessment.

Portfolio

In the course of their studies, students are required to built a portfolio according to set criteria and have meetings with his/her personal coach twice a year. During these meetings, the personal coach/student counsellor assesses the progress on the portfolio (formative and summative).