Decision of the FIBAA Accreditation Committee for...

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

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

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

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

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


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


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.


1.3.1 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

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.


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


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:


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


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


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.


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.


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


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.


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


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


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


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.


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.


3.3.1* 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

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.


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.


3.4.1* 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.


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


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


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


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;


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.


4.2.1* Programme Director (Asterisk Criterion) x

4.2.2 Process organisation and administrative support for students and faculty

x


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.


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.


4.3.1(*) 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.


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.


4.4.1* 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


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.


4.5.1 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


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.


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.


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.


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.


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

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


1.3.1 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


3.1.2* Rationale for degree and programme

name (Asterisk Criterion) x

3.1.3* Integration of theory and practice


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


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


3.3.1* 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


3.4.1* 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


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


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


4.2.1* Programme Director (Asterisk Criterion) x

4.2.2 Process organisation and

administrative support for students and

faculty

x


4.3.1(

*)

Cooperation with HEIs and other

academic institutions or networks x


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


4.4.1* Quantity, quality, media and IT

equipment of teaching and group

rooms (Asterisk Criterion)

x

4.4.2* Access to literature (Asterisk Criterion) x


4.5.1 Career counselling and placement

service x

4.5.2 Alumni Activities x

4.6* Financing of the study programme


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

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