Study Guide 2020-2021

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Study Guide 2020-2021

Professional bachelor’s programme in

Leisure & Events Management

English

Academy for Leisure & Events (ALE)

1 September 2020

Professional bachelor’s programme in Leisure &

Events Management

CROHO code: 35521

Title: Bachelor of Arts (BA)

Duration: 4-year full-time programme (240 credits)

or 3-year accelerated/short programme (180 credits)

Starting date: 1 September 2020

Language of instruction: English

Appendix of TER professional bachelor’s programme in Leisure &

Events Management

This study guide has been compiled by the Leisure & Events Management team with the greatest care.

However, no rights can be derived from its contents. The Teaching and Examination Regulations (TER) will

take precedence at all times. This study guide is part of the TER Leisure & Events Management 2020-2021.

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Preface

Dear LEM students,

This study guide provides you with an overview of your degree programme. It shows you the following elements:

▪ Competency overview of Leisure & Events Management

▪ Explanation of the competencies and the competency domains

▪ Overview of all study units with their study load

▪ Per study unit: course content, learning objectives, etc.

The professional bachelor’s programme in Leisure & Events Management is divided as follows:

Year 1

The first year is called the propaedeutic year and consists of two semesters. Some projects/real-life cases are

part of each semester called Leisure Productions and Running Businesses. This phase consists of 60 credits

expressed as ECTS credits. Each ECTS credit represents 28 hours of full-time study.

Year 2

The main phase of your programme starts in Year 2. You will already have chosen your track and are going to

work on assignments in the industry you have opted for. This year also consists of 2 semesters consisting of 30

credits each. In Year 2, you will also start making preparations for Year 3, in which you will do your work

placement.

Year 3

Year 3 is the year in which your work placement is scheduled. You will combine assignments to be carried out in

the professional field with studying. If you do not do your work placement abroad, you will return to your faculty

for the so-called education days. If you are doing a work placement abroad, you follow the education days via an

online platform. You are responsible for arranging a placement yourself. For this purpose, you contact Business

Desk and use its network of Leisure & Events. You can also do an Exchange programme at a university of applied

sciences abroad during half a year.

Year 4

Year 4 of your studies consists of two semesters. You can choose the order yourself. In one semester, you will

attend a minor at our academy, within BUas or at an external institute via Kies op Maat. In the other semester,

you will work on a graduation assignment which is commissioned by an organisation or a company. You will have

to acquire this project yourself.

Teaching and Examination Regulations (TER)

All the rules concerning your studies can be found in the 2020-2021 Teaching and Examination Regulations (TER),

which can be found on LMS > information sources > TER 2020-2021. In 2020-2021, there is a transitional

arrangement in place approved by the board of examiners for students doing the ‘old curriculum’ programme

(students enrolling up to and including 2015).

We wish you a successful year of study!

Staff of the professional bachelor’s programme in Leisure & Events Management

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Contents 1 Competency profile Leisure & Events Management 5

1.1 Reasons for creating the profile 5

1.2 The Leisure Management Competency Model 6

2 Curriculum structure 7

2.1 Tracks 7

2.1.1 Event Management (EM) - English and Dutch 7

2.1.2 Attractions & Theme Parks Management (ATPM) - English 7

2.1.3 Cultural Venue Management (CVM) - Dutch 7

2.1.4 Social Innovation (SI) - English 7

2.1.5 Leisure Management (LM) – Dutch or English 8

2.2 Programme phases 9

2.2.1 Semester 1: Leisure Productions 9

2.2.2 Semester 2: Running Businesses 9

2.2.3 Semester 3: Design & Marketing 9

2.2.4 Semester 4: Stakeholder Management 9

2.2.5 Year 3: semesters 5 and 6; work placement 10

2.2.6 Year 4: semesters 7 and 8: minor programme & graduation assignment 11

2.3 Curriculum blueprint 12

2.4 Testing 13

2.4.1 Binding Study Recommendation (BSA) 13

2.4.2 Progress test (PGT) 13

2.5 Quality assurance 13

3 Descriptions of units of study 15

3.1 Year 1 16

3.1.1 Leisure 16

3.1.2 Productions 17

3.1.3 Professional Leadership 1 18

3.1.4 English 1 19

3.1.5 Guest Experience Management 20

3.1.6 Business Innovation 21

3.1.7 Human Capital 22

3.1.8 Management Game 23

3.1.9 Professional Leadership 2 24

3.1.10 English 2 25

3.1.11 Global Minds 25

3.1.12 Business Ethics and Sustainability 26

3.2 Year 2 27

3.2.1 Quest 27

3.2.2 Playground (Professional Leadership) 28

3.2.3 English 3 29

3.2.4 Project Stakeholder Management 30

3.2.5 Deep Dive into Public and NGO Sectors 32

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3.2.6 English 4 33

3.3 Year 3 33

3.3.1 Placement year 33

3.3.2 English 5 & 6 35

3.3.3 Competency Exam Practical Level Year 3 36

3.4 Year 4 36

3.4.1 Minors 37

3.4.2 Graduation Project 37

3.4.3 Final Exam (Competency Exam In-depth level) 38

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1 Competency profile Leisure & Events Management

1.1 Reasons for creating the profile

Every five years, the National Consultative Committee on Leisure & Events Management critically reviews the

competency profile of Leisure & Events Management degree programmes in the Netherlands. Given the

continuous changes in the world and the consequences of this for our discipline, this is not an unnecessary

luxury. Examples of issues that received greater emphasis in the new profile include online marketing and social

media, stakeholder management, finance and law. The basis for the creation of this profile were both the Dublin

Descriptors and the BA standard. The profile contains the following ten competencies:

National Leisure & Events Management Competencies

1. Developing a vision of society and the role of leisure therein

2. Developing new strategies for the public sector (policy) and/or the private sector (strategic choices), based

on internal and external analysis of policy-related and other issues

3. Creating and marketing meaningful leisure experiences

4. Directing within networks

5. Organising, managing, analysing and improving business processes and organisations (including project

organisations)

6. Applying HRM in the light of the organisational strategy

7. Analysing and implementing the financial and legal aspects involved in the creation of leisure products and

services.

8. Developing, implementing and evaluating processes of change.

9. Self-directing competency (intrapersonal and/or professional)

10. Social and communicative competency

To translate the national Leisure & Events Management competency profile into a specific BUas Academy for

Leisure & Events profile, we have opted to distinguish clear competency domains that can be recognised in

business practice and express the colours of our academy to the full. The competency domains together

constitute the professional practice for which we train our students.

Although it is evident that these domains cannot be regarded separately in business practice and there is overlap

between the several domains, they are described as separate domains for clarity’s sake. This has resulted in the

model described in the following section.

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1.2 The Leisure Management Competency Model

Leisure Experiences is central to the model, those

experiences which the degree programme in Leisure &

Events Management and International Leisure & Events

Management revolves around: being able to create and

produce meaningful leisure experiences, geared to the

target group and fitting the goals set by potential

commissioners.

The focus here is not just on the leisure & events sector,

but a broader context is also looked at, in which ‘leisure

experiences’ play a part. Examples of these are:

strengthening the cohesion within a district by organising

a festival; the Volvo Ocean Race, connecting business

interests and city marketing to festivities; social

programmes; and, of course, we should not forget the

sailing competition around the Volvo brand; sports

projects for underprivileged youths; developing Railway

Zones, where creative businesses and liveability come

together; or an initiative like CliniClowns.

Leisure & Events is interacting more and more with other sectors, and it is an important pillar of our society. The

process of leisure blending into our society is also called ‘liquid leisure’.

The competency profile of the Academy for Leisure & Events revolves around Imagineering, the distinctive

feature of the academy. Imagineering is ALE’s central point of departure and it features in all other domains. It

addresses issues from a different perspective to come to inspiring, creative solutions and processes in the field

of concepts, business models and changes.

Traditional ways of doing things that have been successful for ages are no longer effective. Changes are

happening rapidly and developments are getting increasingly complex by nature. Consumers are an integral part

of this changing context. More than ever before, loyalty and customer orientation are essential to (leisure)

organisations to create emotional ties with consumers. To be able to guarantee this, the crucial points of

departure for every (leisure) organisation are experience orientation, giving meaning, active engagement and

co-creation. This is what imagineering is all about.

With ACTIVE, Imagineering offers a tool that can be used as a creating starting point, and as an evaluating,

diagnostic tool, for both the organisation in its entirety and for its existing and new products and processes.

ACTIVE represents the six criteria that should be present anywhere and anytime:

▪ Appreciative,

▪ Co-creative,

▪ Transformative,

▪ Imaginative,

▪ Value-Based and

▪ Experience focused.

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2 Curriculum structure

2.1 Tracks

After Year 1, students will choose one of the five tracks below. In the course of Year 1, they will be guided to

enable them to make a suitable choice.

2.1.1 Event Management (EM) - English and Dutch

Companies are increasingly making use of events to promote their brands. Think, for example of product

presentations in the car industry, network and relations meetings and trade fairs. Events, however, can also be

or become strong brands such as Mystery Land, Zwarte Cross and Extrema Outdoor.

The event industry is changing rapidly. Therefore, there is a need for a new generation of event managers to

develop new event concepts. What does the national and international sector look like? How do you think up

creative and innovative event concepts? And how would you work them out into new business and revenue

models? What’s more, attention will be paid to personal branding, in other words: you yourself as a brand.

What are your distinguishing characteristics, and how do you use personal branding in the event industry?

2.1.2 Attractions & Theme Parks Management (ATPM) - English

The attractions and theme park sector is developing and growing rapidly. Museums and science centres no

longer exclusively focus on education, but they are adding entertainment and experience in the form of themes,

interaction and attractions. Zoos are building climbing parks, shopping centres are expanding by offering

attractions like an aquarium and simulators. At the same time, existing large amusement parks are expanding

into holiday resorts offering several hotels, an entertainment centre and a water park.

How do amusement parks distinguish themselves from the competition? How do they keep on innovating? What

does the market look like? You will gain insight into marketing, finances, staff planning, hospitality and security.

Furthermore, you will be offered an opportunity to do a work placement at renowned amusement parks like

Walt Disney World Resort in Orlando or Europapark in Rust/Germany.

2.1.3 Cultural Venue Management (CVM) - Dutch

The cultural sector is in full swing. Institutions receive fewer subsidies whereas audiences have higher

expectations. Digitisation and competition are on the rise. Cultural institutions like museums, pop venues and

theatres are collaborating more and more closely and are becoming more outward looking. What do their

audiences want?

This track addresses creativity and entrepreneurship, the role of cultural venues in society, concept

development, marketing, connecting stakeholders in cities, cooperation, innovation and sustainability. Leading

companies at home and abroad show their involvement. By having a look behind the scenes of organisations

and carrying out assignments for and in conjunction with professionals, you will be developing your vision on

the industry.

2.1.4 Social Innovation (SI) - English

Ask yourself the following question: how do we currently spend our free time and how do you think we should

spend our free time? What happens if we change our way of thinking from ‘what do we need?’ to ‘what does the

world need?’. Social Innovation is all about finding the answers to these questions. Students learn to work with

leisure as a tool for societal issues. More importantly: the student’s development path towards becoming a Social

Innovator always starts from personal, individual interests. Join us on an expedition together with other students

and discover how you can innovate on a social and local level to contribute to a better world. In Social Innovation,

students work with real-life projects in which they explore various societal domains and are able to develop

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professional interests. It is the expedition of the students themselves, which means that they design their own

individual study pathway, guided and supported by others. The student designs Experiences, Processes and

Communities that contribute to various topics, such as elderly care, loneliness, theatre, art, change of habits,

diversity, mental health, just society, poverty, local community centres, mental illness. What do you want to

contribute to? For more information, everyone is welcome in the ‘physical living room’, Performatory, situated in

the Innovation Square in the Frontier Building.

2.1.5 Leisure Management (LM) – Dutch or English

How are all areas within the leisure industry interconnected? How do events, cultural venues, multifunctional

leisure locations and attraction parks work together on developing knowledge, innovations and finding solutions

to complex issues.

You will learn to be an innovative connector within and between the leisure sectors, the proverbial linchpin. You

will make new connections and look for creative business or collaboration models. You will learn how to apply

the knowledge gained in the leisure industry to other sectors in our society.

Academic year 2021-2022

In the academic year of 2021-2022 a number of new specialisation areas will be started, from which current first-

year students can choose:

▪ Live Music & Dance (English and Dutch)

▪ Leisure Management (English and Dutch)

▪ Social Innovation (English)

▪ Urban Life & Placemaking (English)

▪ Sports & esports (English)

▪ Attractions & Theme Parks Management (English)

▪ Events for Business (English)

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2.2 Programme phases

The degree programme is divided into the programme phases described below, in which the competency

domains can be recognised.

2.2.1 Semester 1: Leisure Productions

Knowledge of (the) leisure & events (industry) is central to the competency domain Leisure Productions. Students

will gain insight into leisure behaviour (demand side) and learn to explain for it. Furthermore, they will gain

insight into relationships and fragmentation of the leisure industry (supply side) and what parties are all involved.

Apart from insight into the leisure industry, you as a future leisure manager will learn to be responsible for the

production of leisure experiences, complex projects (such as events, city marketing by means of leisure concepts,

exhibitions and Open Days) with many stakeholders in an environment which continually features unexpected

developments. Students will be the linchpins who control the various aspects during these projects (time, money,

organisation, information, facilities and quality). They will develop a bird’s eye view, learn to lead their own

project team professionally, and know, whenever necessary, how to adjust the project with up-to-date

management skills. A dynamic project management approach will be self-evident here, so that the producer can

anticipate the dynamics, unpredictability and intercultural nature of the project.

2.2.2 Semester 2: Running Businesses

During the Running Businesses semester, students will learn to take a flexible approach when acting as leisure

& events managers in a dynamic environment, as operational managers in a leisure & events organisation or as

self-employed workers without employees. They should be able to run their own company and specialise in

thinking up new organisational and revenue models, giving advice and implementing these models. To be able

to do so, they will need to know the sector, HRM, hospitality principles and legal aspects, and it is important they

will develop a feeling for new businesses. In doing so, setting up value networks and partnerships will play a

crucial role, in other words, giving answers to the question of who should be collaborated with to arrive at

strategic alliances to secure the financing of leisure experiences. In this, the points of departure are Corporate

Social Responsibility (CSR) and sustainability.

2.2.3 Semester 3: Design & Marketing

In the Design & Marketing courses, students take up the role of concept designer in the concept phase, during

which they can develop new concepts or strengthen existing concepts on the basis of strategic input of a brand

manager or based on own insights and ability to judge. These concepts provide a bridge between the value

proposition of a brand and those things that visitors or other participating companies think are important in a

leisure experience. This value fit makes the supply meaningful. Although the concept designer must certainly be

able to analyse supply and demand, his/her strength is reflected in the creative translation of values into

meaningful experiences. A meaningful experience is created by thinking up visions which inspire people to draft

concepts which are shaped by experience tools and experience building blocks. Students will learn the game

‘from dream to reality’ to convert an idea into controlling an experience.

Following from this, students doing the Marketing course will be able - as marketers - to build up a permanent

top of mind awareness and realise transaction volumes on the basis of data collected in a situation which

continually requires them to attract the customer’s attention. Social media play an important part in this process.

The challenge as regards marketing is to enrich the content and make it relevant on the basis of previously

defined content, strategy and story line. The use of cross-channel strategies plays an important part herein.

Moreover, students as brand managers will avail themselves of the opportunity to transform the leisure

experiences into a strong brand and use it as an engagement platform for co-creation and co-branding.

2.2.4 Semester 4: Stakeholder Management

From an identity of a leisure experience, leisure managers can bring the ‘right’ stakeholders round the table on

the basis of Stakeholder Management and seek collaborative ventures to open up opportunities for value

networks via new business models. These value networks will form the basis of distinct leisure concepts such as

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the Summer Cleanup of a district, Dance4life, Strijp-S and NAC Street League. Stakeholders could be the public

sector/government, profit, non-profit and not-for-profit organisations and companies. The joint value network

offers value added to all partners; something is being realised that was deemed inconceivable up to that point:

innovative/unique combinations that are created through partnerships/cooperation.

Students will learn to recognise promising leisure-related situations and bring interested stakeholders together.

Based on an extensive analysis of supply, demand and stakeholders, students can bring together relevant parties

to come to strategic long-term partnerships (direction). Based on content, attention will be paid to the process,

and process strategies are conditional to an effective working method in a dynamic leisure environment.

2.2.5 Year 3: semesters 5 and 6; work placement

In their third year, students go into practice. There are several options: two 20-week placements at two different

companies or one 40-week placement at one company. A third option is a combination of 20 weeks of exchange

and 20 weeks of placement.

During the placement students work four days a week in the company and one day a week on the education

programme of their own track. For this purpose the students regularly come to school and/or an online

programme is provided. Students who do an international placement work 4.5 days for the company and follow

an online education programme of 4 hours per week. The purpose of the education days is cooperation and

learning together: collaborative learning. During these days intervision meetings take place, and work is done on

assignments that allow the student to develop in the whole spectrum (all four competency areas). There is a

strong connection between the education programme and the work placement so that it is not possible to follow

the education programme without a work placement. It is all about the interaction between theory and practice

in year 3 and about strengthening independence and investigative ability. This prepares students for year 4.

Furthermore, in year 3 we aim to develop a learning community, in which lecturers, students and companies

learn from each other and with each other and exchange knowledge.

In Semester 6, a final oral competency exam will take place, in which a student’s development will be evaluated.

In addition to the above components, an integrated programme of English courses will be delivered in Year 3.

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2.2.6 Year 4: semesters 7 and 8: minor programme & graduation assignment

The fourth year has a fixed structure, i.e., minor programme and graduation assignment. However, students are

free to choose their own topic and their own client as well as the order of the components.

Minor programme

In one of the semesters of Year 4, students will complete a 20-week minor. They will earn 30 ECTS credits upon

successful completion. There are several possibilities to complete this minor period. Students can choose from:

▪ Academy-specific minors delivered by our own Academy for Leisure & Events

▪ Multidisciplinary BUas minors

▪ External minors (via Kies op Maat)

Within the Academy for Leisure & Events the following academy-specific minors are offered in Dutch and in

English:

▪ Experience Design & Innovation (factory) ▪ Experience Design & Innovation (project) ▪ Storytelling & Experiences (factory) ▪ Storytelling & Experiences (project) ▪ Strategic Events Management (factory)

▪ Strategic Events Management (project)

▪ Esports (alleen Engelstalig)

As opposed to the ‘project’ minors, ‘factory’ minors are characterised by several projects commissioned by

several clients for each student and in each semester. Moreover, these projects have a shorter duration and are

carried out by smaller project groups. If a student opts for a ‘project’ minor, this student will work for the same

clients and in the same project group (max. 8 students) for 20 weeks.

Graduation assignment In the last phase of their studies, students will fulfil the role of junior professional in their graduation

assignment. They will issue some well-founded advice to professionals in the sector as consultants. Compared

with other units of study, they will be given the highest degree of independence and own responsibility.

With effect from the academic year of 2020-2021, all students will graduate within the context of a Learning

Community. A more detailed description of the graduation phase can be found in section 3.4.2 and of the final

exam in section 3.4.3.

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2.3 Curriculum blueprint

Figure 2.1 Curriculum blueprint of the professional bachelor’s programme in Leisure & Events Management (LEM)

- – - - - TRACKS LM-EN – LM-NL – CVM - EM

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The curriculum of the professional bachelor’s programme in Leisure & Events Management (LEM) distinguishes

three levels. These are:

> Basic level

This phase will lay a broad foundation as regards content for all students both in the field of theory and its

application to practical situations. This foundation is laid in the first two years of study. This means that all four

competency domains of the Leisure Management Competency Model (see Chapter 1) will be dealt with. Students

will work on one of these four competency domains for one semester.

> Practical level

As early as within the basic level, students will work in practical settings, but within the practical level, the transfer

will really be made from the things learned on a basic level on an individual basis to business practice during the

individual work placement of Year 3.

> In-depth level

In Year 4, students will be offered the opportunity to deepen some competencies/competency domains. Some

competencies will be mandatory for all graduation projects. A choice can be made from the other competencies

offered.

2.4 Testing

2.4.1 Binding Study Recommendation (BSA)

Within the propaedeutic phase, a BSA (Dutch abbreviation of ‘binding recommendation regarding the

continuation of studies’) criterion of 60 credits is applied. This criterion was chosen especially for the purpose of

enabling students to start the second year without any study delays (study credit deficits). Additionally, research

has shown that students will be more inclined to study in accordance with the standards. If a student is awarded

a 5.5, this student will receive the credits for the course. If all curriculum components are completed with a 5.5

or higher, this student will have completed the propaedeutic phase successfully. However, if the student earns

a mark lower than 5.5 for one of the curriculum components, the compensation arrangement will apply to this

student. In this respect, the mark must not be any lower than a 5.0. This compensation arrangement has

primarily been introduced because we feel that a student cannot be equally good at everything, nor is this

needed or required. That is why the student is allowed to compensate a 5.0 with another mark (the number of

credits have been included in this). An extra requirement is that the student will need to have an average overall

mark of 6.0 (not rounded off) or higher at the end of the year instead of a 5.5. In addition, the progress test is

conditional, which means that the student will need to score a 5.5 or higher.

2.4.2 Progress test (PGT)

> DLEME1.PGS-20 Progress test level 1

> DLEME2.PGS-20 Progress test level 2

> DLEME4.PGS-20 Progress test end level

The progress test (PGT) is a test which is used to assess whether the (cognitive) objectives of the basic level of

the programme have been attained. It is a very extensive multiple-choice test consisting of 200 questions, which

must be taken by all students: level 1 in year one, level 2 in year two and the end level in year 3 or 4. The student

can only take the next level test when he/she passed (=5.5 or higher) the prior test. The number of questions

that needs to be answered will be different (higher) in each level.

2.5 Quality assurance

Quality Assurance is the care we take as departments in ensuring that our degree programmes are of high

quality. To this end, we ask students, lecturers and other parties involved at regular intervals how they regard

our programmes. We use different methods to do this (see below). The feedback we receive from all these parties

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is used to investigate what things go right and what matters could still be improved. The Academy for Leisure &

Events has a special team of employees (the Q Team) who support activities within the Quality Assurance system.

We collect feedback on our degree programmes in the following ways:

▪ Keeping a finger on the pulse during lecture weeks, which means lecturers talk to students during the

semester about how they think things are going, whether their approach helps them enhance their

learning process and what could be improved if necessary;

▪ Online surveys. An online survey is held at the end of every semester of the degree programme, which

is emailed to every individual student. It addresses various kinds of questions about course content,

organisation and approach;

▪ Furthermore, interviews are held with small groups of students every now and then, to find out when

the occasion arises what exactly seems to be the matter;

▪ Upon completion of a block, lecturer teams also evaluate how things were going. In doing so, they take

all the information provided into account (students’ opinions and the experiences gained by lecturers).

At the end of the meeting, conclusions are being drawn about improvements to be made for next time.

▪ Round Table meetings (as they are called) are also organised. Students are invited to have their say at

these meetings. They are open talks between students and the relevant coordinator about everything

that was going right or wrong. Clear messages coming from these talks are reported to the lecturers

and the Q Team. This is the way we deal with the quality of the Academy for Leisure & Events together,

staff and students.

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3 Descriptions of units of study

An overview of the units of study of the Dutch-taught Leisure & Events Management programme is given below

with the number of credits to be earned. These units of study are described in the subsequent sections. Please

note that 1 ECTS credit corresponds to 28 hours of study.

> Year 1

Credits Sections

Leisure Productions 30

Leisure 10 3.1.1

Productions (including Financial Management) 12 3.1.2

Professional Leadership 1 4 3.1.3

English 1 4 3.1.4

Running Businesses 30

Guest Experience Management 6 3.1.5

Business Innovation 5 3.1.6

Human Capital 6 3.1.7

Management Game 3 3.1.8

English 2 4 3.1.9

Professional Leadership 2 4 3.1.10

Progress Test 2 2.4.2

Global Minds 0 3.1.11

Business Ethics and Sustainability 0 3.1.12

> Year 2

Credits Sections

Design & Marketing 30

Quest (including Financial Management) 18 3.2.1

Playground 8 3.2.2

English 3 4 3.2.3

Stakeholder Management 30

Stakeholder Management 22 3.2.4

Deep Dive Public and NGO sectors 2 3.2.5

English 4 4 3.2.6


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> Year 3

Credits Sections

Work placement (2x20 or 1x40 weeks) 23+22 3.3.1

Portfolio 1 5 3.3.1

Portfolio 2 5 3.3.1

English 5 & 6 3 3.3.2

Competency Exam Practical Level Year 3 2 3.3.3

Year 3 60

Information about exchange can be found in the course outline on exchange and in the TER

> Year 4

Credits Sections

Minor 30 2.2.6

Graduation assignment 25 3.4.2


Final exam (Competency Exam in-depth level) 3 3.4.3

Year 4 60

3.1 Year 1

3.1.1 Leisure

Study load

10 ECTS credits consisting of

▪ Leisure Behaviour: 4 ECTS credits

▪ Leisure Company: 3 ECTS credits

▪ Leisure Networks: 3 ECTS credits

Organisers

Wilco Stoppelenburg

Jur van de Graaf

Main learning objectives

▪ The student is able to explain the distinction between various definitions of leisure.

▪ The student is able to use theory, models and jargon to explain for leisure behaviour.

▪ The student is able to use theory, models and jargon to order the supply side of leisure.

▪ The student is able to recognise important trends and developments and to describe them in relation to

supply and demand sides of leisure.

▪ The student is able to identify and describe networks and stakeholders in various leisure contexts.

▪ The student is able to develop from a leisure consumer into an individual who is able to look at the

leisure industry from a professional perspective.

▪ The student is able to start to develop his/her own vision on leisure.

Course content

Why do people do what they do in their spare time? And why are some companies more successful than others?

In the Leisure course the student will learn about both leisure behaviour (demand side), the leisure industry

(supply side) and the network society. The student will conduct research into the similarities and differences in

leisure behaviour spanning three generations. The student will take a closer look at a particular leisure company

or organisation. What products and services does this company offer? What target groups does the company

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serve and what motivates these target groups? What trends and developments are relevant for the company?

What would the student do if he/she were the managing director of the company? The student will have an in-

depth view of the world of networking and stakeholders by making a series of network and stakeholder analyses.

Who are all involved in projects and why?

Learning methods

Four categories of classes will be offered:

▪ Lectures about the theory and models focusing on the coursebook Leisure! Introduction in Leisure.

▪ Theme lectures about major themes like Imagineering, sustainability, storytelling.

▪ Track lectures about a specific part of the leisure sector and the tracks you can opt for as of Year 2.

▪ Guest lectures delivered by guests from the industry.

Furthermore, there will be workshops during which you will work on the three assignments (leisure behaviour,

leisure company, leisure networks), practise various theories, models and jargon and discuss the news.

Testing

DLEME1.LEI1-01 Leisure Behaviour (group assignment with individual component)

DLEME1.LEI2-01 Leisure Company (group assignment with individual component)

DLEME1.LEI3-01 Leisure Networks (individual)

Study literature

Leisure! Introduction in leisure - Mulder, M. (2014). Coutinho. 1st edition

3.1.2 Productions

Study load


▪ Project Start-up & team portfolio: 1 ECTS credit

▪ Project 2: 3 ECTS credits

▪ Project 3a: 3 ECTS credits

▪ Project 3b: 3 ECTS credits

▪ Written exam Finance: 2 ECTS credits

Organisers

Mireille Heijnen

Dominique de Koster


Productions is all about executing a production.

▪ The student is able to think and work in project phases.

▪ The student is able to deliver the products belonging to these phases.

▪ The student is aware of team abilities.

▪ The student is able to pitch a plan.

▪ The student knows the trends and developments in the sector, and in society at large.

▪ The student is able to create meaningful experiences.

▪ The student is able to make sustainable choices.

▪ The student is able to evaluate the individual and the group process.

▪ The student is able to create a basic statement of financial position, income statement and statement of

cash flows.

▪ The student is able to perform a break-even analysis.

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Course content

The Leisure Productions course consists of three projects: Arrival@yourDestinationALE, Breda University of

applied Sciences and Chassé Theatre . These projects have increasing levels of scope and complexity. All three

projects comprise a period in which students carry things out, as a result of which it is not only a project on paper,

but it is also a project that students (partly) really carry out.

Learning methods

Lectures, workshops, process meetings and three moments in which students are carrying out work and show

what they have developed (experience productions).

Testing

Productions is tested in various ways:

DLEME1.PROD1-19 – Project 1 – Project start-up & team portfolio

Components: project start-up, team portfolio (group assignment) and CV (individual)

DLEME1.PROD2-19 – Project 2

Components: Plan of Approach, professional pitch, showcase including vlog and script (all group

assignments and individual evaluation)

DLEME1.PROD3-19 – Project 3a

Components: Professional Pitch (group assignment and individual peer evaluation)

DLEMN1.PROD4-19 – Project 3b

Components: Project plan, Congresstival – implementation including script (all group assignments and

individual evaluation)

DLEME1.FINAN-01 written financial test (individual)

Study literature

▪ Events as a Strategic Marketing Tool - Gerritsen, D. and van Olderen, R – Cabi Tourism Texts - 2nd edition

▪ Project Management, a Practical Approach - Grit, R. - Noordhoff Publishers - 4th edition

▪ Project Management - Verhaar, J. and Iris Eshel – Boom Publishers - 3rd edition

▪ Creativity in Business - Byttebier, I – BIS Publishers – 1st edition

▪ Accounting and Finance for non-specialists – Atrill, P. and Eddie McLaney – 11th edition

3.1.3 Professional Leadership 1

Study load

4 ECTS credits

Organisers

Sue Cook (English programme)

Richard van Bragt (Dutch programme)


Professional Leadership (PL) is a learning path dealing with the student himself/herself and the development of

personal characteristics and skills that the student as a leisure & events manager will need in the job market. In

the PL course, the student will develop 4 competencies: reflection; giving, asking for and receiving feedback;

collaborative learning and active listening, whilst being able to demonstrate growth in the following areas:

▪ A proactive approach

▪ Observe and listen without prejudice

▪ Try new things and dare to make mistakes

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▪ Undertake steps towards lifelong learning

▪ Develop an ethically and culturally responsible mindset

▪ Ask, give and receive feedback

▪ Reflect on one’s own actions and conduct (including their effect on others)

▪ Use social media tools to profile him/herself effectively as a beginning leisure & events professional

Course content

In the PL1 course, the student will learn about his/her behaviour in relation to others, both within and outside

the workplace. He/she will collect ‘crucial learning moments’ and work experience, which will form the basis of a

portfolio for semester 2. The student will develop a sense of self and identity, by learning to reflect, by

implementing and practising giving, asking for and receiving feedback; by learning to listen more effectively and

by understanding his/her contribution within a team environment. Furthermore, the student will build up a

valuable network in preparation for a future career in leisure and events. Finally, the student will learn to position

him/herself as a leisure & events professional in social media by creating a film clip promoting his/her

development and ambitions.

Under the umbrella of PL, there are also two further components: Ethics & Sustainability and Global Minds

(intercultural communication). Separate workshops and lectures will be offered for these topics. Please see

3.1.11 and 3.1.12 for further details about these sub-components of PL.

Learning methods

Lectures, workshops, coaching sessions

The PL1 components are as follows:

▪ Discover Your World – actively working in the industry (at least 6 experiences)

▪ PL workshops – workshops dealing with the 4 competencies

▪ PL workshops about learning skills

▪ Individual coaching – individual sessions with a coach

Testing

DLEME1.PL1-20 Professional Leadership 1 consisting of:

▪ Video and script

▪ Discover Your World Logbook

▪ Creation of an individual LinkedIn page

▪ One chapter of the portfolio is also mandatory for formative feedback.

▪ All assignments are individual.

Study literature

▪ The Seven Habits of Highly Effective People - Covey, Stephen R. (2004) - Simon & Schuster UK Ltd London

▪ Leader Effectiveness Training - Gordon, Thomas (2001) - The Berkley Publishing Group, New York

▪ Lumina Spark Light license (ordering via BUas MORE)

3.1.4 English 1

Study load


▪ Oral assignment: 2 ECTS credits

▪ Written assignment: 2 ECTS credits

Organiser

Maaike van de Sande

20


Interview: The student can carry out a prepared interview with a leisure expert, applying interviewing

techniques at a B2 level of English in a fluent manner.

Article: The student can produce a clearly written article based on an interview with a leisure expert, applying

writing conventions such as paragraphs, linking and layout at a B2 level of English.

Course content

English 1 serves to have the student think about what learning a language is and means to the student by

conducting and interview and writing an article. The central question is how the student will improve or maintain

their level of English during his studies at ALE. The overall goal of this course is to make the student aware of

their productive level of English. This means we will focus on active language skills such are speaking and writing.

Moreover, the student will explore how to find, use and evaluate sources using the APA referencing system. The

student will showcase these skills in a final assignment that combines both speaking and writing.

Learning methods

Workshops

Testing

DLEME1.ENG1A-20 - Interview

Oral assignment – 2 EC (individual)

DLEME1.ENG1B-20 – Article

Written assignment – 2 EC (individual)

Study literature ▪ BUas Libguide

▪ BUas mini videos grammar

3.1.5 Guest Experience Management

Study load


▪ Infographic: 2 ECTS credits

▪ Touchpoint analysis: 4 ECTS credits

Organisers

Merlette Kriele

Andrew Shaw


▪ The student is able to understand and recognise the importance of a mission, a vision and values.

▪ The student is able to coordinate corporate processes to improve guest experience: understanding and

evaluating quality enhancement and efficiency.

▪ The student is able to understand the impact of a change on an internal corporate process.

▪ The student is able to give recommendations to gear Human Resources to guest experience.

Course content

As a future Leisure Manager, it is important to have insight into the way in which an organisation (staff, setting,

corporate processes) is managed, and its impact on guest or visitor experience. At events, in amusement parks,

at cultural venues or in social innovation projects: it is important to create an optimal guest experience anywhere.

This project gives an in-depth view of how management style can influence guest experience. With the aid of the

21

Guest Experience Model (GEM), an organisation is analysed, and management recommendations are made to

enhance guest experience.

Learning methods

Process meetings and training courses are the components of the Guest Experience Management project. A

process meeting has a business-like setting in which the project team and project supervisor discuss the project

progress, planning, cooperation, etc. The training courses and workshops centre around the knowledge required

to bring the Guest Experience project to a favourable conclusion. Topics that are dealt with are: internal analysis,

customer journey, corporate processes, capacity and occupancy, creativity and flowcharts.

Testing

DLEME1.GUES1-01, touchpoint analysis (group assignment)

DLEME1.GUES2-01 infographic (individual)

Study literature

▪ E-book: Guest Experience Management - Wijngaarden, P. - Download link:

http://www.nritmedia.nl/store/42/

▪ Operations Management in service management - Walstra, J. – Pearson Benelux, e-book 2019

https://www.studystore.nl/p/9789043037129/operations-management-in-the-service-sector

▪ Accounting and Finance for non-specialists – Atrill, P. and E. McLaney – 11th edition ▪ Creativity in Business – Byttebier, I. - BIS Publishers, 1st edition

▪ Libguide ima: http://nhtv.libguides.com/c.php?g=395754 ·

▪ Libguide design research: http://nhtv.libguides.com/friendly.php?s=designresearch

3.1.6 Business Innovation

Study load

5 ECTS credits

Organisers

Jur van de Graaf

Fiona Verspoor





http://nhtv.libguides.com/c.php?g=395754


http://nhtv.libguides.com/friendly.php?s=designresearch


22


▪ The student is able to develop an understanding of business models in general and different types of

business models in the leisure industry.

▪ The student is able to create innovative business ideas based on customer experience and value

creation.

▪ The student is able to measure, report and analyse financial performance.

▪ The student is able to produce a business case.

▪ The student is able to use Excel for financial management purposes (calculations, analysis and

reporting).

Course content

In this project, the student will receive a business innovation assignment from a real-life client. The student will

act in the role of leisure & events manager, looking for innovative ideas and solutions for the client. The student

will use business modelling to develop an idea and demonstrate the impact of his proposed innovation(s). At the

end of the project, the student will deliver an innovative proposal supported by a business case, to address

his/her client’s needs. In order to deliver the business case, you will learn and apply several financial and

management accounting techniques.

Learning methods

In this project the students – in a group - will write a business case.. The learning activities are comprised of a

combination of lectures, training courses, project meetings, a LAB day (where students pitch to industry and other

experts and receive feedback), pitch training and client visits for kick-off and final presentations.

Testing

DLEME1.BUSIN-19 project report Business Innovation (group assignment)

Study literature

▪ Accounting and Finance for non-specialists – Atrill, P. and Eddie McLaney – 11th edition ▪ Business Model Generation (pages 1-119) - Osterwalder, A. and Y. Pigneur – 1st edition

3.1.7 Human Capital

Study load 6 ECTS credits

Organisers

Nathalie Quint

Else Krijgsheld


▪ The student understands the importance of mission, vision, core values, organisational structure and

culture and can translate these aspects into a complete internal analysis.

▪ The student understands the impact of the environment on the organisation and is able to translate

relevant trends and developments in Human Resource Management (HRM) / volunteer policy and best

practices into an external analysis.

▪ The student is able to understand what it is like to work in or with an intercultural team (ICC).

▪ The student is able to understand different leadership styles and is familiar with ways to motivate

employees / volunteers.

▪ The student is able to write a (part of a) theoretical framework based on relevant theories and models

in the field of HRM and voluntary policy.

▪ The student is able to make (simple) statistical analyses of HR data in Excel and translate this data

analysis into insights to improve the HR / volunteer policy.

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▪ The student is able to give recommendations to tailor the HR / volunteer policy to the intended customer

experience.

Course content

In this project, the student gains more insight into management and employees (the Human Capital) of an

organisation in the leisure & events sector. Almost every organisation in the leisure & events sector deals with

employees and / or volunteers. Within this project the student is the HR (Human Resource) manager and has to

answer questions such as: How many employees / volunteers are active? How do you attract volunteers and how

are they motivated and rewarded? How do you ensure that these volunteers remain active for the organisation?

To be able to give good advice, the student starts by making an internal analysis of the company. This is followed

by an external analysis of relevant trends and developments and examples of how comparable organisations

deal with volunteer policy.

In addition, it is important to find out why people volunteer. What are their motives and expectations when doing

volunteer work? By making statistical analyses of datasets about volunteer motives, insights are gained into

improve the HR / volunteer policy. Finally, the advice must also contain a financial component. The final advisory

report answers the following question: How can the organisation attract, motivate and retain volunteers?

Learning methods

Lectures, guest lectures, training courses and supervised meetings.

In addition, as a group, students write an advisory report on attracting, retaining and motivating volunteers and

prepare a presentation of the advice for the client. Each group member works individually on an individual

theoretical framework.

Testing

DLEME1.HUMCA-01report human capital (group assignment).

The advisory report for Human Capital (group assignment) contains well-founded advice for the organisation on

how to attract, retain and motivate volunteers. Every student individually works on the theoretical framework.

This theoretical framework will be assessed individually as a part of the final report.

3.1.8 Management Game

Study load

3 ECTS credits

Organisers

Paulien Oerlemans

Jur van de Graaf

Main learning goals

▪ Decide upon the foundation (mission, vision, strategy, objectives) and intended guest experience of a

fictitious music venue.

▪ Translate the strategy and objectives into management decisions with regard to programming, staff

(planning and training), purchasing, marketing, finance and audience.

▪ Translate the strategy and objectives into financial targets (budgeting), and present those in a (budgeted)

income statement.

▪ Compare and analyse budget with actual results and adjust management decisions accordingly, in a way

that the intended targets are going to be reached. (PDCA cycle)

▪ Calculate and interpret profitability and efficiency ratios.

▪ Draw up and present a management report, in a comprehensible and (visually) attractive way.

▪ Recognise how a music venue can attract, motivate and retain volunteers in way that it matches the

strategy of the venue, supported by relevant theory about volunteer management.

▪ Understand the role and importance of financial management within running a business.

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Course content

The Management Game aims to integrate and process the knowledge and skills from Guest Experience

Management, Business Innovation and Human Capital. Students get to work with mission, vision, strategy and

policy, volunteer policy and finances. They will not be offered any new course material, but they will process

knowledge and skills from previous courses in a realistic leisure setting.

Learning methods

Game of 1 week in which students manage a business for the duration of a year.

Testing

DLEME1.GAME-19 assessment Management Game

This assessment consists of a group assignment that needs to be submitted by the end of the week.

Study literature

None

3.1.9 Professional Leadership 2

Study load

4 ECTS credits

Organisers

Sue Cook (English programme)

Richard van Bragt (Dutch programme)


Professional Leadership 2 (PL2) is a learning path that deals with the development of personal characteristics

and skills the student needs as a leisure & events manager out in the job market. For that purpose, the Lumina

tool will be used during a series of interactive workshops. Following this course, the student can

▪ Identify personal strengths and weaknesses.

▪ Understand different (working / social) preferences.

▪ Understand the nature of perception and its relevance to the professional leisure & events expert.

▪ Apply knowledge gained from his/her Lumina profile to better communicate in group work.

Course content

In the PL2 course, the student constantly seeks learning moments that tell the student something about

himself/herself; moments in which the student is confronted with certain situations that effectuate change in the

development of the student as a human being and a future leisure manager.

In Discover Your World, the student will do volunteer work and visit companies in the leisure & events sector. It

aims to let the student discover what the industry looks like, build up a network and gain experience with working

in the leisure & events sector.

Learning methods

PL offers four programme components to support students to reflect effectively on crucial learning moments.

These programme components all aim to help the student to write a good portfolio.

These four components are:

▪ Discover Your World – actively working in the industry (at least 8 experiences)

▪ PL workshops – workshops dealing with the 4 competencies

▪ Individual coaching – individual sessions with the coach

▪ Lumina sessions

25

Testing

DLEME1.PL2-20 Professional Leadership 2

Components: personal portfolio and Discover Your World logbook (individual)

Students will write an individual portfolio that highlights their theoretical and practical understanding and

development of the four competencies. Students will reflect on their development by giving concrete examples

from business practice (which have been noted down in the personal Discover Your World logbook), as well as

by reflecting on their Lumina profile, ethical profile and Global Minds content.

Study literature



▪ Lumina Spark Light licence via MORE

3.1.10 English 2

Study load 4 ECTS credits consisting of

▪ Written assignment: 2 ECTS credits

▪ Oral assignment: 2 ECTS credits

Organiser

Maaike van de Sande


Written assignment/Report: The student can write a clear, formal report in business English at a B2 level using

report writing conventions and by synthesising information from a number of sources.

Oral assignment/Presentation: The student can clearly present information in a persuasive manner at B2 level of

English using language that is appropriate for the task in a fluent manner.

Course content

English 2 will focus on taking your English a step further. The students will expand their working knowledge of

English and learn to apply it in a formal and business appropriate manner. The overall goal of this course is to

expand your knowledge of English beyond familiar realms of friends and acquaintances and work on business

written and spoken skills. Moreover, the English assignments tie in with other content offered in Semester 2.

Learning methods

Workshops

Testing

DLEME1.ENG2A-20 Report (individual)

DLEME1.ENG2B-20 Presentation (individual)

Study literature

▪ BUas Libguide

▪ BUas mini videos on grammar

3.1.11 Global Minds

Study load

Global Minds or Intercultural Competency (ICC) course does not have any separate ECs. Knowledge and skills will

be assessed as parts of other projects and assignments.

Organisers

Stifani Herpich

26

Elsbeth Lara

Main learning goals

▪ The student is able to identify and demonstrate a sophisticated understanding of the complexity of other

cultures in relation to Hall’s key concepts of cultural differences, Kluckhon’s variations in value

orientations and Hofstede’s six dimensions of cultures.

▪ The student is able to critically compare beliefs, values, and assumptions between and among groups

with respect to race, gender, sexual identity, nation, faith and economic circumstances.

Course content

Students learn to understand cultural differences at home and abroad in order to be able to deal with them

effectively. The course deals with multiple theories and methods that can be used to deal with intercultural

problems and to reach the point of having a global mind. Although theories and methods create a substantial

part of the ICC courses, the real focus is on the application of these theories to real-life cases.

Learning methods

Lectures

Workshops in which students put theory into practice during a Global Minds Week (still in development)

Testing

Group assignments

Part of the Progress Test

Study literature

▪ Intercultural Sensitivity, from denial to intercultural competence – Nunez, C. – Koninklijke van Gorcum

BV

4th edition

▪ Global Mind Monitor (will be purchased by ALE)

3.1.12 Business Ethics and Sustainability

Study load

The Business Ethics and Sustainability course does not have any separate ECTS credits. Knowledge and skills will

be assessed as parts of other projects and assignments

Organiser

Marco van Leeuwen

Learning goals

▪ The student has knowledge of the basic concepts of ethics and sustainability that are relevant to the

leisure sector.

▪ The student is aware of his/her role and responsibilities in the field of ethics and sustainability and is

able to act accordingly.

Course content

Knowledge of, insight into and understanding of ethical and sustainability issues.

Learning methods

Lectures: What would you do?

Workshops/discussions

Testing

Group assignments integrated into other courses

27

Study literature

None

3.2 Year 2

3.2.1 Quest

Study load


▪ Inspiration report: 6 ECTS credits

▪ Presentation vision & concept: 2 ECTS credits

▪ Individual portfolio levels 3 & 4: 1 ECTS credit

▪ Reflection online certificate: 1 ECTS credit

▪ Design report: 3 ECTS credits

▪ Presentation levels 5 & 6: 3 ECTS credits

▪ Written exam Finance:

Organisers

Esther de Jong, inspiration phase

Frank Ouwens, ideation phase

Frank Kriesels, implementation phase


2 ECTS credits

▪ The student can complete the ANALYSIS phase (level I)

▪ The student can complete the BROOD & TARGETING phase (level II)

▪ The student can complete the CREATION phase (level III)

▪ The student can complete the DESIGN phase (level IV)

▪ The student can complete the EXPERIENCE PLATFORM (level V)

▪ The student can complete the FOLLOW UP phase (level VI)

Course content

The Quest is aimed at developing and marketing meaningful experiences for a client. This course consists of three

phases, each phase consisting of two levels. So, in total, there are six levels. Each level must have been completed

to be able to start the new next level. Financial management is also part of the Quest course.

Learning methods

Various methods are used during the Quest course such as supervised meetings, workshops, lectures and study

sessions.

Testing

Assessment consists of the following components:

DLEME2.INSPI-01, DM Insp - Inspiration report (group assignment)

DLEME2.CONCEP-19, DM Idea - Presentation level 3 (group assignment)

DLEME2.IND3&4-19, DM Idea - Individual Grade levels 3 & 4 (individual)

DLEME2.DESIGN-19, DM Idea - Design report (group assignment)

DLEME2.INDGR2-19, DM Impl - Google certificate levels 5 & 6 (individual)

DLEME2.PRES2-19, DM Impl - Presentation levels 5 & 6 (group assignment)

DLEME2.FIM-01, DM Impl - Financial Management (individual)

Study literature

▪ Knowledge clips on chapter 2 of the book Get connected by Pieter de Rooij and Sjors van Leeuwen

https://vimeopro.com/nhtvbreda/crm-by-pieter-de-rooij/video/243081532

https://vimeopro.com/nhtvbreda/crm-by-pieter-de-rooij/video/243081532

28

▪ Economy of Experiences: - Boswijk, A. and E. Peelen - European Centre for the Experience – 3rd edition

- Chapters 1, 2, 3, 5, 6 and 7 ▪ Marketing Fundamentals – Verhage, B. – Noordhoff – 3rd edition - Chapters 1, 2, 3, 4, 6, 7, 8, 9, 10, 12,

13

▪ Social media on the go- Dijkmans, C. and J. Vinkesteijn – Eduplaza – 2nd edition Chapters 2, 4, 7, 8, 10

▪ eMarketing to go - Dijkmans, C. and J. Vinkesteijn – Eduplaza - 3rd edition - Chapters 1, 2, 3, 5, 6, 7, 8, 9,

10

▪ Research. This is it! – Baarda, B. - Noordhoff Uitgevers – 2nd edition - whole book except for

Sections 1.1 / 1.1.1 / 1.1.2, Pages 50-51, 53 up to and including 57, 62-63 (up to and including the example)

Section 4.3

Literature from Year 1 which is also necessary for the Quest:

▪ Creativity in Business – Byttebier, I. : pages 19 - 84 and 130 - 138

▪ The same literature for FIM as was used in Year 1

▪ The Seven Habits of Highly Effective People - Covey, S. (2004) - Simon & Schuster UK Ltd London

▪ Leader effectiveness training - Gordon, T. (2001) - The Berkley Publishing Group, New York

▪ Business Model Generation (pages 1 - 119) - Osterwalder, A. and Y. Pigneur – 1st edition

▪ In addition, the libguides of Imagineering and design research tools are mandatory literature:

http://nhtv.libguides.com/c.php?g=395754 http://nhtv.libguides.com/friendly.php?s=designresearch

3.2.2 Playground (Professional Leadership)

Study load

8 ECTS credits

Organisers

Leisure management: Frank Ouwens

Event Management: Esther de Beer


▪ The students understand that they have to be leading in inspiring people to develop themselves from

‘readers of the past’ to ‘authors of the future’.

▪ The student can implement different leadership styles and management skills.

▪ The student can reflect with a critical eye from an intercultural perspective on his/her own actions.

▪ The student sees reflecting on his own professional and personal development as a continuous process.

▪ The student can give direction to co-creative processes in order to transform mental processes and

dialogues.

▪ The student can inspire stakeholders to commit themselves and move towards a more desired direction.

Course content

The Playground comprises a varied offering of lessons (organised by students as well as lecturers) and

‘experiences’ (assignments) which are all related directly or indirectly to a student’s own development and track

and industry orientation. The students will work on three categories: getting to know the industry, their role as

future leisure professionals in this industry and how to communicate themselves as personal ‘brands’. Moreover,

the Playground offers an opportunity to choose those things that best fit their personal learning desires, interests

and needs. This year, a few Lumina workshops will be offered, where the coach will be present as well.

Learning methods

The Playground offers track sessions in which the principle of collaborative learning is central. During these

sessions, students can discuss what issues they encounter when executing or choosing the experiences. Students

may decide how these sessions are organised. The track also offers a programme with field trips, a study trip,

guest speakers, workshops, etc.





29

Testing

DLEME2.PORTF-02 creative portfolio/website - individual

The creative portfolio is the translation of the three Playground categories into a creative, visual, inspiring guide

in the shape of a website. It will be the business card that can be sent to future employers and host companies

for work placements. Furthermore, it should contribute to the track as a brand, as a result of which the track can

present itself both internally and externally as a proud community.

Study literature



▪ Intercultural Sensitivity, from denial to intercultural competence – Nunez, C. – Koninklijke van Gorcum BV,

4th edition (chapter 6)

▪ Creativity in Business - Byttebier, I – BIS Publishers – 1st edition

▪ Knowledge clips about facilitating creative sessions, reflecting and the portfolio

▪ Lumina Spark Light license (via MORE) => your personal profile

3.2.3 English 3

Study load 4 ECTS credits consisting of

▪ Written assignment/sponsoring letter: 2 ECTS credits

▪ Written assignment/press release: 2 ECTS credits

Organiser

Maaike van de Sande

30


Sponsoring letter: The student can write a business letter that convinces the reader using appropriate letter

writing conventions at C1 level of English.

Press release: The student can write a press release that is visually pleasing and uses promotional writing

techniques while applying English at C1 level of English.

Course content

English 3 will focus on the written skills necessary to create experience marketing and concept development

content. The student will work on their creative writing skills, as well as what it means to write for a larger

audience. The overall goal of English 3 is to develop the marketing skills in written contexts using two different

settings. The student will learn how to write appropriate texts for both online and offline media. The general aim

is to know how to write and speak from a goal-oriented perspective with a specific target group in mind.

Learning methods

Workshops

Testing

DLEME2.ENG3A-20 sponsoring letter/letter of request (individual)

DLEME2.ENG3B-20 Press release (individual)

Study literature

BUas Libguide English

3.2.4 Project Stakeholder Management

Study load

22 ECTS credits, subdivided into:

▪ Loop 1: Scanning 5 ECTS credits

▪ Loop 2: Collecting 6 ECTS credits

▪ Loop 3: Giving meaning 6 ECTS credits

▪ Loop 4: Activating 5 ECTS credits

Organisers

Olaf Ernst

Simon de Wijs

Main learning objectives general:

▪ The student is able to motivate, get together and connect people and organisations around a topic

focusing on change.

▪ The student is able to switch between platforms and stakeholders, particularly as regards their specific

equal or conflicting logic, interests, values and intercultural perspectives.

▪ The student is able to communicate with stakeholders using effective language and reframing it if

necessary, as an intervention to encourage change.

▪ The student is able to understand concepts and models about design thinking in the context of change

and select the most suitable methods for the project assignment.

Scanning:

▪ Student develops him/herself as the owner of the problem and can place this problem in a broader

context

▪ Student develops him/herself as an expert on the topic of the assignment

▪ Student has an insight into the most important stakeholders

31

Collecting:

▪ Student is able to communicate with (the most important) stakeholders

▪ Student has insight into stakeholder powers, interests and networks

▪ Student has insight into stakeholder willingness to participate

Giving meaning:

▪ Student is able to analyse and interpret the collected information

▪ Student is able to motivate stakeholders and bring them together

▪ Student is able to facilitate the stakeholder interaction process

▪ Student understands and uses techniques of collective creativity

Activating:

▪ Student reflects on own role and contribution as a stakeholder manager

▪ Student is able to evaluate the process and the results

▪ Student takes care of the sustainability of the project and creates involvement among stakeholders

Course content

These 4 course components which jointly constitute the Stakeholder Management project revolve around

forming a process with a wide variety of people who are involved in a leisure-related issue. In other words, it

concerns stakeholders that have an interest and a share in, an impact on and a contribution to be made to this

issue. In this project, the student examines the various stakeholders and the environment in which they find

themselves (Scanning) and maps them out in great detail regarding the topics mentioned above (Collecting).

Subsequently, these stakeholders are brought together to start a cooperation process and think up strategic

options for the issue at stake (Giving Meaning and Activating).

Learning methods

These course components are organised according to the principles of Design Thinking. The main difference from

a more traditional way of working is that the student works with ‘loops’ instead of completed phases which lead

to products which have been predetermined. Every new loop starts with redefining the problem; the student

chooses an approach and themes fitting the problem and takes a wide approach (not sequential). At the end of

a loop, the student draws a conclusion or comes up with a solution and defines the following loop together with

the parties involved. Students work on an individual assignment, but they are part of a group comprising 3 to 5

people who support each other in the areas of process orientation and content.

The methods used in this project are:

▪ Project meetings

These meetings are held once or twice a week and only the total duration of the meeting has been fixed.

Together with their process supervisor, students discuss how they are going to use this time both as

regards structure and content. The project meetings are meant to discuss progress and process of the

semester.

▪ Lab meetings

These are sessions that only address the content of the project: models and theories are discussed and

explained at Lab meetings, and further meaning is attached to them in cooperation with the lecturer

involved.

▪ Discovery workshops

Extra attention will be paid to some topics in this project through workshops which will be offered at

various moments during the semester. Three of them will be delivered and are interactive sessions

about themes that are central in the project such as Research and Communication Skills.

Testing

DLEME2.SCAN-01 Loop 1 Scanning (individual)

DLEME2.COLL-01 Loop 2 Collecting (individual)

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DLEME2.MEAN-01 Loop 3 Giving Meaning (individual)

DLEME2.ACT Loop 4 Activating (individual)

The various course components are tested via an oral exam with the entire group which will take place at the end

of each loop. Marks will be given individually.

Study literature

Building blocks Website Semester 4 Stakeholder Management (via SharePoint)

3.2.5 Deep Dive into Public and NGO Sectors

Study load

2 ECTS credits

Organisers

Olaf Ernst

Simon de Wijs


▪ The student is able to understand the principles (structure, strategy, systems, values, skills and working

methods) of Dutch government with regard to leisure topics.

▪ The student is able to understand the principles (structure, strategy, systems, values, skills and working

methods) of the Dutch non-profit sector with regard to leisure topics.

▪ The student is able to understand the varying dynamics between private sector, public sector and

nonprofit sector with regard to leisure topics.

▪ The student is able to apply the principles of private sector, public sector and non-profit sector to bring

about change in the process and/or content with regard to leisure topics.

Course content

Within the entire Stakeholder Management semester, this unit of study takes up a special position. It is aimed at

enhancing knowledge about two stakeholder categories playing an important role in many leisure & events-

related stakeholder issues but are complex ones to many students. Via this Deep Dive, knowledge is collected

about the various actors within the public and NGO sectors, what these actors do (or do not do), via which line

their activities are carried out, and how they relate to other stakeholder groups.

At the end of this Deep Dive course, the student has a better view of the roles of both the public and NGO sectors

regarding topics where stakeholder management in leisure are central.

Learning methods

The Deep Dive sessions are divided into 4 workshops taking place throughout the semester. Students work in

groups on a specific case by carrying out various assignments such as determining the main stakeholders,

drafting profile descriptions and writing texts for a script. In between the various Deep Dive sessions, students

are going to prepare the assignments of the following session or finalise those of the previous session.

During the last workshop, students and their group show a multimedial final presentation which demonstrates

a more in-depth view of the case they have worked on and particularly, the role of public and NGO stakeholders.

Students can choose to deliver the final presentation as they wish; they can choose to do ‘live’ talks, recorded

video clips, a press conference, a role play of a council meeting, etc.

Testing

DLEME2. CPUBL-01

The entire group is awarded a mark for the quality of the final presentation (counting for two-thirds) and for the

individual student taking on one of the stakeholder roles (counting for one-third).

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Study literature

Building blocks Website Semester 4 Stakeholder Management (via SharePoint)

3.2.6 English 4

Study load 4 ECTS credits, consisting of:

▪ Written assignment/Synthesis; 1 ECTS credit

▪ Written assignment/Letter of Application: 1 ECTS credit

▪ Oral assignment/Stakeholder meeting: 2 ECTS credits

Organiser

Maaike van de Sande


▪ Synthesis: The student can synthesise two texts to create a new text using APA referencing using

professional writing at a C1 level of English.

▪ Letter of Application: The student can write a letter of application, possibly to be used for the placement

application process, at C1 level of English using business writing conventions.

▪ Meeting: The student can participate in a business meeting with an international setting, taking into

account intercultural differences and appropriate business and meeting conventions at a C1 level of

English in a fluent manner.

Course content

English 4 will align with skills needed for your project in semester 4: Stakeholder Management. Additionally, the

course will also help you prepare for your work placement. The aim of the course is to familiarise you with an

international business context which is exceedingly formal and thus needs appropriate language and processes

to run smoothly.

Learning methods

Workshops

Testing

DLEME2.ENG4A-20 English 4 - Synthesis (individual)

DLEME2.ENG4B-20 English 4 - Letter of application (individual)

DLEME2.ENG4C-20 English 4 - Stakeholder meeting (individual)

Study literature

BUas Libguide English

3.3 Year 3

3.3.1 Placement year

Study load

55 ECTS credits, consisting of

▪ Placement 1: 23 ECTS credits

▪ Portfolio 1: 5 ECTS credits

▪ Placement 2: 22 ECTS credits

▪ Portfolio 2: 5 ECTS credits

When students opt for an Exchange programme in semester 5 or 6: Placement 2 with 22

ECTS credits is always the Osiris code to use.

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When a student goes on an exchange, the 30 ECTS credits obtained during the exchange will be approved by the

board of examiners and recorded in Osiris, as soon as the mandatory Intercultural Experience Assignment has

been submitted and assessed as sufficient.

For the other semester he/she will earn 22 ECTS credits for Placement and 5 for Portfolio. For English 5 & 6 (see

3.3.2) this student only has to gain 1 ECTS credit.

Organiser

Business Desk of the Academy for Leisure & Events ([email protected])

Paul Trouw


▪ The student develops in all four areas of competency through application of theory in practice.

▪ The student gains practical experience; knowledge of and insight into the leisure & events industry.

▪ The student develops a strong professional attitude and a high degree of independence.

▪ The student builds a network and expands his CV.

Course content

The student performs one 40-week work placement (one company) or two 20-week work placements (two

companies) in the leisure industry. A third possibility is the combination of 20 weeks of Exchange and 20 weeks

of placement.

During the work placement students work four days a week in the company and one day a week on an education

programme of their own track. Students doing an international placement work 4.5 days for the company and

half a day on the education programme. The education programme has a separate assessment by means of a

portfolio.

During the work placement the student carries out 'daily activities' that the company requires for a large part of

the time. The learning objective here is mainly the development of a professional work attitude and professional

communication. Furthermore, the student works on two company assignments at ‘hbo’ (higher professional

education) level. These are recruited and described by the student him/herself (in consultation with the company

and the supervisor). These assignments involve a systematic approach and the application of theory to a practical

problem. After 20 weeks a placement report (and a vlog) are delivered and after 40 weeks again (also in the case

mailto:[email protected]

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of a 40-week work placement, two reports are made). For the education programme two portfolios are made

(one after 20 weeks and one after 40 weeks).

Education programme: The education programme takes up 8 hours per week (or 4 hours in the case of

international placements). A student who does an Exchange does not follow an education programme in that

semester.

On some days the student has to follow a (mandatory) programme (partly or completely online). In addition, the

student also works at home or at the placement company on education assignments. The education programme

focuses on the further development of the student across the entire spectrum (all four competency areas). In

addition, it is about strengthening Investigative Ability, Vision Development, Intercultural Competency,

Imagineering and Business Ethics. These themes are interpreted track-specifically and therefore vary in terms of

the specific assignments across the tracks.

Learning methods of education programme:

The working methods are different for each track.

All tracks have regular Meet & Greets, where students visit each other's company and work on a substantive

theme.

The preparation for the Competency Exam Practical level is offered in all education programmes.

Testing

DLEME3.PLACE1-19 Placement report 1 (individual)

DLEME3.PORTF1-19 Portfolio 1 (individual)

DLEME3.PLACE2-19 Placement report 2 (individual)

DLEME3.PORTF2-19 Portfolio 2 (individual)

Testing takes place on the basis of feedback from company supervisor, placement reports and portfolios. The

assessment of the placement report (partly on the basis of feedback from the company supervisor) is done by

the individual placement lecturer. The assessment of the portfolio is done by the host who provides the education

programme. Sometimes this is the same person, but not always.

Study literature

Course manuals on LMS

3.3.2 English 5 & 6

Study load

3 ECTS credits consisting of:

▪ English 5 – Reflections & oral exam: 1 ECTS credit

▪ English 6 – Written assignment: 2 ECTS credits

Organiser

Maaike van de Sande


▪ The student is able to reflect on their autonomous and self-steering abilities to reach and/or maintain a

C1 level of English and can express this while showcasing a C1 level of English in a formal interview.

▪ The student is able to show autonomous and self-steering competencies that allow the student to select

appropriate language learning activities to reach and/ or maintain a C1 level of English.

Course content

English in year 3 (Semesters 5 & 6) will align with skills needed for your placement. The aim of the course is to set

up your own learning activities based on the feedback and achievements from years 1 and 2 and decide what

you can do to develop or maintain your English to reach the desired end level. Exchange students are exempted

from the English 6.

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Learning methods

Online course

Testing

DLEME3.ENG5-01 Oral exam/reflections (individual) summative

Reflection 1: formative

Reflection 2: formative

DLEME3.ENG6-19 - Evidence folder (individual)

Study literature

▪ BUas Libguide English

▪ BUas mini videos

3.3.3 Competency Exam Practical Level Year 3

Study load

2 ECTS credits

Organiser

Paul Trouw

Main learning goals

▪ The student can reflect on his/her own development.

▪ The student has gained insight into the leisure & events industry.

Course content

During a 45-minute oral exam, the student gives a presentation about the way and the extent to which he/she

has been able to develop competencies during the work placement(s) in the third year. The student is supposed

to be able to reflect on what he/she has learned and to be able to formulate objectives for the next academic

year. During a conversation the knowledge of and insight into both his/her own competency development and

the leisure & events industry are tested.

Learning methods

Oral assessment of 45 minutes, consisting of a presentation (10 minutes) and answering questions during a

conversation (25 minutes). After the assessment the student immediately receives the assessment and verbal

feedback on the presentation and conversation.

Testing

DLEME3.CE-01 Individual assessment

Two assessors review the presentation and the conversation that follows. This will examine the extent to which

students are aware of developments in the leisure & events industry and to what extent they are able to reflect

on their own learning process linked to the competency areas of LEM

Study literature

Course manual on LMS

3.4 Year 4

The fourth year or ‘graduation project’ year is the deepening component of the degree programme, and consists

of two semesters dealing with:

> Semester 7 or 8: minor during a 20-week period

> Semester 8 or 7: graduation assignment

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> Semester 8: final exam (Competency Exam In-depth level)

3.4.1 Minors

Study load

30 ECTS credits

Organiser

Roeland Bottema

There is a wide range of minors to choose from. The student can choose from:

Academy-specific minors:

▪ Esports

▪ Experience Design & Innovation (factory) ▪ Experience Design & Innovation (project)

▪ Storytelling & Experiences (factory)

▪ Storytelling & Experiences (project)

▪ Strategic Events Management (factory)

▪ Strategic Events Management (project

Within all academy-specific minors (except for Esports), the following two variants can be chosen from:

▪ a Factory variant. In this minor, the student, who works in a project team, is required to solve and work

out various management issues.

▪ a Project variant. The focus will be on research. The student is required to do one assignment from the

industry, and for that purpose, conduct thorough research.

BUas-wide multidisciplinary minors:

▪ Co-creating Events & Designing Experiences

▪ Resilient Entrepreneurship

▪ Crowd Safety

▪ Making Places & Shaping Destinations

▪ Sustainability, Social Responsibility & Professional Identity

External minors via Kies op Maat (KOM)

3.4.2 Graduation Project

Study load

25 ECTS credits

Organisers

Dorothé Gerritsen

Paulien Oerlemans


In the last phase of their studies, students will fulfil the role of junior professional. They will issue some well-

founded advice to professionals in the sector as consultants. Compared with other units of study, they will be

given the highest degree of independence and own responsibility.

Course content

A graduation assignment should meet the following criteria:

▪ issuing well-founded advice to a client;

▪ doing a full-time assignment (5 days a week) lasting 17 weeks;

▪ doing an individual assignment;

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▪ doing an assignment that relates to at least 1 of the 4 competency domains of the Leisure & Events

Manager;

▪ doing an assignment that is related to leisure & events or has a leisure & events perspective in one way

or another;

▪ conducting own field research (collecting primary data) by means of quantitative and/or qualitative

methods.

The graduation assignment 3.0 is an individual advisory assignment for an external client. This is not an

assignment that you carry out in your attic room. After all, we are living in a 3.0 society, also called a network

society. Together with clients, target group and other stakeholders you will look for solutions to problems and

challenges. As a Leisure & Events Manager in training, you will feel increasingly at home in the industry of your

study track and you will acquire more in-depth knowledge. You yourself will look for an assignment that allows

you to explore 1 of the 4 competency domains in more depth. Of course, leisure and/or events are at the heart

of the assignment. As a consultant, you will set to work on a problem or challenge of your client. You will gradually

create support within the organisation and, if possible, you will also create movement/action within the target

group. Your advice is to be processed into a final product, so that the organisation can continue with it after you

have left.

Are you already an entrepreneur yourself, or do you have serious plans for starting your own business? If so, it

will be possible – under certain conditions – to do an assignment for your own business.

Brief description of the teaching methods

During their graduation process, students will work individually, supported by a supervising lecturer and a

Learning Community (a group of max. 8 students). The student has to follow a step-by-step plan, which roughly

contains three components: securing a graduation assignment and getting it approved, writing a Plan of

Approach, and – after an official ‘Go’ has been given by the supervising lecturer – the start of writing the

Graduation Plan, followed by the actual execution of the graduation assignment.

Testing

DLEME4.GRASS-19

▪ 50% of the mark is determined by the final product

▪ 50% of the mark is determined by the justification

The graduation report will be assessed by an independent lecturer/assessor who is not the student’s graduation

supervisor. There is 1 assessment form that is used for the Final Product and the Justification. The final

assessment will take place within a maximum of 10 working days. The final mark consists of two parts: 50% for

the final product and 50% for the justification. Both parts must be sufficient. The student will receive a digital

assessment form via

[email protected]. The student will pass the graduation assignment if he/she obtains a final mark of 5.5 or

higher for it. About 25% of the final documents will be reviewed by another assessor. A condition as set for some components

such as written communication, report structure and an acceptable plagiarism score is that if one of these

components is not in order, the graduation report will be given an insufficient result. If the result is insufficient,

the student will be invited for a feedback talk which will take place soon after the result is announced. The

following opportunity for the student to submit his/her report will be the next graduation submission round.

Study literature

▪ Student Handbook Graduation Assignments 3.0 2020-2021

▪ Additional information on LMS

3.4.3 Final Exam (Competency Exam In-depth level)

For ALL students, regardless of their year of entry into the programme.

mailto:[email protected]

39

Study load

3 ECTS credits

Organiser

Olaf Ernst


During this unit of study, students will need to demonstrate that they are qualified entry-level leisure & events

managers. By taking this individual exam, students will prove that the Leisure Management competency profile

is also their profile.

Course content

Just like in previous competency exams, the form of this exam is an assessment with regard to content, from

which it should appear that the student has developed professional competencies at the appropriate level to be

able to start working in the leisure & events industry at hbo level (higher professional education). During this final

exam emphasis will be placed on developing a long-term vision in the field of leisure & events.

Working methods

The student does not submit any documents before the final exam, but he/she gives a presentation about his/her

vision during the final exam. Afterwards, the assessors will ask the student all sorts of questions in which

professional competencies and roles he/she developed in the course of his/her studies are central.

Testing

DLEME4.OREX-19 individual assessment

Final exam in the form of a competency exam, consisting of a presentation about his/her vision, a CV he/she

handed in previously, and the oral assessment.

The final exam will be assessed on quality of the oral exam. The final examination will produce a mark between

1 and 10 (rounded off to half marks). The assessors will fill in the assessment form on the spot immediately after

the examination and this form will be orally explained when the result is announced. The candidate will need to

obtain sufficient scores for all the criteria.

If the student has not obtained a sufficient score for his/her exam, he/she can take a resit exam in the following

exam round. The assessors will give the student feedback and tips about what to do to be able to pass the resit

exam.

Study literature

▪ Student Handbook Final Exam/Competency Exam In-depth level

▪ Competency profile of the professional bachelor’s programme in Leisure & Events Management

Study Guide 2020-2021

Documents

Transcript of Study Guide 2020-2021