1. Programme, Institutional and International Accreditation: A Practitioner’s Perspective
Dr Craig Thompson
Stenden HMS & THE-ICE
October 21st 2017

2. Stenden HMS…in brief..and THE-ICE
Europe’s largest hotel school
International branch campus (Qatar, S Africa, Bali, Thailand)
2700 students, 120 staff,
Associate degree, W&S programme, BBA degree, masters programmes, research centre
Recognised for internationalisation and Real World Learning
97.3% employment rate!
Established 1987…30yrs young! …12000 alumni worldwide

3. The Stenden HMS Accreditation Experience
2011 BBA and Ad Programme Accreditation (Extensive) and distinctive feature – Real World Learning
2012 THE-ICE (International) programme accreditation
2013 Research unit accreditation
2013 Institutional accreditation – Stenden UAS
2014 CeQuInt (Certificate of internationalisation – programme based)
2015 MA Programme Accreditation (Limited)

4. NVAO Extensive (programme) Framework
11 Standards
Intended Leaning Outcomes
Curriculum; Orientation
Curriculum; Content
Curriculum; Learning Environment
Intake
Staff
Facilities
Tutoring
Quality Assurance
Student Assessment
Achieved Learning Outcomes

5. NVAO Institutional Audit Framework
4 Standards
Vision and policy
Implementation
Evaluation and monitoring
Focus on development
“The key question is: is the institution safeguarding the realisation of its vision of good education, and is the institution continuously working on development and improvement?”

6. NVAO Institutional Audit Framework
Format of audit
Two visits; 1. exploratory - key meeting and open consultations (staff) 2. in-depth – audit trails (min. 2 either horizontal of vertical & ‘specific’ aspects)
Outcomes - Meets the standard - Partially meets the standard (max 2, achievable in 2 years) - Negative: fails to meet one or more of the standards

7. NVAO Extensive ➡ Limited Frameworks
What is left out?..
Institution wide quality assurance and quality culture
Staff policies (at institutional level)
Services and facilities
Alignment with the institution’s strategy

8. NVAO Limited (programme) Framework
4 Standards
Intended Leaning Outcomes
Teaching-Learning Environment
Assessment
Achieved Learning Outcomes
”The limited framework is focused on the substantive quality of the programme, including the required learning environment and the teaching staff”.

9. Implications of Limited Framework
Greater depth
Emphasis on end level
Establishing linkages Intended Learning Outcomes ➜Assessment ➜ Achieved Learning Outcomes But
Wider context (in school and institution) maybe lost

10. The Future….Cluster & International Accreditation
In 2018 all 7 Dutch hotel schools (5 public, 2 private) will undertake accreditation in a cluster for the first time
Also all 5 Dutch (public) hotel schools will apply to join THE-ICE
Stenden HMS has been a member of THE-ICE since nd member in Europe..1st in The Netherlands (so is applying for re-accreditation)

11. International Accreditation
Often subject specific and/or professional
Growing in popularity (see EASPA; European Alliance for Subject-Specific and Professional Accreditation and Quality Assurance) - Basis for collaboration/ sharing knowledge & best practice - Facilitates international perspective - Promotion of excellence - Creation of international standards - International branding
International benchmarking/ quality assurance - Facilitates intermediary quality assurance checks - Promotes quality culture/ attention to quality

12. 1. About Us
Originally funded by the Australian federal government ( ) as 1 of 5 international centres of excellence:
Water Resources Management
Education in Mathematics
Asia Pacific Studies/Diplomacy
Sports Science and Management
Tourism and Hospitality Education

13. Now
A not-for-profit organisation with a global membership network of over 30 leading TH&E institutions from 13 countries
1 of 7 elected Directors serving on the INQAAHE Board (International Network for Quality Assurance in Higher Education, & )
Vision
To be the leading & authoritative source on TH&E education and training
Core Objective
To foster a global network of leading quality TH&E institutions
Motto
Accreditation expertise for a global market

14. One of two international agencies specializing in the assessment and accreditation of tourism, hospitality, events & culinary arts (TH&E) education programmes, training & research
Programme specific accreditation agency offering a two-stage process in meeting the 14 criteria of THE-ICE Standards of Excellence
Pre-accreditation
Full-Accreditation

15. For full list of Members please visit www.the-ice.org
Australia and Oceania
Australian School of Management, Australia
Blue Mountains International Hotel Management School – Torrens University Australia, Australia
Charles Darwin University, Australia
Griffith University, Australia
International College of Management, Sydney, Australia
Melbourne Polytechnic, Australia (Observer)
The Hotel School Sydney, Australia
The University of the South Pacific, Fiji
Pacific TAFE, Fiji
William Angliss Institute, Australia
William Blue College of Hospitality Management, Australia
Europe
César Ritz Colleges Switzerland, Switzerland
Free University of Bozen-Bolzano, Italy
Glion Institute of Higher Education, Switzerland (in progress)
Haaga-Helia University of Applied Sciences, Finland (Observer)
Hotel Institute Montreux, Switzerland
IHTTI School of Hotel Management, Switzerland
IMC University of Applied Sciences Krems, Austria
MCI Management Center Innsbruck, Austria
NHTV Breda University of Applied Sciences, Netherlands (Observer)
Stenden University of Applied Sciences, Netherlands
Swiss Hotel Management School, Switzerland
Asia-Pacific
BERJAYA University College, Malaysia (Observer)
Dusit Thani College, Thailand
Far Eastern University, Philippines
KDU University College, Malaysia
Lyceum of the Philippines University, Philippines
Republic Polytechnic, Singapore
Stamford International University Thailand, Thailand (Observer)
Taylor's University, Malaysia
THEi, Technological & Higher Education Institute of Hong Kong (Observer)
University of Santo Tomas
Middle East & the Sub-Continent
Amity Institute of Travel & Tourism, Amity University, India (in progress)
Oman Tourism College, Oman (Observer)
The Emirates Academy of Hospitality Management, Dubai, UAE
For full list of Members please visit

16. Our global strategic partners
Membership or partnership
Mutual recognition of respective accreditation schema
Spirit of cooperation and collaboration - MoU
Sharing of resources and expertise
Concurrent accreditation where applicable

17. Our global alliances
Cooperation and collaboration for mutual growth & benefits
Co-branding for a robust market presence
Ongoing mutual promotion and support

18. Veera Pardpattanapanich
Governed by THE-ICE Board of Directors
Paul Whitelaw:
Treasurer
(Australia)
Chair:
Eva Werner
(Austria)
Deputy Chair:
Craig Thompson
(Netherlands)
Christina Aquino
(Philippines)
Perry Hobson
(Malaysia)
John Daly
(Switzerland)
TBC
(Australia)
Ron Hilvert
(Philippines)
Veera Pardpattanapanich
(Thailand)
Oswin Maurer
(Italy)

19. Chair, Professor Brian King
THE-ICE Assessment Panel
Appropriately qualified tourism, hospitality, events, culinary arts (TH&E) education & pedagogy experts
Main roles: application evaluation & site audit
Australia
Australia
Austria
Australia UK
Malaysia
Singapore
Chair, Professor Brian King
(Hong Kong)
Australia
UAE
Denmark
Germany
Australia
Australia
Netherlands
Auditor profiles:

20. THE-ICE Standards of Excellence
Our Accreditation
THE-ICE Standards of Excellence
Status of the institution
Governance & administration
Vision, mission, objectives
Courses/programmes, curriculum & graduate outcomes
Approach to teaching & learning
Planning, programme review & quality assurance mechanism
Level of internationalisation
Physical resources and facilities
Student support services
Industry advisory board
Staffing resources
Financial resources
Membership, partnership and community engagement
Areas of Excellence
Essential
Desirable

21. Our points of difference
1. Best practice & Benchmarking Workshops
For internal stakeholders & invited guests only
Develop best practice statements & models – ‘THE-ICE Best Practice Guide’
Promotion of Excellence
THE-ICE Website –
eNewsletters: THE e-Bulletin - education sector updates, trends, funding issues, international student numbers etc & the iStudent News - current & future TH& E students searching for courses, institutions, countries to study

22. 3. Annual knowledge-sharing gathering - THE-ICE IPoE Forum
Highly focused theme/sub-themes with international leading experts invited to present
Special paper presentations
Networking with like-minded global peers
Recognition of outstanding TH&E academics/professionals – Fellow of THE-ICE Award

23. 4. Ongoing monitoring – ISB survey
Exclusive & mandatory for THE-ICE Member Institutions
The world’s only cross-sectorial, cross-institutional TH&E focussed student satisfaction research
Confidential benchmarking amongst peer institutions from THE-ICE network and a wider ISB-SB Global Index
Standard Report
Students’ decision making process & expectations
Students’ importance /satisfaction: ARRIVAL, LIVING, LEARNING & SUPPORT
Director’s Cut Report: Standard Report findings PLUS institution- specific comparative analysis
NB: THE-ICE’s index became the Global Index for TH&E education since 2010

24. Learning satisfaction international – ABC vs THE-ICE & Global Index

25. ISB-SB Findings (sample slides)
Benchmarking Learning – vs Peers of THE-ICE Network & Global Index (International Students)
Institution = anonymised global institutions participated in THE-ICE ISB-SB Survey. Columns are only displayed for 15 or more responses
NA = individual element with zero response NSV = no Significant value for elements with <10 responses
Note: Satisfaction averages are based on a 4 point scale

26. Benchmarking Learning Satisfaction
Nationality breakdown: THE-ICE (inner circle) vs Global Index (outer circle)
Benchmarking Learning Satisfaction
(Domestic Students)

27. Key influence – choice of institution (International Students)

29. Arrival satisfaction International students – wave-on-wave 2015 vs 2014

30. Reflections
Progressive development of QA has been positive (it should change and develop)
Programme accreditation provides a good base (but shouldn’t just be repeated)
Institutional accreditation (following programme accred’) is a natural development….and should have implications for subsequent programme accred’ (reduced or only be exception)
Cluster accred’ can be very beneficial, but is challenging (and may need support/ steering)
International accred’ offers many additional advantages…and provides one answer to addressing prog’ accred’
Combining accreditations offers significant benefits (to institutions and agencies)
Intermediate evaluation facilitates the transition from quality assurance to quality enhancement…with ownership by the institution
Order of Croation approach is logical and appropriate

31. Outcomes of the Process
Between March and September 2018 all 7 Dutch hotel schools (5 public, 2 private) will undertake accreditation in a cluster for the first time. Stenden will be accredited first
In addition, all 5 Dutch (public) hotel schools have applied to join THE-ICE
The NVAO and THE-ICE have agreed to combine the accreditation processes, with the framework of THE-ICE leading
In addition the CeQuInt (certification for internationalisation) has been incorporated in the same process (3 shools will apply for this)
Order of Croation approach is logical and appropriate

32. Outcomes of the Process
Stenden has also moved the masters programme into the same accreditation cluster
As a consequence four (formerly separate) accreditations will be combined in one event: - NVAO/ national accreditation of the AD & BBA programmes (undergatuate) - NVAO/ national accreditation of the master programme (postgatuate) - THE-ICE/ international accreditation of BBA and master programmes - CeQuInt/ internationalisation Representing a significant increase in synergy and efficiency
It also creates a six year ‘accreditation window’, during which to develop programmes and enhance quality (with continual evluation through the ISB)
Order of Croation approach is logical and appropriate

33. Thank you for your attention
For more information
Web: