Submission for Good Practice in Internationalisation for the Good
Practices in Internationalisation Platform of the NVAO
Abstract
The Stenden University of Applied Sciences Grand Tour
Stenden University of Applied Sciences has designed a novel and innovative form
of international mobility known as the Grand Tour. In this form of international
mobility students who are following a programme at SUAS can move to another
campus to continue either their core curriculum or partake in elective (minor)
modules. SUAS has campuses in The Netherlands (principal location) and in
South Africa, Qatar, Indonesia, and Thailand. At all these locations the core
curriculum of the Hotel Management (HM) programme is being conducted as
well as a number of minor modules that take particular advantage of the local
cultural context.
The essence of the best practice is that in the development of (particularly) the
competence dealing with intercultural skills remains under control of SUAS since
the core curriculum and the minor modules are developed by SUAS. This ensures
a tight integration of all modules and retention of the learning lines that are
developed for the relevant competences. This in contrast to the mobility that is
carried out under traditional exchange programmes, where the sending institute
has less control over the continuation of learning lines.
Research conducted at SUAS has established that students who participate in the
Grand Tour Programme do significantly enhance their intercultural skills,
thereby establishing that international mobility within the educational
paradigms of SUAS does achieve towards the intercultural competence as
defined for the HM programme.
The translation of this competence in phase (year) and module objectives
demonstrates clearly that it is easier for students to achieve some of the
objectives whilst being immersed in a foreign culture. The nature of these
objectives are such that the immersion itself provides students with ready
examples of why and how things are different due to a variant culture. The
recent acquisition of a second learning hotel in a foreign culture enhances the
ability of SUAS to deliver identical immersive practical experiences to further
enhance the development of intercultural competence.
Finally, staff who are mobilised to deliver part of the educational content at
another campus are able to reflect on the development of their module in
different cultural contexts. This greatly enhances their ability to make their
modules robust and capable of being delivered regardless of the cultural context.
This could be termed primary internationalisation of the curriculum as the
changes in the module are being made due to first-hand exposure to another
cultural interface between module and the real world. Interactions between staff
at the various campuses in respect of a module, such as will happen at the time of
revision, is primary internationalisation of the curriculum at a slightly lower
level of intensity. In this case colleagues (with a different cultural context and
background) offer the suggestions for change. Nevertheless, this is a significant
benefit in the development of internationally relevant learning materials.
Good Practice Description
The Hotel Management Programme at Stenden University of Applied Sciences
(SUAS) aims to produce managers and leaders for hospitality in the 21 st century.
To meet this objective HM aims to ensure graduates achieve all the nationally
agreed competences. In addition, the HM programme has incorporated two
generic competences. One of these (Competence 12), is the subject of this good
practice submission:
" Effectively identify and handle cultural differences within an
international team in hospitality management "
This (and other) competence(s) are translated into phase (year) objectives and
further into module objectives. The phase objectives of this competence are:




Phase 1.12 Familiarises himself with the theme of intercultural society and
can empathise with individual and intercultural diversity and people with
various backgrounds;
Phase 2.12 Can create a link between ethical (intercultural and
international themes and the culture of an organisation and explain the
added value of cultural or individual diversity;
Phase 3.12 Is willing and able to handle intercultural differences effectively
and can explain why paying attention to the moral side of the business
culture is an indispensible part of (intercultural) management;
Phase 4.12 Effectively identify and handle cultural differences within an
international team in hospitality management.
Whilst in general there may be many such translations from internationalisation
objectives, the special way in which SUAS is able to execute aspects of this
objective makes it in our opinion best practice. Many institutes of higher learning
practice international exchange as a way to expose their students to other
cultures. In doing so, they must rely on the exchange partner to provide the
translations of objectives that fit within the relevant competence to be
developed. Undoubtedly, may of the objectives are achieved if only through the
immersion of the student in another cultural context. The special way in which
SUAS is able to achieve this immersion whilst having full control of the
translation of the competence in phase and module objectives is by way of its so
called Grand Tour. The Grand Tour programme makes use of the International
Branch Campuses (IBC’s) of SUAS, located in Qatar, South Africa, Indonesia, and
Thailand. In the Grand Tour programme students avail themselves of core
modules or elective (minor) modules at another, foreign, location of SUAS for
one semester. Because SUAS has developed these modules a higher level of
control is achieved in reaching the objectives that are translated from the
competence.
At each IBC students are introduced to the local culture by means of an induction
programme. Since the students will study within the educational paradigms of
SUAS, the induction can focus on the local cultural context and give students
therefore a more comprehensive cultural induction than would otherwise be
possible (cf. exchange programme setting) in the same time frame.
At each of these campuses the IHM programme is conducted in essentially the
same way as in the Netherlands, save for local adaptations due to the prevailing
culture, legal context, or logistical adaptations. This results in IHM students
being able to take parts of the core curriculum at other locations.
In addition, IBC’s are encouraged to develop minor (elective) modules that
augment the core curriculum and relate especially to the local environment.
Thus, in South Africa IHM students are able to take the minors Wildlife
Management (to develop environmental awareness) and Lodge Management for
example. It requires little insight to realise that Lodge Management was invented
in South Africa as a way to look after guests on Game Reserves. Equally, to be
able to understand man’s impact on the environment, Wildlife Management,
conducted in a major game reserve, presents an ideal and locally relevant
opportunity.
The objectives of the Wildlife Management module that pertain to Phase
objective 3.12 (as well as to some extent 1.12 and 2.12) are shown in the table
below.
Module objective
10. Analyse South Africa, including culture, politics, statistics, geography and
climate, history, economy, tourism, ecotourism and conservation
16. Understand the role of (South African) legislation in sustainable wildlife
management
The objectives of Lodge Management go a step further and address the same
competence with several objectives as shown below.
Module objective
1. Understand South Africa’s culture, politics, demographics, geography and
climate, history, economy, tourism, ecotourism and conservation
2. Understand social, economic and legal constraints as they are applicable to
the lodge operation in South Africa
3. Understand the impact of the lodge industry on the natural environment in
South Africa and legal implications in place to minimise this impact
4. Understand the concept of sustainable development and ecological- and
environmental friendly practises with regards to the industry in South Africa
and how they can be applied to lodges
13. Understand local (S.A.) health and safety rules and regulations with regard
to food production and service
15. Understand typical South African food from various cultures
Equally, the minor Spa & Health Management minor modules are conducted at
our locations in South East Asia. The world’s pre-eminent Spa and Health
facilities are located there and the nature of this business has its roots in oriental
medicine.
The Minor Modules Event Management (1 and/or 2) are conducted at all
locations and at each location students are confronted with experts from the
particular locale. These experts engage with students as if they were clients. The
interactions between students and these experts embed many of aspects of
intercultural communication and specifically address the phase objective 3.12
(see above). This phase objective is translated into module objectives as shown
in the table below.
Phase objective
3.12 Is willing and able to
handle intercultural
differences effectively and
can explain why paying
attention to the moral side
of the business culture is
an indispensable part of
(intercultural)
management.
Module objective
12. Is able to apply the 7 habits of Stephen
Covey. Can sell ideas, solutions and events to
specialist as well as non-specialists
9. Is able to negotiate with all stakeholders
21. Can transform, improve and innovate
existing products and services (Event
Management 2)
22. Is able to integrate trends and social
developments into concepts and programs
(Event Management 2)
28. Is able to build up and maintain a network
Participation in parts of the programme of IHM conducted at the IBC’s places the
students in a variety of cultural contexts. The introduction to the various cultures
is a set part of the induction program and, where relevant, these cultural aspects
are part of the programme once again during the conduct of both core curricular
modules as well as the minors.
Thus, taking the module Strategic Operations Management, a phase 3 module
from the core curriculum, in a foreign location would enhance the module
objectives that pertain to phase objective 3.12 considerably. The table below
shows these objectives.
Module objective
4. Manage a department in Stenden University Hotel or another affiliated
company, setting clear goals, organising staff, providing feedback,
controlling and evaluating the performance, maintaining and securing
the ISO- 9001 quality standards
5. Effectively and productively manage cultural diversity
6. Promote sustainable success in service business through value driven
leadership
7. Work effectively in a team
Equally, a student who takes the phase 2 modules Controlling and Evaluating
(C&E) or Planning at a foreign location would find it easier to achieve module
objective 16 (of C&E) or module objective 14 (of Planning) as shown in the table
below.
Module objective
16. Describe the aspects of intercultural management found in the different
hospitality management roles.
14. Identify cultural barriers and cultural bias in the daily operations and to
demonstrate how to cope with these
Virtually all students conduct Phase 1 at their home campus, although
occasionally, especially foreign students, can start these at a different location
than where they will graduate.
Every module in Phase 1 contributes to phase objectives in relation to
competence 12 as shown in the table below (see phase 1.12 objective above).
Ensuring therefore that the basis for further development is laid appropriately in
Phase 1. The reflection on these basic operations at a later stage in the
programme, when in a foreign location will enhance the understanding of these
module objectives related to competence 12.
Module Food & Beverage – Phase 1
Module objective
3. Demonstrate a professional and hospitable attitude; recognize own and
others’ core qualities and pitfalls, and use reflection in order to - allow
others - develop.
Module Guest Experience – Phase 1
Module objective
3. Recognise the wishes and needs of (international) guests from different
backgrounds by their verbal and non-verbal communication and respond
to these in an adequate way in various situations.
5. Minimise problems due to the cultural differences and cultures
influences on people when they change their cultural environment.
Module Rooms Division – Phase 1
Module objective
3. Demonstrate professional skills in executing (basic) standard
operational procedures (SOP’s) and the use of specific equipment within
the Rooms Division departments and facilities.
4. Show hospitable behaviour and attitude towards guests which is
characterised by:
- Hospitable and commercial behaviour in various languages;
- Representative presentation;
- Guest friendliness.
Module Resources – phase 1
Module objective
9. Explain the concept of (company) culture and the concept of (universal
core) values that contribute to the care of human beings and the world.
10. Recognise students own norms and values, understand that these are
culturally biased and understand the different motives and visions of
managing diversity.
19. Apply different PBL related/intercultural communication skills
Last, but certainly not least one should consider the effect of collaboration and
mobilisation of staff from different campuses in respect of the modules that are
delivered at various locations. Staff who mobilise from one campus to another to
assist in the delivery of their module will gain first-hand experience of the
performance of this module in different cultural contexts. They will also be able
to observe the logistical and cultural challenges of interfacing their module
within a different context.
The changes that are made to the modules as they develop will include changes
made as the result of first-hand experience by the originators (as they are
mobilised to another campus) or their collaborators (who operate from a
different cultural context and background). This is termed “primary
internationalisation of the curriculum”. This is distinct from conducting desk
research or occasional contact with foreign collaborators to internationalise a
module.
SUAS is presently piloting staff exchange both short term as well as semester or
year-long exchanges to be able to assess the effect on curriculum development as
well as the enhanced development of intercultural competences amongst its
staff.
Good practice – Favourable and demonstrable effect on the quality of
education
It is important to note at the outset that by virtue of the fact that students do not
have to familiarise themselves with the institutional culture insofar as this
relates to the conduct of education and examinations. The adaptation to the new
environment does therefore not include having to cope with a different
institutional culture and is therefore easier (cf. exchange programmes). This
gives students more energy to direct at the cultural differences as they are
experienced in the learning and living environment.
There has been some study of the effect of the Grand Tour programme on culture
shock and it can be said that culture shock in a severe form is not experienced by
all participants, though they can be placed in the four phases of the Gullahorn Wcurve.
The competence 12 has been translated into actionable objectives that fit within
the process model of intercultural competence of Deardorf (2006) 1 in which
students go through cycles of development that include the phases (starting) of
attitudes, knowledge and comprehension, internal outcome, and finally external
outcome (which aligns with our competence) in which students demonstrate
effective and appropriate communication and behaviour in an intercultural
setting.
The competence 12 has been defined for the Grand Tour into 7 sub-competences
that relate to the ability to:







Gain valuable knowledge of different cultures
Embrace cultural diversity and nature
Interact with local habitants and create relationships and networks
Expand the personal and professional development
Improve language skills and communicate with local society
Develop interpersonal skills
Apply the international experience in any situation
Maring (2010)2 found that all students (in her sample) who participated in the
Grand Tour programme developed their abilities in the seven sub-competences
as defined above. The level to which they developed the various abilities was
influenced by the type of module, length of stay, and the expectations and
attitude of the students towards the foreign culture.
Loman (2009)3, utilising a different model for the analysis of competence (Ward,
20014) arrived at the same conclusion. The Grand Tour programme had a major
impact on the development of intercultural competences.
Deardorf, D.K. (2006) The identification and Assessment of Intercultural
Competence as a Student Outcome. Journal of Studies in International Education
10 (3): 241 - 266
2 Maring, H (2010) Grand Tour in Thailand. Master’s Thesis. Held at Library SUAS,
MAISM 2010 06.
3 Loman, O. (2009) Development of Intercultural Competences “Grand Tour South
Africa” Master’s Thesis. Held at Library SUAS, MAISM 2009 13
4 Ward, C. (2001) The Psychology of Culture Shock, Routledge, 2nd Edition
Illustrated, UK, ISBN 0415162351, 9780415162357
1
Whilst these studies did not compare the extent of changes compared to a
regular exchange experience, the did establish that, even though students did not
move outside the educational paradigms of SUAS, they did develop enhanced
intercultural competences.
The best practice element therefore is focussed on the level of control SUAS has
over the development of competence 12 due to the heightened control of the
programme of the students in a different cultural setting.
A number of module/phase objectives to be achieved are intuitively more
attainable in foreign locations. Thus, module objective 16 of Controlling and
Evaluating, in which students are required to describe the aspects of
intercultural management found in the different hospitality management roles,
are easier to be completed given that these students will have experienced
aspects of these at their home campus in Phase 1. Although they have been at the
receiving end of the effects of management roles in phase 1, by being immersed
in a different culture in Phase 2, they will notice the intercultural aspects more
readily. Equally, having to identify cultural barriers and cultural bias in the daily
operations and to demonstrate how to cope with these is easier through the
same mobility. Especially since daily operations will still be fresh in their minds
from Phase 1.
The Phase 3 objectives are of a higher order but again it is readily understood
that the objectives of the Minor Module Event Management in a foreign setting
will by virtue of the location force students to cope with objectives 9 and 12 (“ Is
able to apply the 7 habits of Stephen Covey. Can sell ideas, solutions and events
to specialist as well as non-specialists”; and “Is able to negotiate with all
stakeholders”). The added intercultural dimensions of objectives 21, 22, and 28
(“Can transform, improve and innovate existing products and services”; “Is able
to integrate trends and social developments into concepts and programs”; and
“Is able to build up and maintain a network”) given that they are conducted with
‘real world’ interface will further challenge students in the conduct of the
module.
The development of intercultural competence, as described by competence 12
has been the subject of a number of studies at Stenden University of Applied
Sciences. The most important findings of these studies are reproduced here.
Collectively they demonstrate the strong development of intercultural
competence amongst Grand Tour Students.
It is important to note that recently SUAS has taken control of the management
of a hotel not dissimilar to that in Leeuwarden. This has permitted us to mimic
the learning environment of Leeuwarden in South Africa to an even higher
degree than before. The effect on internationally mobile students in respect of
Phase 2 and Phase 3 modules will therefore be enhanced. Whilst Phase 2
objectives will be more readily achieved in almost any setting, Phase 3 module
objectives are more readily attainable if SUAS has a higher level of control over
the conduct of activities in a hotel.
Thus, whereas in an affiliated hotel Phase 3 students doing their practical
experience will most usually be given shadow positions, in a SUAS managed
hotel the students are fulfilling the position, with an experienced hotel manager
taking on more of a coaching role. This represents a subtle shift in the balance of
responsibilities. Given that we now have one foreign location with the possibility
of immersing students as we do in Leeuwarden, this represents one further
aspect of the best practice we can now deliver to our students: a learning
environment in a foreign location over which SUAS has maximal control.
Good Practice – Constraints or limitations and unique features
As with any form of international mobility there are constraints. For one, the
locations that are available, and thus the cultural contexts, are limited to one of
five countries. This would represent a limitation for students who are interested
in a particular culture not available amongst the IBC’s. It does of course not
detract from the general development of intercultural competences.
The development of additional minor modules depends on the availability of
local academic staff with the appropriate expertise or the willingness of SUAS
staff from other campuses to temporarily be mobilised to deliver the educational
content. SUAS is working to decrease this constraint by developing additional
degree programmes at the IBC’s thereby widening the academic expertise in situ.
In addition, SUAS is developing a structured staff exchange programme, which in
part will alleviate this constraint.
The Grand Tour programme does not offer enough for students who wish to
study particular content that is not available in study programmes at the IBC’s.
International exchange (also practiced at SUAS) is the most appropriate avenue
for these students.
The constraint in long-term staff mobility relates mainly to the willingness of
staff (and their families) to relocate to another campus. This is no different than
with staff exchange between partner institutes. However, the ability to find
suitable ‘pairs’ of staff (who teach in the same program) at least alleviates the
pressure on teaching staff resources as both staff take over one another’s duties
in that respect.
The unique features of this programme are the ability to mobilise students
within the paradigms of SUAS education and thereby retaining strong control
over the learning lines in respect of the development of competences as set out
in the Professional Competence Profile. In addition, such mobility does not
introduce the additional stressor for students to have to cope with another
institutional culture, thereby giving more time to absorb the local cultural
context in all its facets.
The learning objectives of the modules in respect of the intercultural competence
can be retained in sharp focus and the benefits of immersion in another culture
maximised for the objectives.
Finally, the collaboration of staff dealing with the same module across campuses
or the mobility of staff between campuses leads to primary internationalisation
of the curriculum.
Exchange Characteristics and Opportunities
Presently, we are not aware of any institute of higher education practicing this
form of student mobility. Whilst a number of American institutes practice the socalled “Island Program” this is not the same as the Grand Tour programme. The
major differences are that in island programmes generally staff from the home
institution travel with students. This reduces the opportunity for students to
learn from academics with a different cultural background. In terms of the Dutch
context, there is no other HEI that practices Grand Tour, even though one other
institution has an IBC.
Thus, the practice of Grand Tour could be offered by at least one other HEI. SUAS
is presently assessing the possibilities of other Higher Education Institutes
(HEI’s) making use of the IBC’s for the purpose of student mobility. Indeed, SUAS
is also assessing the development of joint minor modules with other HEI’s at
IBC’s. Either of these developments could lead to duplication of the practice and
extend the use of our IBC’s for the benefit of Dutch higher education in general.
Resources
From the foregoing it is obvious that the principal resource in this programme is
the existence of branch campuses and all the attendant benefits as well as
requirements from these operations.