Afbeelding
Hospitality Education plays a vital role in shaping future proof professionals for the dynamic hospitality industry. In recent years, hospitality education has evolved significantly to meet the changing demands and trends of the industry. To support learners to become future proof professionals in the Hospitality Industry, new educational concepts, such as Design Based Education, are developed.
The professorship Hospitality Education observes the transfer of the intended curriculum, the design of the concept (and other concepts), into practices (implemented curriculum). The research group explores the drivers and constraints of the concept from a trialogical and narrative approach, which entails the involvement of students, educators (including researchers) and industry partners in sharing their perceptions and narratives (attained curriculum). To bridge the stakeholders’ perception gaps, the professorship fosters constructive dialogues across various networks and promotes boundary crossing and collective learning among students, educators, researchers, and hospitality industry professionals.
"Hospitality Education Research should serve as a catalyst to foster a meaningful connection between theory and practice"
Vision
To achieve high-quality hospitality education, it is pivotal to explore and understand the intended, implemented and attained curriculum. Therefore, it is worthwhile to monitor long-term effect and implications of the educational concept from a trialogical perspective, from the perspective of students, educators-researchers, and industry professionals. The professorship follows the process in close contact with all stakeholders.
Research themes
- Looking behind the Scenes
To identify and (re)conceptualize underlying philosophy and learning principles of Design Based Hospitality Education, and research and support 'Living the Learning Principles' within Hotel Management School Leeuwarden. - Designerly Learning in Hospitality Education and Hospitality Industry
To explore to what extent Designerly Learning supports students to develop higher order skills. - Small case learning: Ateliers: the place to be!
To explore the concept of ateliers and the place of ateliers in the Hospitality Education curriculum. - Design Based Learning Study. Our way of learning and working!
To explore to what extent Design Based Learning Study (DBLS) supports lecturers to design, apply and evaluate didactical (tailored) interventions based on DBE (Design Based Education) learning principles.
To gain insight into facilitators’ collective learning processes within the DBLS approach - Stakeholders’ voices from a trialogical perspective
To get insight into how students, lecturers and, industry partners, perceive design-based hospitality education. - Design Based Hospitality Education team model
To identify lecturers’ tasks, activities and needed competencies of educators in DBE - Hospitality, care and well being
To explore to what degree hospitality, care and well-being in education and professional field mutually support one another.
Partners
The professorship works closely with professorships and researchers within its own university and outside the university. The professorship is represented in the Teachers2Learn consortium.
Research group
- Dr Hanneke Assen | About Hanneke | ORCID | LinkedIn
- Georges El Hajal | About Georges | Google Scholar | LinkedIn
- Inga Mons MsC | About Inga | LinkedIn
- Macmillion Fernandes MsC | About Macmillion | LinkedIn
- Mandy Wen | About Mandy | LinkedIn
- Dr Marte Rinck de Boer | About Marte Rinck | Research | LinkedIn
- Dr Rodney Westerlaken | About Rodney | ORCID | Research Gate | Academia.edu | LinkedIn
Connection to education
The professorship focuses on research into education for education, specifically Design-Based Hospitality Education. Researchers of the professorship are involved in education in associate degree, bachelor and master level. Researchers support management, curriculum committee and lecturers in implementing education based on social constructivist learning principles. The professorship supports by researching the underlying foundations and stakeholders’ (students, lecturers and industry partners) perceptions and beliefs about education. Through Design Based Learning Study, the professorship supports teachers in a cyclical, iterative and research/evidence-informed designing of education.
Publications
- Stevens, T. M., Day, I. N. Z., Den Brok, P. J., Prins, F. J., Assen, H. J. H. E., Ter Beek, M., Bombaerts, G., Coppoolse, R., Creemers, P. H. M., Engbers, R., Hulsen, M., Kamp, R. J. A., Koksma, J. J., Mittendorff, K., Riezebos, J., Van der Rijst, R. M., Van de Wiel, M. W. J., & Vermunt, J. D. (2023). Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices. Higher Education Research and Development. https://doi.org/10.1080/07294360.2023.2246412
- Assen, J. H. E., Benhadda, L., Losekoot, E., Van Diggelen, M. (2023) Design thinking in hospitality education: Lessons learned and future opportunities. Journal of Hospitality, Sport and Tourism Education, 32, https://doi.org/10.1016/j.jhlste.2023.100439
- Assen. J. H. E. & Otting, H. (2022). Teachers’ collective learning: To what extent do facilitators stimulate the use of social, personal and theory sources for learning? Teaching and Teacher Education, 114, 1-11. https://doi.org/10.1016/j.tate.2022.103702.
- Assen, J. H. E. & Otting, H. (2021), Lecturers’ perceptions of collective learning: A collective move to Design Based Education. In: Coelen, R., Geitz, G., Donker A., & Assen, J. H. E. Stepping into DBE. NHL Stenden University of Applied Sciences.
- Assen, J. H. E., de Boer, M. R. & Fernandes, M. B (2021). Moving to design-based education in hotel management school: proof of success and beyond — a research journey. Research in Hospitality Management, 11(2), 145-150. https://doi.org/10.1080/22243534.2021.1917754
- Assen, J. H. E., Meijers, F., Zwaal, W., & Poell, R. F. Collective Learning (2019), Teacher Beliefs and Teaching behaviour in Management and Social Educational programmes. Journal of Vocational Education & Training, 72(1), 1-22. https://doi.org/10.1080/13636820.2019.1578817
- Assen, J. H. E., Koops, H., Meijers, F., Otting, H., & Poell, R. F. (2018). How can dialogue support teachers’ professional development? Harmonising multiple teacher I-positions. Teaching and Teacher Education, 73, 130-140. https://doi.org/10.1016/J.TATE.2018.03.019
- Assen, J. H. E., Meijers, F., Otting. H., & Poell, R. F. (2016). Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed method study. Teaching and Teacher Education, 60, 12-23. https://doi.org/10.1016/j.tate.2016.07.022
- De Boer, M. R. (2015). !mpulse to find out. An encounter with innovating teachers, utopia and ideology. [doctoral dissertation]. De Weijer UItgeverij.
