International Hospitality Education

Hospitality education focuses on teaching and learning about Hospitality itself. Hospitality in education is about recognising, nurturing, and connecting talents and how we approach teaching and learning to enable everyone to learn and to develop. It is about the art of making learners (including students, educators, industry practitioners and others involved) feel welcome, by creating meaningful learning encounters in which everyone feels seen, heard, valued and encouraged to develop their talents. These encounters come alive through engagement: when learners do not just meet, but show genuine interest, ask thoughtful questions, listen without judgment, and build authentic connections. In other words, empowering all learners alike to grow and make a difference. 

Mission of the Professorship of International Education

The mission is to foster meaningful encounters and genuine engagement in hospitality education and beyond by creating learning environments where learners feel welcome and where their talents are recognised and connected. We aim to strengthen dialogue among learners, inspire boundary-crossing, and nurture lifelong learning ecosystems where connection and mutual understanding can flourish.

Guided by this mission, the professorship focuses on the following research lines:  

Design-Based Learning (DBL)

The professorship is affiliated with the Leisure, Tourism and Hospitality (LTH) domain at NHL Stenden University of Applied Sciences. This university has embraced Design-Based Learning (DBL) as its educational concept. Accordingly, this line of research explores the role of DBL as a holistic approach to teaching and learning that strengthens hospitality in education.

From Boundary Crossing to LifeLong Learning Ecosystems

Within the DBL approach, our partners-in-learning, students, educators, and industry practitioners, collaboratively engage in learning, research, and design. This requires boundary-crossing between education and industry, as well as between various disciplines and/or domains. Boundary crossing calls for continuous dialogue, shared ownership, and collaborative knowledge-building. Ultimately, advancing DBL involves moving from a model of collaboration based on exchange to one grounded in co-creation, where learning and work merge into a transformative process, and from there to a lifelong learning ecosystem.  

Expanding the horizon of Hospitality

Hospitality is an expression of human-to-human interaction that enhances quality of life and well-being by fostering recognition, connection, and engagement. This research line explores how this human attitude can extend beyond traditional hospitality contexts, opening new ways of thinking, working, and relating across diverse domains.

Connection to education

The professorship focuses on research in international hospitality education, specifically for the field of hospitality. Researchers within the professorship are engaged in teaching at the associate degree, bachelor, and master levels. They support management, curriculum committees, and educators in implementing education based on social constructivist learning principles. The professorship contributes by researching the underlying foundations and the perceptions and beliefs of stakeholders (students, educators, and industry partners) regarding education. Through Design-Based Learning studies, the professorship assists teachers in the cyclical, iterative, and research/evidence-informed design of educational programmes.

Team

The Hospitality Education Research Group led by professor Dr Hanneke Assen consists of the following team members.

Team members

• Dr Hanneke Assen | ORCID | LinkedIn
• Georges El Hajal | ORCID | Google Scholar | LinkedIn
• Macmillion Fernandes MSc | LinkedIn
• Mandy Wen | LinkedIn
• Dr Marte Rinck de Boer | Research | LinkedIn
• Dr Rodney Westerlaken | ORCID | Research Gate | Academia.edu | LinkedIn

Publications

• Assen, H. & Van Diggelen, M. (2024). Model toont belang samenwerking in teams Design-Based Ecudation. Science Guide, 24 maart 2024, derived via ‘Model toont belang samenwerking in teams bij Design-Based Education’ - ScienceGuide
• Stevens, T. M., Day, I. N. Z., Den Brok, P. J., Prins, F. J., Assen, 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, 43(2). 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, H., Van Felius, N., De Vries, S., & Van Katwijk, L. (2023). Het optimaal benutten van externe kennis in Design Based Learning Study. Optimally leveraging external knowledge in Design Based Learning Study. Didactiek voor Vak en Beroep. [Optimally leveraging external knowledge in Design Based Learning Study. Pedagogy for Profession and Vocation] , Lectoraat Didactiek voor Vak en Beroep NHL Stenden University of Applied Sciences.
• 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. (2022). Activators for Change: Moving to Design Based Education. Internal document NHL Stenden University of Applied Sciences.
• Assen, J.H.E. & Otting, H. (2021), Lecturers’ perceptions of collective learning: A collective move to Desgin Based Education. In: Coelen, R., Assen, J. H. E. Donker, A., & Geitz, G. Stepping into DBE. NHL Stenden University of Applied Sciences.
• Coelen, R., Assen, J. H. E. Donker, A., & Geitz, G. (2021) Stepping into DBE. NHL Stenden University of Applied Sciences.
• Assen, H., 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), 145-15o. 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 teachers’ I-positions. Teaching and Teacher Education, 73, 130-140. https://doi.org/10.1016/J.TATE.2018.03.019
• Assen, J. H. E (2018). From a teacher-oriented to a learner-oriented approach to teaching: The role of collective learning processes. Eburon
• 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
• Assen, J. H. E., Meijers, F., Otting, H., & Poell, R.F. (2016). Teacher interventions in a problem-based hospitality programme. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 30-40.
• Assen, J. H. E., & Zwaal, W. (2013). The evaluation of career-oriented dialogues in a social constructivist learning environment. Research in Hospitality Management, 3(1), 51-57.

See also

Disruption, Innovation and New Phenomena

Sustainability in Hospitality and Tourism

Transformative Foresight in Leisure, Tourism & Hospitality