Bachelor Leisure and Events Management (Breda University of Applied Sciences)

The internationalisation special feature was evaluated against five standards: Intended internationalisation; International and intercultural learning; Teaching and learning; Staff; and Students. The panel based its judgement on a thorough review of the self-evaluation report, the underlying documentation, and a site visit during which it engaged in discussions with students, staff, management, alumni, and external stakeholders.

The panel concluded that the LEM programme has successfully integrated internationalisation into key aspects of its curriculum, educational environment, staffing and student supports. In three of the five standards—Teaching and learning, Staff, and Students—the panel identified practices that go beyond the minimum criteria, leading to a judgment of good. The remaining two standards—Intended internationalisation and International and intercultural learning—were assessed as satisfactory, with relevant development potential. Based on these outcomes, the panel advises to award the Certificate for Quality in Internationalisation to the programme.

Standard 1: Intended internationalisation – Satisfactory

The LEM programme benefits from a robust institutional framework for internationalisation. Both BUas and the Academy for Leisure and Events (ALE) have articulated clear strategies that include goals such as student mobility, Internationalisation at Home, and the development of global competencies. These ambitions provide a strong foundation for the programme. However, the LEM programme’s own articulation of internationalisation goals remains relatively implicit. While various international activities take place within the curriculum and learning environment, the programme does not yet have a distinct internationalisation strategy or a set of verifiable objectives at its own level. Students and staff are aware of internationalisation as a theme, but its operationalisation at programme level is less explicit. The panel encourages the programme to formulate clear, programme-specific internationalisation goals and to connect these to measurable objectives. This would increase transparency, support quality assurance, and enhance the programme’s ability to evaluate and communicate the impact of its internationalisation efforts. It would also help the programme team and BUas to position the programme more strongly to potential international applicants.

Standard 2: International and intercultural learning – Satisfactory

The Intended Learning Outcomes (ILOs) of the programme incorporate international and intercultural dimensions, and these are mapped across different phases of the curriculum. The panel recognises this mapping as a strength, providing a clear framework for the development of global competencies and skills. At the same time, variation was observed in how these ILOs are translated into actual teaching activities and assessments. The thematic structure (e.g. professional skills, ethical reflection, research orientation) is interpreted differently across specialisations and lecturers, which may lead to inconsistencies in student experience. The panel recommends that the programme strengthen internal calibration around ILO implementation and improve the structure and transparency of assessment. More consistent application of assessment criteria across the specialisations, as well as improved student awareness of frameworks like the LEM Competency Profile, would contribute to a stronger alignment between intended outcomes and demonstrated learning.

Standard 3: Teaching and learning – Good

The programme offers a well-structured curriculum that effectively integrates international and intercultural elements. Learning takes place in thematic blocks, and students participate in a variety of experiential activities including field trips, international projects, guest lectures, and placements. These activities are highly valued by students and contribute to the development of personal and professional skills. Teaching methods support interactive and collaborative learning. Students frequently work in multicultural groups, and describe the teaching style as participatory, creative, and relevant to professional contexts. They also appreciate the balance between academic and practical elements, and value the autonomy and responsibility they are given in group projects.

The physical learning environment, including the Lighthouse and Ocean buildings, supports informal interaction and group work. The panel considers the teaching and learning environment a strong asset of the programme and sees potential in expanding into virtual exchanges or collaborative online learning to further internationalise the classroom experience, while also considering the topic of sustainability for this industry.

Standard 4: Staff – Good

The LEM teaching staff consists of 90 lecturers with diverse academic and professional backgrounds. Several staff members have international experience or are involved in international networks. The team composition reflects the programme’s commitment to internationalisation, both in terms of disciplinary breadth and cultural diversity.

Students described the staff as highly approachable, engaged, and responsive. The panel found that lecturers are not only competent but also committed to creating a learning environment that supports intercultural dialogue. Staff professionalisation is well supported by institutional services, including teaching communities, peer review, and dedicated development time and staff shared that they are aware of these supports and proactively integrate them in to their daily/weekly tasks and schedules. Part of the staff is tailored to the achievement of international and intercultural learning outcomes. The panel encourages the programme to build on these strengths by promoting international staff exchanges and mobility. This could further enhance the team’s international exposure and feed new perspectives into teaching.

Standard 5: Students – Good

The student body of the LEM programme is diverse, with approximately 20% international students. Students reported that the international mix in their classes is enriching and fosters intercultural learning through group work and daily interactions. The introduction week, international events, and study projects contribute to a strong sense of community and shared experience. Students feel supported both academically and personally. They value the accessibility of staff, the safe and open atmosphere, and the high-quality facilities. The programme offers adequate student services, including career counselling, wellbeing support, and extracurricular opportunities. Some students noted that placements are not equally available across all specialisations; the panel recommends reviewing this to ensure equitable access and assessment as noted in the feedback for standard 2.

Overall conclusion

The panel concludes that the Bachelor Leisure and Events Management programme at BUas meets the standards of the CeQuint Framework. The programme has demonstrated a clear commitment to internationalisation, which is reflected in its educational design, a committed and diverse teaching team, and a student population that contributes to meaningful intercultural learning. Students and staff value the open and personal atmosphere and recognise the relevance of international elements for their professional and personal development. The integration of international elements into teaching, learning, and student services is meaningful and effective.