Master of Arts in Tourism Destination Management (Breda University of Applied Sciences)

The Bachelor of Arts in Tourism Management (BA TM) and the Master of Arts in Tourism Destination Management (MA TDM), both offered by the Academy for Tourism (AT) of Breda University of Applied Sciences (BUas), were assessed in the context of the Certificate for Quality in Programme Internationalisation (CeQuInt). The assessment was conducted in accordance with the CeQuInt Framework and comprised an analysis of the self-evaluation report, supporting documentation and a site visit.

The Academy for Tourism operates within a clearly articulated institutional strategy for internationalisation. At BUas level, internationalisation is embedded in the strategic framework The International Perspective, which positions the university as a European institution with a global outlook. This strategic orientation provides a coherent and stable framework within which AT has formulated programme-level internationalisation goals for both the Bachelor’s and Master’s programmes. The panel observed that internationalisation is not treated as an add-on but as an integral element of the educational mission of the Academy and its programmes.

Across both programmes, the panel found a strong degree of alignment between institutional strategy, programme objectives and educational practice. The Academy has implemented a structured top-down and bottom-up approach to internationalisation, supported by clear organisational structures and responsibilities. The designation of a dedicated internationalisation role within programme teams plays an important role in safeguarding the implementation of internationalisation goals and ensuring their translation into curriculum design and teaching practice.

Standard 1: Intended internationalisation

For both programmes, the internationalisation goals are clearly documented, aligned with institutional strategy and supported by internal and external stakeholders. These goals are translated into largely verifiable objectives, particularly in the Bachelor’s programme where operationalisation is well documented. The Master’s programme also demonstrates clear objectives, although the panel recommends further formalisation of monitoring mechanisms.

The panel concludes that in both programmes internationalisation demonstrably contributes to the overall quality of teaching and learning. Standard 1 is assessed as good for both BA TM and MA TDM.

Standard 2: International and intercultural learning

Both programmes have made substantial progress in explicitly embedding international and intercultural dimensions in their intended learning outcomes. The Bachelor’s programme demonstrates a comprehensive and structured approach, with international and intercultural elements embedded in the majority of its intended learning outcomes and progressively developed through the AUCOM model. The Master’s programme also reflects its international profile in its learning outcomes and curriculum design, supported by an international classroom and field-based components. The panel found alignment between intended learning outcomes, assessment methods and graduate achievement. Standard 2 is assessed as good for both programmes.

Standard 3: Teaching and learning

The curricula of both programmes provide a coherent and well-structured environment for achieving the intended international and intercultural learning outcomes. Educational approaches such as Challenge-Based Learning, Project-Based Learning, Blended Intensive Programmes and Internationalisation@home initiatives create authentic learning contexts closely aligned with the international tourism sector. The learning environment is characterised by an international classroom setting, strong industry engagement and structured mobility opportunities. The panel concludes that teaching methods and the learning environment consistently support the achievement of international and intercultural competences. Standard 3 is assessed as good for both programmes.

Standard 4: Staff

The composition of staff reflects the programmes’ international ambitions. Staff members possess relevant international experience, intercultural competences and language skills. The Academy facilitates continuous professional development through international projects, staff mobility and structured support. The presence of staff with diverse backgrounds and international profiles strengthens the international classroom and contributes to curriculum relevance. Standard 4 is assessed as good for both programmes.

Standard 5: Students

The student population reflects the international orientation of both programmes. The Bachelor’s programme offers both a Dutch-taught and an English-taught track, while the Master’s programme is fully English-taught and attracts a diverse international cohort. Students are provided with adequate services and support mechanisms, including guidance for mobility, Internationalisation@home activities and structured preparation for intercultural learning. The panel observed that internationalisation is accessible to all students and not limited to those participating in physical mobility. Standard 5 is assessed as good for both programmes.

Key suggestions for further development

While the panel recognises the strong and coherent approach to internationalisation in both programmes, it formulates a limited number of suggestions aimed at further strengthening and consolidating current practices:

• Continue to safeguard the balance between a stronger European focus in institutional strategy and the global orientation inherent to the tourism field, particularly by maintaining and developing partnerships beyond Europe.

• Further explicate the alignment between international and intercultural learning outcomes and assessment practices in the Master’s programme, making the assessment of these competences more explicitly visible.

Overall conclusion

The panel concludes that both the BA Tourism Management and the MA Tourism Destination Management have successfully embedded a significant international and intercultural dimension into the purpose, design and delivery of their education. Internationalisation is coherent, purposeful and demonstrably enhances educational quality. The Academy for Tourism provides a stable and well-structured framework within which both programmes have developed distinctive profiles that are clearly aligned with the international character of the tourism discipline.

The panel therefore considers both programmes well positioned to meet the standards for the Certificate for Quality in Programme Internationalisation.