DOCSLIB.ORG

Prospectus 2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Prospectus 2021 Prospectus 2021 A guide to the Bachelor of Commerce in Hospitality Management & Bachelor of Business Administration in Disaster Relief Management This study guide has been prepared with the utmost care. In case adaptations are required during the 2021 academic year, such changes will be published as addenda. Contact Information Stenden South Africa B.V. (Incorporated in The Netherlands) 1 Grand Street, P.O. Box 2821, Port Alfred, 6170 Telephone: +27 (0)46 6042200 Fax: +27 (0)86 6044284 E-mail address: [email protected] Website: www.stenden.ac.za Registration Company Registration No. 2002/009834/10 Department of Education Registration Certificate No. 2002/HE10/001 SAQA Qualification Registration ID No. 63710 – B. Com Hospitality Management SAQA Qualification Registration ID No. 90535 – BBA Disaster Relief Management Executive Management Dr. Wouter Hensens, Executive Dean Enquiries Mrs. Ronel Bartlett Telephone: +27 (0)46 6042214 E-mail: [email protected] Stenden South Africa is a Private Higher Education provider wholly owned by NHL Stenden University of Applied Sciences in The Netherlands. Table of Contents Message from Dr. Hensens, Executive Dean. ......................................................................................................................... 5 Commitment to Excellence. ...................................................................................................................................................... 6 1 General Information......................................................................................................................................................................... 1.1 Identity. ..................................................................................................................................................................................... 7 1.2 Strategy. ..................................................................................................................................................................................... 8 1.3 Educational Philosophy. ............................................................................................................................................................ 9 1.4 Institutional Structures. ............................................................................................................................................................. 10 1.4.1 Executive Management. ............................................................................................................................................................ 10 1.4.2 Governance. ......................................................................................................................................................................................... 10 1.4.3 Academic Advisory Boards. ................................................................................................................................................................ 10 1.4.4 Exam Committee. ................................................................................................................................................................................ 11 1.4.5 Students Representative Council (SRC). ................................................................................................................................... 11 1.4.6 Health and Safety Committee. ................................................................................................................................................... 11 1.4.7 Employment Equity Committee. ............................................................................................................................................... 12 1.5 Quality Control & Evaluation. .................................................................................................................................................. 12 1.6 Fees & Costs. ....................................................................................................................................................................................... 13 2 Programmes. ............................................................................................................................................................................ 1..4. 2.1 Admission Requirements. ................................................................................................................................................................... 14 2.1.1 Recognition of Prior Learning. .................................................................................................................................................. 15 2.2 Academic Calendar and Study Hours. ....................................................................................................................................... 15 2.3 Test and Rewrite Schedule. ....................................................................................................................................................... 16 2.4 Internationalisation: Grand Tour. .............................................................................................................................................. 16 2.5 Curriculum BBA Disaster Relief Management. .................................................................................................................................. 17 2.5.1 Programme Learning Outcomes. ......................................................................................................................................................... 17 2.5.2 Curriculum structure – BBA Disaster Management .................................................................................................................. 18 2.5.3 Credit Structure. ........................................................................................................................................................................ 19 2.5.4 Module Learning Outcomes. ............................................................................................................................................................... 20 2.5.5 Practical Training. ............................................................................................................................................................................... 29 2.5.6 Progress Test. ...................................................................................................................................................................................... 31 2.6 Hospitality Management Curriculum. ................................................................................................................................ 32 2.6.1 Competencies Profile. ......................................................................................................................................................................... 32 2.6.2 Curriculum Overview. ......................................................................................................................................................................... 32 2.6.3 Credit Structure. ........................................................................................................................................................................ 33 2.6.4 Module Overviews. ............................................................................................................................................................................. 35 2.6.5 Progress Test. ...................................................................................................................................................................................... 38 2.6.6 Elective Credits. .................................................................................................................................................................................. 38 3 Exam Regulations. .................................................................................................................................................................. 40 Article 1 Glossary of Terms Used. ....................................................................................................................................................... 41 Article 2 Participation in the Exam. ............................................................................................................................................ 41 Article 3 Institution and Tasks of the Exam Committee. ............................................................................................................ 42 Article 4 Contents and Scope of the Exam. ................................................................................................................................ 44 Article 5 Granting Exemptions. .................................................................................................................................................. 44 Article 6 Module Tests. .............................................................................................................................................................. 44 Article 7 Validity of Exam Sections. .......................................................................................................................................... 51 Article 8 Oral Exam. ...........................................................................................................................................................................
Load more

Recommended publications
  • “Unleash Your Potential” Communities All Over the World Are Becoming Increasingly BBA in Disaster Management More Vulnerable to Disasters, Whether Natural Or Man-Made
    A campus of Stenden University* Everybody wants to live in a society where they are able to flourish and live meaningful lives. “Unleash Your Potential” Communities all over the world are becoming increasingly BBA in Disaster Management more vulnerable to disasters, whether natural or man-made. Disaster Management is more than just response and relief, it is a cyclical and systematic process based on key management principles. The Bachelor of Business Administration (BBA) in Disaster Management is the first of its kind in the world and provides students with professional and practical skills combined with a multi-disciplinary academic approach. In their third year of study students will also have an opportunity to pursue a specialisation in a specific area of Disaster Management. These could include: • Peacebuilding and conflict resolution • Community building and risk/vulnerability reduction • Food security in Africa • International protocol and diplomacy • Climate change, severe weather, extreme events and disasters The closely associated fields of disaster management and disaster risk reduction are growing exponentially and this qualification enables the student to extend his/her skills beyond just the immediate relief and recovery environment during industrial placement. Students will be exposed to the whole disaster management cycle, from prevention and mitigation, assessment of risk and vulnerability, and to response, relief and recovery from disaster impacts. The range of careers depends on the motivation and drive of the student and can range from international agencies including the United Nations and the Red Cross/Red Crescent; to national, regional and local levels of governments (formal disaster management structures); universities; the security and risk management industry; emergency management; hospitals; community relief organisations; agricultural and climate-related organisations, and environmental consultancies.
    [Show full text]
  • February 2013 Teacher.Co.Za Reducing Disciplinary Challenges a System That Works
    Thanking Educators School your do parent no drop off teacher learners zone Page 13 Page 16 Page 17 Your Guide to Education •February 2013 teacher.co.za Reducing disciplinary challenges A system that works PBIS schools equip learners with pro-social behavioural skills. Kutlwano Khumalo is in Grade 3 at Vuleka School, the first PBIS school. Page 20. Photo: Oupa Nkosi 2 Career February 2013 theTeacher Helping in her blood Driving for people with physical disabilities Thabo Mohlala aroline Rule works as an occupational therapist and a driving consultant for people with disabili- ties such as a spinal cord Cinjury and amputations. After assessing their remaining functionality and how best they can use it, she recommends driving adap- tations that would enable them to be behind the steering wheel safely and independently, as well as how they will get their wheelchairs in and out of the car. She then refers them to the relevant companies that can build the adaptations and in an ongoing way, she works with these companies to brainstorm even more effective solutions. Where a person has had a stroke or head injury, they undergo a physical and cognitive assessment and then team up with a driving instructor to do an on-road driving test to assess whether it will be safe for the person to drive. Rule also helps manage the Driving Ambitions driving school, owned by the QuadPara association. They have two adapted vehicles that they use to Caroline Rule is passionate about the mobility of the physically disabled. Photo: Delwyn Verasamy teach people with disabilities to drive.
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2016 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Careers Matter May 2015 Changed.Indd
    10 Careers Matter, supplement to the Mail & Guardian May 29 to June 4 2015 Helpful contacts General enquiries: [email protected] Johannesburg: Tel 011 327 2002 Durban North: Tel 031 573 2038 King Sabata Dalindyebo FET College Cape Town Campus: PO Box 3423, Fax 086 409 1627 [email protected] Fax: 031 563 2268 (Mthatha) Cape Town 8000 Fax 021 422 1827 Pretoria: Tel 012 346 2189 Fax 086 409 1627 [email protected] Tel 047 505 1000 Fax 047 536 0932 Johannesburg Campus: PO Box 2289, [email protected] www.inscape.co.za Durban West: Tel 031 266 8400 [email protected] Parklands 2121 Fax 011 781 2796 Fax 031 266 9009 Engcobo Campus: Tel 047 548 1467 Intec College (Distance Learning) [email protected] Libode Ntshuba Campus: Tel 083 477 6972 AFDA Film, TV and Performance School Tel 021 417 6700 Fax 021 419 1210 Midrand: Tel 010 224 4300 Mapuzi Campus: Tel 047 575 9044 Cape Town: Tel 021 448 7500 www.intec.edu.za Fax 086 6126058 Mngazi Campus: Tel 047 576 9469 Fax 021 448 7610 [email protected] [email protected] Mthatha Campus: Tel 047 5360 923 Durban: Tel 031 569 2252 / 2317 Leaders in the Science of Fashion (Lisof) Pietermaritzburg: Tel 033 386 2376 Ntabozuko Campus: Tel 047 575 9044 [email protected] Johannesburg: Fax 033 386 3700 www.ksdfetcollege.co.za Johannesburg: Tel 011 482 8345 Tel 086 11 54763 Fax 011 326 1767 [email protected] Fax 011 482 8347 Pretoria: Tel 012 362 6827 Port Elizabeth: PO Box 27436, Lovedale FET College [email protected] Fax 086 695 1843 Greenacres 6057 (King William’s
    [Show full text]
  • Register of Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 22 MAY 2019 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers ‐2 ‐ INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2017 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an - 2 - institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Register of Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 24 FEBRUARY 2014 This register of private higher education institutions is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The register is available for inspection at: http://www.dhet.gov.za INTRODUCTION The Register of Private Higher Education Institutions (hereafter referred to as the Register) provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20. ‐ 2 ‐ The Legal Framework In terms of the National Qualifications Framework Act, 2008 (Act.
    [Show full text]
  • Strategic Mobilisation of Higher Education Institutions in Disaster
    INPUT PAPER Prepared for the Global Assessment Report on Disaster Risk Reduction 2015 STRA TEGIC MOBILISATION OF HIGHER EDUCATION INSTITUTIONS IN DISASTER RISK REDUCTION CAPACITY BUILDING : EXPERIENCE OF PERIPERI U Holloway, Ailsa Research Alliance for Disaster and Risk Reduction (RADAR), Stellenbosch University, South Africa February, 2014 Table of Contents Introduction ............................................................................................................. 3 Higher Education and Development ......................................................................... 4 The trend towards new knowledge relationships ............................................................ 5 Recent Currents in Higher Education and the Disaster Risk Discourse ................... 6 Status of disaster risk-related masters-level academic programmes ................................. 6 Mobilising transnational and transdisciplinary knowledge ................................................ 8 HEI Advances in the Disaster Risk Domain: A focus on Periperi U in Africa ............ 9 Periperi U: History and brief background ...................................................................... 10 Commitment to African disaster risk scholarship and capacity-building ........................... 11 Developing new curricula ............................................................................................. 12 Making risk-reduction training locally accessible ............................................................ 14 Advancing disaster
    [Show full text]
  • A Case Study on the Health Risks Related to Flood Disasters in South Africa Roman Tandlich∗,†, Mbonisi Ncube∗,S.M.M.Khamanga∗, and Bongumusa M
    Tandlich R. et al. Paper: A Case Study on the Health Risks Related to Flood Disasters in South Africa Roman Tandlich∗,†, Mbonisi Ncube∗,S.M.M.Khamanga∗, and Bongumusa M. Zuma∗∗,∗∗∗ ∗Faculty of Pharmacy, Rhodes University P.O. Box 94, Grahamstown 6140, South Africa †Corresponding author, E-mail: [email protected] ∗∗Lugaju Innovations, East London, South Africa ∗∗∗Biotechnology Innovation and Communication Centre, Rhodes University, South Africa [Received April 22, 2016; accepted June 28, 2016] Floods occurred in the Ndlambe Local Municipal- water quality of flood waters. Ten Veldhuis et al. [1] mea- ity in South Africa in October 2012. During vari- sured the indicator microorganism concentrations in wa- ous stages of the post-disaster recovery, bacterial con- ter samples from flooded municipal sewers. The mea- centrations were measured in water and soil sam- sured concentrations were comparable to those reported ples from the flood zone. All drinking water con- for raw sewage [1]. The flood water concentrations of centrations of E. coli were below 1–3 colony form- Escherichia coli (designated as E. coli in further text), ing units per 100 millilitres (CFUs/100 mL). The Campylobacter spp. and Salmonella spp. were reported flood waters contained between 46500 to more than to be higher during flooding than during the post-flooding 100000 CFUs/100 mL of E. coli. The concentrations conditions [2]. Hurricanes and the related flooding have of Salmonella spp. in the flood waters varied from been reported to lead to significant fungal contamination 5000 to 250000 CFUs/100 mL. The presumptive Vibrio of human dwellings [3]. Exposure to molds inside flood spp.
    [Show full text]
  • Nelson Mandela Township Youth Empowerment & Sport
    success in life ± for youth, by youth Newsletter, 8 September 2013, issue 8 Nelson Mandela Township Youth Empowerment & Sport We run Nemato Change a Life entirely on donations and grants. Change a Life is our main funder. That©s why we are proudly called Nemato Change a Life. Together with funding from The Learning Trust, our basic expenses are covered. But for the extras and for our sports clubs we depend on donations and support from others. That puts us always under financial pressure, but we are happy that, like in most of our newsletters, this month we can mention several organisations who helped us. We want to thank everybody: our funders, sponsors, donors, monthly donors, supporters, volunteers. Without you, our youth would not have any hope of a better future! Thanks to you, we are changing lives!!! BREAKING NEWS: Athenkosi Hlekani, our member studying at the University of Johannesburg, has been shortlisted for the WORLD ROWING©s 2013 PARMIGIANI SPIRIT AWARD! Nemato Change a Life President's Award discussed the National Development Plan and the needs of The President©s Award is celebrating its 30 years of youth South Africa that the plan is intended to meet by 2030. There empowerment in South Africa. One of the special events was a was an online discussion with the Minister in The Presidency youth meeting in East London, where the participants and chairperson of the National Planning Commission Trevor Manuel. Five Nemato Change a Life members were invited and enjoyed the great experience. Ashley Backward, in the middle of the picture, is our first member going for the Gold President©s Award.
    [Show full text]
  • The G Rand Tour Your Ultim Ate International Education Experience!
    The Grand Tour Study Year 2010 - 2011 Your ultimate international education experience! Hello World! Hello Why postpone travelling until after your grad- experience! education international ultimate Your Tour Grand The uation, when you can go abroad during your studies? With our Grand Tour programme you can combine studying with travelling, having fun and getting to know other cultures and countries! Being enrolled at Stenden university gives you the opportunity to do parts of your study in Europe, Africa, the Middle East and Asia. Whether you choose the Netherlands, South Africa, Qatar, Thailand or Bali, you are working towards getting your chosen degree without any study delays. This brochure is published by Stenden university. edited by: marketing department Stenden university designed by: G2K designers Groningen text by: Salverda Communicatie printed by: Schuttersmagazijn Hasselt The information in this brochure is subject to change during the academic year. No rights can be derived from this information. Please consult the Stenden website at www.stenden.com for the latest update of information. When Stenden university is mentioned we refer to Stenden university of Applied Sciences. The Grand Tour The Grand THE OLD DAYS Optional minoRS foR all stUdents Our Grand Tour concept is based on the educa- › Wildlife Management (South Africa) › Lodge Management (South Africa) tional principles from Europe. In the 16th, 17th › Entrepreneurship (South Africa) and 18th century, young men travelled around › Humanitarian Management (South Africa) as an addition and enrichment to their educa- › Spa & Health Management (Thailand tion. They visited the main cities of Europe, and Bali) › Community Based Tourism (Thailand) which were renowned for their rich cultural life.
    [Show full text]
  • Current Zero-Rated Sites by Vox
    Current Zero-Rated Sites by Vox Key Source Date added Website title URL IPv4 address(es) IPv6 address(es) Ports SNI 104.26.3.46, 2606:4700:20::681a:32e, 0001 DoH 2020-03-26 COVID-19 Corona Virus South African Resource Portal www.sacoronavirus.co.za 80, 443 104.26.2.46 2606:4700:20::681a:22e 0002 DBE 2020-04-02 African Storybook www.africanstorybook.org 197.189.223.123 80, 443 africanstorybook.org 0003 DBE 2020-04-02 CAPS Radio www.capsradio.co.za 41.185.64.94 80, 443 0004 DBE 2020-04-02 Department of Basic Education www.education.gov.za 198.54.8.18 80, 443 dbevweb01.educ.gov.za 0005 DBE 2020-04-02 Department of Basic Education administration functions smartdbe.doe.gov.za 164.151.130.186 443 doebfusionapp01.educ.gov.za 0006 DBE 2020-04-02 Department of Basic Education cloud dbecloud.org.za 105.247.7.228 443 0007 DBE 2020-04-02 Department of Basic Education curriculum content resources dbecontent.bhelela.com 196.50.225.10 80 0008 DBE 2020-04-02 Department of Basic Education email facilities webmail.doe.gov.za 164.151.130.178 443 webmail.doe.gov.za 0009 DBE 2020-04-02 Eastern Cape Department of Education www.ecdoe.co.za 154.0.172.199 80, 443 2606:4700:3035::6818:7ca0, 0010 DBE 2020-04-02 Eastern Cape Department of Education curriculum resources www.eccurriculum.co.za 104.24.125.160 80, 443 2606:4700:3031::6818:7da0 2606:4700:3031::6818:726a, 0011 DBE 2020-04-02 Eastern Cape Department of Education examination resources www.ecexams.co.za 104.24.114.106 80, 443 2606:4700:3035::6818:736a 0012 DBE 2020-04-02 Free State Department of Education
    [Show full text]