HM UNWTO TedQual Manual

INDEX
I. Main aim of the manual

(page 3)
II. What does UNWTO.TedQual Certification mean and entail?

(page 4)
III. Aspects to be evaluated by the UNWTO.TedQual Certification

(pages 5-15)
IV. Stages in the UNWTO.TedQual Certification Process

(pages 16-45)
V. Useful information for the conduct of the audit

(pages 46-51)
VI. Costs associated to the UNWTO.TedQual Certification process

(pages 52-53)
VII. Benefits once the UNWTO.TedQual Certification has been awarded

(pages 54-55)
Annexes
(pages 56-66)
2
I. Main aim of the manual
This Manual to Support the UNWTO.TedQual Certification is a tool designed to

facilitate the understanding of the UNWTO.TedQual certification process. With
this aim, it has been structured in three sections: the first explains what
UNWTO.TedQual Certification means and entails; the second discusses the
evaluated areas and links with the United Nations purposes and principles as
reflected in the Millennium Development Goals, International Labour
Organization policy papers on decent work, and the UNWTO Global Code of
Ethics for Tourism; and the third section addresses operational issues, such as
how to organize the first in-situ audit, the length of the certification, and
frequently asked questions.
The manual also includes the working documents that the

Institution/Programme should complete during the course of the certification
process, together with the explanatory notes for each of the
questions/requirements asked.
If, after going through the manual, your Institution/Programme decides to

continue with the process, please contact the UNWTO.Themis Foundation at
lgarner@unwtothemis.org in order to obtain the self-evaluation form. This is the
first document that needs to be filled out by your Institution/Programme to
initiate the UNWTO.TedQual Certification process.
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II. What does UNWTO.TedQual Certification mean and entail?
The UNWTO.TedQual Certification is, as its name implies, a certification issued

by the World Tourism Organization, a specialized agency of the United Nations,
to support the quality improvement of tourism education and training
programmes. This, in the understanding that quality of education should be
seen as an integral process that embodies, on the one hand, the degree to
which the perception of the beneficiaries (students, employers, civil society)
meets their prior expectations regarding the programme, and, on the other
hand, as a professional approach for all actors involved in the tourism sector to
”do things right at all times and meet legitimate expectations of consumers/tourists,
thus helping to implement the principles contained in the Global Code of Ethics for
Tourism” (UNWTO Quality and Trade Committee).
In this regard, the objectives behind granting the certification go further than
ensuring compliance with the UNWTO quality standards. Therefore, Institutions
that apply for the certification will be also making a commitment to gradually
incorporate into their programmes the purposes and principles of the United
Nations—as reflected in the Millennium Development Goals, ILO policy papers
on decent work, and specifically, when it comes to tourism, in the UNWTO
Global Code of Ethics for Tourism—which will be their mark of distinction when
being compared to other tourism education and training programmes around
the world.
Subsequently, all Institutions/Programmes willing to obtain the

UNWTO.TedQual Certification will be part of a continuous quality improvement
process that integrates the UN purposes and principles as a transversal
aspect, the student learning outcomes as a core issue to be evaluated during
the entire process, and the connection and response of the tourism programme
to the needs of future employers (public and private) and worldwide reality as a
need to be present in the definition and implementation of the curriculum and
pedagogical system with Faculty and Management playing a key role in its
materialization.
4
III. Aspects to be evaluated during the UNWTO.TedQual
certification
As previously mentioned, the UNWTO.TedQual Certification process looks to

evaluate the tourism education programme from two perspectives: (a) its
compliance with the quality criteria defined by UNWTO and applicable to any
tourism education programme, and with respect to (b) the purposes and
principles of UN, as reflected in the Millennium Development Goals, ILO policy
papers on decent work and particularly, the UNWTO Global Code of Ethics for
Tourism.
Therefore, five areas of analysis have been identified: (1) the Employers, (2) the
Students, (3) the Curriculum and Pedagogical System (4) the Faculty, and (5)
the Management. Additionally, in the case of compliance with the UN purposes
and principles, a list of questions has been prepared in order to detect their
degree of accomplishment by the higher tourism education
Institutions/Programmes applying for the certification.
The UNWTO.TedQual certification is therefore a certification that evaluates the

Programme’s relationship with its external and internal environment in order to
detect any gaps between what has been defined in the mission and objectives
of the Programme and the actions implemented for/by: the employers, the
faculty, the management/administration, and around the curriculum and
pedagogical system to comply with the global mission—as defined by the
UNWTO.TedQual Programme—for any tourism education programme:
To provide students with the knowledge, skills and values that ensure their
professional and personal development, while at the same time considering the
student as a key actor who should assume concrete responsibilities in the entire
process.
Accordingly, as shown in the following table, the UNWTO.TedQual Certification

considers the student as the centre of the process (beneficiary), but also as a
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key actor who together with the Employers, the Faculty, and the Management
should actively participate in the development of the programme.
In this framework, the programme is evaluated based on what each of the five
actors might have as its responsibility, looking specifically into the following:
I. The assessment of the relationship between the Programme and the

employers (public and private sector and to civil society) in two
areas: in terms of the fulfilment of their expectations and needs, and
also in terms of the capacity to react to new challenges in the sector.
II. The assessment of the relationship between the Programme and the
students, both in academic terms and in terms of skills given, as well
as evaluating the existence of ongoing knowledge of their needs and
employment situation post-graduation.
III. The evaluation of curriculum coherence as well as the scope of the

educational support actions/tools defined by the Programme to
ensure compliance with the objectives, optimal development and
optimal results of the curriculum.
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IV. The assessment results of pre-defined mechanisms to recruit faculty
members and favourable conditions of work to promote their
professional and personal development; and
V. The assessment of an organizational structure and support tools

that enable monitoring of the Programme’s quality.
The table below shows each of the five areas of analysis with their
corresponding specific objectives, aspects to be evaluated and external/internal
emphasis given and weighting in the certification process.
Areas of analysis of the UNWTO.TedQual Certification Process
THE EMPLOYERS: PUBLIC, PRIVATE SECTOR, AND SOCIETY
It evaluates the Programme’s external environment

Total weight in the evaluation: 20%
Main aim
The assessment of the relationship between Programme and employers (public and private sector and to civil
society) in two areas: in terms of the fulfilment of their expectations and needs, and also in terms of the capacity
to react to new challenges in the tourism sector.tw challenges in the sector.
1.1 Inclusion of the employers needs in defining the 1.2 Adaptation of the Programme to new trends and
mission, action plan and curriculum content requirements of the employers
II. THE STUDENT
It evaluates the Programme’s internal environment and its relation with the external
environment
Main Aim
The assessment of the relationship between Programme and students, both in academic terms and in
terms of skills given, as well as evaluating the existence of ongoing knowledge of their needs and
employment situation post-graduation.
2.1 Communication and promotion of the 2.2 Introduction of the student 2.3 Attention given to students’ needs
Programme (before and during the in the Programme (Post – Administrative, academic, social
admission process) admission) welfare and curriculum support
(during the studies)
7
III. THE CURRICULUM AND PEDAGOGICAL SYSTEM
It evaluates the Programme’s internal environment

Main aim
The evaluation of curriculum coherence as well as the scope of the educational support actions/tools defined by
the Programme to ensure compliance with the objectives, optimal development and optimal results of its
curriculum.
3.1 Methodology used to 3.2 Curriculum 3.3 Effectiveness of the 3.4 Existence, access and usefulness
formulate the curriculum coherence pedagogical method of the curriculum support facilities
IV. THE FACULTY

Main aim
The assessment of the existence of pre-defined mechanisms to recruit faculty members and favourable conditions
of work to promote their professional development
4.1 Faculty selection 4.2 Academic 4.3 Performance 4.4 Continuous knowledge
coordination update
V. THE MANAGEMENT

Main aim
The assessment of the existence of an organizational structure and support tools that enable monitoring of the
Programme’s quality.
5.1 Organization 5.2 Quality System
8
HOW CAN TOURISM EDUCATION PROGRAMMES FULFIL THE UNITED NATIONS’
PURPOSES AND PRINCIPLES REFLECTED IN THE GLOBAL CODE OF ETHICS
FOR TOURISM?
Preamble, UNWTO Global Code of Ethics for Tourism
“To promote and develop tourism with a view to contributing to economic

development, international understanding, peace, prosperity, and universal
respect for, and observance of, human rights and fundamental freedoms for
all without distinction as to race, sex, language or religion”
Based on the above-mentioned mission and role recognized by the General

Assembly of the United Nations to the World Tourism Organization (UNWTO)—
reflected in our Global Code of Ethics for Tourism—and considering the
contribution that tourism education institutions and tourism sector can make to
achieve full and productive employment and decent work for all, particularly
young people—one of the targets identified among the Millennium Development
Goals—all Institutions/Programmes wishing to obtain UNWTO.TedQual
certification should work on the identification of possible actions that can help
ensure the employability of their students at the same time as their
contribution to the tourism sector and society. These are two concepts that
must be emphasized during the course of the programme by using the
principles of the Global Code of Ethics for tourism as a framework:
9
This, in practical terms, means that the Institution/Programme should draw the
attention of the different actors involved in the programme, as follows:
Employers
Did your Institution/Programme consider the principles of the Global Code of

Ethics for Tourism when formulating the mission and the action plan? and has it
collaborated with the public/private sector in the implementation of the principles
of the Global Code of Ethics for Tourism?
Students
What is the admission policy of your Institution/Programme? Does it respect the

equality of people (sex, race, religion, political view, etc.)? Does it promote the
admission of the most vulnerable groups (persons with disabilities, ethnic
minorities, indigenous people, etc.)? Does your Institution/Programme promote
understanding and respect among students, and the mobility of students? Does
it evaluate students on knowledge, skills and values? Do you ask students to
carry out studies about tourism in your country/region or to be part of any
cooperation for development activities? Does your Institution/Programme have
programmes that strengthen ethic values in the students’ behaviour?
The curriculum and pedagogical system
How does your curriculum include the principles of the Global Code of Ethics for
Tourism: (a) as a transversal issue in all subjects, (b) as a specific subject about
ethics or (c) both? How does your Institution/Programme inform the students
and professors about the principles of the Global Code of Ethics for Tourism
(seminars, specific classes, brochure, etc.)? What is the pedagogical method
used to teach the principles of the Global Code of Ethics for Tourism to the
students? Do you think the students might remember the principles and are
they able to apply them once they leave the institution? How do you ensure that
this knowledge is acquired?
10
The Faculty
What is the admission policy of your Institution/Programme regarding Faculty?

Does it respect the equality of people (sex, race, religion, political view, etc.)?
Does your Institution/Programme promote understanding and respect among
the academic staff members as well as between them and the students and
other staff members? Does your Institution/Programme promote gender equity
among the Faculty members? Does your Institution/Programme promote the
mobility of Faculty abroad (to study or to be trained)? Does your
Institution/Programme have programmes that strengthen ethic values in the
Faculty and other staff members? Does the Faculty of your
Institution/Programme carry out studies about tourism in your country/region?
The Management
Does your Institution/Programme respect the economic, social and cultural

environment and transmit the same to the students, professors and local
community? Does the structure which hosts the Institution/Programme respect
the natural environment (not wasting water, energy and other resources by
means of recycling or others)? Does your Institution/Programme help other
Institutions/Programmes of least developed countries to create/update their
tourism programmes using the principles of the Global Code of Ethics for
Tourism as a reference while developing their mission, action plan, curriculum,
etc.?
Consequently, the Institution/Programme wishing to obtain the

UNWTO.TedQual Certification will be asked to draw up a concrete action plan
for the progressive application of the Code, taking into consideration what they
can do to provide concrete tools (a) within the Institution, (b) among other
tourism education institutions; and (c) for least developed countries, to improve
the quality and competitiveness of their tourism education programmes, and
consequently, to contribute towards increasing possibilities for its population to
access to better education (when it comes specifically to tourism) and to
increase the possibilities of obtaining better job opportunities.
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Some examples in this regard can be the following:
To encourage cultural exchange and social development in and

between countries through education for tourism development
To promote the sharing and transfer of knowledge between and

from UNWTO.TedQual programmes, and,
To support the improvement of the curriculum and pedagogical

system of tourism education and training programmes, particularly
in least developed countries, in order to respond to the employers’
needs, build capacities for self-employment and contribute to more
decent work.
Finally, as an example, please find below a reflection exercise prepared by one

of our UNWTO.TedQual Institutions on how to implement the Code in the
mission, vision, values and day-to-day life of a tourism education institution.
12
How to include the aims and principles of the Global Code of Ethics for Tourism
in the Tourism Education Programme?
Reflection exercise prepared by a UNWTO.TedQual Institution
Article 1:
Tourism’s contribution to mutual understanding and respect between peoples
and societies
The tourism industry—and as a consequence the hospitality industry—is a global
industry promoting traditions, tolerance, respect, etc. These elements should be clearly
mentioned and implemented in the daily life of an Institution/Programme with regard to:
educating hospitable welcome, promoting diversity and its benefits, as well as respect
to all humans, laws, practices, customs and traditions.
Example: “Internationalization” of an Institution/Programme and its implementation
Article 2:
Tourism as a vehicle for individual and collective fulfillment
Tourism and hospitality education should promote individual and collective fulfillment in
terms of self-education, team spirit, diversity enjoyment, equality, enrichment in foreign
languages, social and cultural exchanges, etc.
Example: The Institution/Programme curriculum should include these concepts and
measurable activities in promoting them, such as: team/group work, exchange
programmes, foreign language courses, etc.
Article 3:
Tourism, a factor of sustainable development
Today, all tourism and hospitality industry stakeholders should be equally responsible
for ensuring sustainable development for future generations. As the challenges are
different and on different scales for each stakeholder, Institutions/Programmes should
play a key role in promoting the identification and prioritization of sustainability
measures/actions at all levels (environmental, economic and social) and for different
timescales (short, medium and long term).
Example: A structured curriculum, including “sustainability” courses, applications, case
studies on the subject. Also the Institution/Programme should adopt a general
“sustainability” programme in all activities such as: waste management, water and
energy saving, recycling, etc. Institutions/Programmes should clearly be able to
13
demonstrate their commitment in their policies and procedures as well as in their daily
implementation.
Article 4:
Tourism, a user of the cultural heritage of mankind and a contributor to its
enhancement
Tourism resources on the macro level can be seen as Institution/Programme resources
on the micro level. At the Institution/Programme level, such resources can be the
facilities, furniture, financial resources, and assets such as books, etc. Best practices
should be already implemented in the Institution/Programme, enabling all stakeholders
to respect, protect, preserve and contribute to the enhancement of all these resources.
Article 5:
Tourism, a beneficial activity for host countries and communities
At the Institution/Programme level, good practices with beneficial results for local and
regional communities should be encouraged and should be a fully integrated part of the
curriculum.
Example: Tourism development projects, research, volunteer activities etc. should be
offered by the institutes to the community.
Article 6:
Obligations of stakeholders in tourism development
Tourism education Institutions/Programmes are among the most important
stakeholders in the tourism and hospitality industry at large. Institutions/Programmes
should develop good citizenship amongst their students/graduates by demonstrating
their commitment to tourism development.
At the micro level this can be seen as the responsibility of the Institution/Programme
towards its stakeholders at large, therefore as an example of good citizenship.
Example: Dissemination of objective and fair/transparent information, existence of
suitable systems of control and service providing, being a role model…
Article 7:
Right to Tourism
This principle of the code can be understood as a “right” to education in
tourism/hospitality, where the institutes should adopt, implement and promote equally
the rights of all those wishing to pursue studies with no discrimination.
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Article 8:
Liberty of tourist movements
In institutes, students should have access to all available forms of communication, as
well as access to all services, and institutional administrative procedures should ensure
the confidentiality of personal data and information.
The formalities for access to education programmes should be clear and
understandable, and communication with the institute’s representatives should be
facilitated for all stakeholders of the institute.
Article 9
Rights of the workers and entrepreneurs in the tourism industry
Students and graduates (employees of the tourism industry) should be allowed to
develop their professional qualifications by offering them adequate job opportunities,
quality supervision, initial and continuous training, social protection, self-development
opportunities under the working conditions as defined by the national and local
administrations. Overall, employees have the right to decent work.
Article 10
Implementation of the principles of the Global Code of Ethics for Tourism
The public and private stakeholders in tourism development should cooperate in the
implementation of these principles and monitor their effective application.
As major stakeholders, Institutions/Programmes should implement these guiding
principles in their mission, vision and value statements and systematically demonstrate
its application in all stages of the Institution/Programme’s life in order to develop quality
in all aspects of the tourism industry as a whole.
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IV. Stages in the UNWTO.TedQual Certification Process
The UNWTO.TedQual certification process consists of seven stages: I.

Request for information, II. Fill out the application form, III. Self-evaluation, IV.
Review of self-evaluation, V. Compilation of documents required for the audit,
VI. In-situ audit, and VII. Analysis and communication of results (please see
table below).
Each of the stages progressively builds on the information obtained in

previous stages, and spreads out responsibility to different actors, such as the
Institution/school where the programme has been developed (stages I, II, III, V
and VI), the external UNWTO.TedQual auditor (stage IV and VI), the main
stakeholders connected to the Programme (stage VI), and the
UNWTO.TedQual Certification Committee (stage VII).
Thus, the self-evaluation and the list of documents to be collected

for the UNWTO.TedQual audit constitute the basic information on which the
audit is built, giving rise to a reflexion and systematization process of the
information within the institution. The in-situ audit compares the information
given with the reality by interviewing key stakeholders. Finally, the evaluation of
the results analysed by the Certification Committee, prior to granting
certification, ensures transparency and that the audit report has been reviewed
from an external and independent body.
The two stages where the Institution/Programme is the principal actor (as
producers of the information) are explained below, and the working material
designed to facilitate the process is provided.
16
Self-evaluation
The UNWTO.TedQual self-evaluation is, as its name implies, the process in

which the School evaluates the performance of the programme by examining
each of the aspects that will subsequently be evaluated by the auditor.
Additionally, it is used to gain an understanding of the specific context in which

the programme is carried out, so that each programme can be evaluated taking
into consideration the corresponding National Education Policies and
Accreditation System (if any).
In this framework, the programme will be asked to fill out the worksheet shown
below. It is composed of three sections: general information about the
programme, information by area of analysis and a third section regarding the
inclusion of the aims and principles of the Global Code of Ethics for Tourism in
the Programmes.
Please note that the institution/programme can decide not to continue with the
process during the preparation of the self-evaluation, and no associated costs
will be charged. Nevertheless, if it completes and returns the self-evaluation
form, this would imply that it has decided to continue with the process.
Self-evaluation form
I. GENERAL INFORMATION
Name of the Institution/Programme
Brief Description of the Programme
Brief description on the type of education system
Brief description on the type of accreditation received by the Programme
17
II. INFORMATION BY AREA OF ANALYSIS
Area of analysis No. 1
The Employers: Public and Private Sector
1.1 INCLUSION OF EMPLOYERS’ NEEDS

in defining the mission, action plan and curriculum content
1.1 a) Mission
1.1b) Action Plan
1.1 c) Curricular content
1.2 ADAPTATION OF THE PROGRAMME TO NEW TRENDS AND

REQUIREMENTS OF EMPLOYERS
1.2 a) Existence of monitoring

mechanisms to assess needs
1.2 b) Adjustment actions
18
The Student
2.1 COMMUNICATION AND PROMOTION OF THE PROGRAMME (BEFORE AND DURING

THE ADMISSION PROCESS)
2.2 INTRODUCTION OF THE STUDENT TO THE PROGRAMME (POST ADMISSION)
2.3 ATTENTION GIVEN TO STUDENTS’ NEEDS – ADMINISTRATIVE, ACADEMIC, SOCIAL

WELFARE AND CURRICULUM SUPPORT
2.4 ASSESSMENT OF THE STUDENT’S PERFORMANCE
2.5 EVALUATION OF STUDENTS’ SATISFACTION LEVEL REGARDING THE

PROGRAMME AND ADDITIONAL SERVICES
2.6 FOLLOW-UP OF GRADUATE STUDENTS
19
Area of Analysis No. 3
The Curriculum and Pedagogical System
3.1 METHODOLOGY USED TO FORMULATE THE CURRICULUM
3.2 CURRICULUM COHERENCE
3.3 EFFECTIVENESS OF THE PEDAGOGICAL METHOD
3.4 EXISTENCE, ACCESS AND USEFULNESS OF THE CURRICULUM SUPPORT

FACILITIES
3.4 a) Infrastructure and

pedagogical equipment
3.4 b) Infrastructure and

equipment for pedagogical
support and additional services
3.4 c) Support measures for the

safety and maintenance of
pedagogical resources
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The Faculty
4.1 FACULTY SELECTION
4.2 ACADEMIC COORDINATION
4.3 PROFESSIONAL PERFORMANCE
4.4 CONTINUOUS KNOWLEDGE UPDATE
4.4 a) Training
4.4 b) Research Activities
The Management
5.1 ORGANIZATION
5.2 QUALITY ASSURANCE
5.2 a) Quality Plan
5.2 b) Monitoring
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III. INFORMATION REGARDING THE INCLUSION OF THE PURPOSES AND PRINCIPLES
OF THE GLOBAL CODE OF ETHICS FOR TOURISM INTO THE PROGRAMME
I. The Employers
1. Did your institution/programme consider the principles of the Global Code of

Ethics for Tourism when formulating the mission and the action plan?
2. Does the institution/programme collaborate with the public/private sector in the

implementation of the principles of the Global Code of Ethics for Tourism? If
yes, please give examples.
2. The Student
1. In the admission of students, does your institution/programme respect the

equality of people (sex, race, religion, political view, etc.)? Does your
institution/programme promote the admission of the most vulnerable groups
(persons with disabilities, ethnic minorities, indigenous people, etc.)?
2. Does your institution/programme promote understanding and respect among

students? Please give some examples.
3. Does your institution/programme promote the mobility of students?
4. Does your institution/programme evaluate students on knowledge, skills and

values? Please give examples.
5. According to Article 5 of the Global Code of Ethics for Tourism “Tourism

professionals (…) should carry out studies of the impact of their development
projects on the environment and natural surroundings”. Do you ask the
students of your institution/programme to carry out studies about tourism in
your country/region or to be part of any cooperation for development activity?
6. Does your Institution/Programme have programmes that strengthen ethic

values in the students’ behaviour? Please give examples.
3. The Curriculum and Pedagogical System
1. How does the curriculum include the principles of the Global Code of Ethics
for Tourism: (a) as a transversal issue in all subjects, (b) as a specific subject
about ethics or (c) both?
2. How does your institution/programme inform the students and Faculty about
the principles of the Global Code of Ethics for Tourism (seminars, specific
classes, brochure, etc.)?
3. What is the pedagogical method used to teach the principles of the Global
Code of Ethics for Tourism to the students? Do you think the students might
remember the principles and are they able to apply them once they leave the
institution? How do you ensure that this knowledge is acquired?
22
4. The Faculty
1. What is the admission process of your Institution/Programme regarding

Faculty? Does your Institution/Programme respect the equality of people (sex,
race, religion, political view, etc.)?
2. Does your institution/programme promote equity of gender among the Faculty

members? Please give examples.
3. Does your institution/programme promote understanding and respect among

the Faculty members as well as between them and the students and other
staff members?
4. Does your Institution/Programme promote the mobility of Faculty abroad (to

study or to be trained)?
5. Does your Institution/Programme have programmes that strengthen ethic

values in the Faculty and other staff members? Please give examples.
6. Does the Faculty of your institution/programme carry out studies about tourism
in your country/region?
5. The Management
1. Does your institution/programme respect economic, social and cultural

environment and transmit the same to the students, professors and local
community? Please, give examples.
2. Does your Institution/Programme observe and respect the social and cultural
traditions of all peoples, including minorities and indigenous people? Does
your programme promote their integration and teach students respect towards
everyone?
3. Does your Institution/Programme help other Institutions/Programmes of least

developed countries to create/update their tourism programmes using the
principles of the Global Code of Ethics for Tourism as a reference while
developing their mission, action plan, curriculum, etc.?
23
Compilation of documents required for the audit
The documents for the audit are the evidence required from the
Institution/Programme in order to support and validate the information given in
the self-evaluation worksheet.
The reasons for requesting the information and type of evidence that is
expected to be provided by the Institution/Programme before the in-situ audit
are explained below.
With these two types of information (Self-evaluation and list of documents to be

collected for the UNWTO.TedQual audit) the Institution/Programme will be
ready to go to the next stage: the in-situ audit, where all information will be
reviewed by talking to the key actors in the process: representatives from the
public and private sector connected with the Institution/Programme, students
and graduates, Faculty and Management team.
The Employers: Public, Private Sector and Civil Society
Objective
The aim of this process is to verify that the programme has taken into consideration
the views and needs of future employers: public and private sector.
Given the above reason, this process will require evidence that the following
measures/actions have been carried out:
1.1. Inclusion of the employers needs in defining the mission, action plan and
curriculum content;
1.2. Continuous adaptation of the programme to new trends and hence to new
requirements of the tourism sector employers.
24
1.1 INCLUSION OF THE EMPLOYERS NEEDS
in defining the mission, action plan and curriculum content
1.1 a) Mission and strategy
Reasons for requesting the documentation and

scope required.
Required Documentation
Evidence (if allowed) that could replace the
information requested, if not available.
The evidence requested regarding the record of

meetings, is intended to verify whether or not the
Programme’s mission and strategy was defined
(and reviewed) in a participatory and consensual
1.1.a)1) Record of meetings
manner by the various stakeholders that interact
(with the corresponding minutes)
with the Programme.
where the programme’s mission
and strategy was defined. In the absence of such records, they could be
replaced by other sources proving the
participation of the various stakeholders.
The evidence on the methodology used to define

the Programme’s mission, as well as the results of
its application—strategy where external needs are
1.1.a)2) Methodology used and clearly reflected—makes it possible to determine:
reports showing that the needs
of external and internal actors a) whether a work methodology and the support
(public / private sector and civil tools for its application have been established,
society) were taken into b) if the results have been processed and to what
consideration when defining the extent these results have been taken into
Programme’s mission. account in defining the mission.
Of all the required documents, the SWOT is the

*Please send at least the most essential, followed by a report that certifies
following documentation: that the results of the analysis have been
incorporated into the mission.
- Reports showing that reality
(with corresponding This information can be replaced by an analysis of
updates). market development, analysis of education market
- SWOT Analysis (of the or evidence on other instruments used (surveys,
external environment) etc.), results obtained after processing the
information and proof of the inclusion of the latter in
the definition of the mission.
The reason for requesting this evidence is to

confirm that all efforts made to define the mission
are embodied in documents/promotional materials
1.1.a)3) Documentation which to allow its distribution.
clearly expresses (externally and
internally) the Programme’s This documentation cannot be replaced. However,
mission statement. any type of documentation, such as promotional
brochures and internal circulars sent among
University Departments or to the Central
Administration of the University, may be useful
evidence.
25
1.1b) Action Plan
Defining objectives
1.1.b)1) Documentation verify the existence of a properly structured action
reflecting the strategic plan with clearly defined objectives. To this end, it
objectives and criteria followed is important to present evidence concerning its
to define the action plan. formulation and distribution, both internally and
externally.
1.1.b)2) Documentation of
internal and external In the absence of a specific document entitled
communication (to potential Action Plan, alternative documents containing
employers) where such action such information can be provided.
plan has been made known.
Implementation
1. .b)3) Documentation where

the resources to be allocated
and the available budget to
implement the programme are The reason for requesting this evidence is to
defined. verify whether (human and material) resources
and a budget (not only allocated but actually
1.1.b)4 Financial spent), existed to put the plan into action. It is also
documentation which reflects important to prove that a clear methodology has
the budget allocated for the been defined for the implementation of such
implementation of strategic actions.
objectives.
1.1.b)5 Documentation
reflecting the methodology
used for its implementation of
the action plan (please indicate
the team responsible.)
Evaluation and Review The reason for requesting this evidence is to

verify whether mechanisms have been
1.1.b)6 Satisfaction established and support tools have been
questionnaires/self-evaluation developed – in this case questionnaires – to
questionnaires addressed to evaluate, review and improve possible deviations
the internal and external actors. in achieving the objectives set in the action plan.
- Internal: students attending
the programme, faculty and In the absence of such questionnaires, these may
administrative staff involved be replaced by any other instrument used to
in its development. measure those results, such as reports on
- External: public, private evaluation meetings, etc.
and civil society.
1.1.b)7) Existence of progress Regarding the progress reports, such evidence is

reports (reality vs. compliance required to detect whether a monitoring process
with the objectives). has taken place since the implementation of the
plan.
26
1.1 c) Curriculum content
1.1.c)1) Documentation (market The reason for requesting this evidence is to find
research or similar studies) out whether the needs of the students’ future
which reflect the work skills employers: public, private and civil sector, have
needed by the sector regarding been integrated into the definition of the
each sub-sector. curriculum (for example: market or similar studies)
1.1.c)2) Documentation The reason for requesting this evidence is to

showing the correlation discover whether and to what degree the
between these needs and the curriculum incorporates the industry’s
Programme’s curriculum requirements.
content.
This evidence cannot be replaced by any other.
1.2 ADAPTATION OF THE PROGRAMME TO NEW TRENDS AND

REQUIREMENTS OF THE EMPLOYERS.
1.2 a) Existence of monitoring mechanisms to assess needs
The reason for requesting this evidence is to know
if the Programme has defined mechanisms to
1.2.a)1) Evidence on the
ensure the ongoing monitoring of possible
existence of committees /
changes in the needs of the sector, as well as to
instruments/ coordination
know if participation and technical input of the
activities / permanent
latter has existed not only in the development of
cooperation between the
the programme, but also to create an enriched
Programme and employers
student experience.
(e.g. Advisory Councils).
In the absence of evidence of formal incorporation
Existence of technical
(such as in advisory councils, etc.), an explanatory
collaboration mechanisms
note on how they have been incorporated and
between the programme and
evidence on the results of this incorporation can
the employers (e.g. innovation
be provided.
circles, etc.).
1.2 b) Adjustment actions

understand the Programme's capacity to react to
1.2.b)1) Evidence showing the new trends and needs of the sector.
curriculum has been provided
with a system that allows It also seeks to know if there is a mechanism to
progressive assimilation of measure in a dynamic manner the results of these
market needs. new actions.
1.2.b)2) Evidence on how the * In order to do a more objective analysis of the

results of these continuous adjustment capacity of the programme to new
changes to the programme are needs, please also include a brief explanation into
measured. which extent the Institution allows the programme
to do “substantial” and “slight” changes.
This evidence cannot be replaced.
27
The Student
Objective
The aim of this process is to verify that the programme has enabled efficient
mechanisms for communication and coordination with the student (before, during
and after graduation). It also seeks to assess students’ performance and their
satisfaction with the programme.
2.1. Communication and promotion of the programme (before and during the
admission process);
2.2. Introduction of the student in the programme (post admission);
2.3. Meeting the students’ needs – administrative, academic, student welfare and
curriculum support (during the study);
2.4. Assessment of student’s performance;
2.5. Evaluation of student satisfaction level regarding the programme and additional
services;
2.6. Post-graduation follow-up of the students.
2.1 COMMUNICATION AND PROMOTION OF THE PROGRAMME (BEFORE AND

DURING THE ADMISSION PROCESS)

2.1.1 Communication and whether a communication and promotion plan has
promotion plan (marketing been designed in order to make the Program known
plan, if applicable). among students before the admissions process.
2.1.2 Documentation The reason for requesting this evidence is to ascertain

regarding pre-admission whether pre-admission information exists, and if the
information where entry common questions made by potential students are
requirements, curriculum, being answered. This information must contain at
faculty, administrative least what has been detailed in this box.
process and associated costs
are specified. This evidence cannot be replaced.
28
2.1.3 Promotional and The reason for requesting this evidence is to ascertain
communication material the scope of the promotion and its projection in time:
about events organized to since when and where it has taken place and to whom
make the programme known it was directed (students only, their parents, high-
among students. schools, etc.).
2.1.4 Examples (evidence) of The evidence in this case is not replaceable; however,
TEP marketing the diversity of the promotional actions delivered will
communication activities. be considered favourably.

whether the results of such marketing communication
activities have been measured over time, as well as
2.1.5 Documentation
what evaluation criteria have been used.
reflecting the evaluation and
the results of such marketing
In the absence of evaluation indicators comparable
communication activities.
from year to year, proof of annual evaluations for the
last three years must be provided.
2.2 INTRODUCTION OF THE STUDENT IN THE PROGRAMME (POST-ADMISSION)

understand what kind of post-admission information
package has been given to the student. The existence
of a student handbook, as well as the type of
2.2.1 Documentation of post- information it contains will be assessed. Therefore,
admission information you must specify whether this information is strictly
(student guides). academic or if it also covers areas that would facilitate
the insertion of the student in the host city.
In the absence of a student handbook, evidence
regarding the information handed out to freshmen
should be provided.
The reason for requesting this evidence is to ascertain

2.2.2 Final registry of the number of your effective annual registrations
admissions (enrolment). during the last five years.

whether briefings to freshmen have taken place, their
2.2.3 Evidence of briefings thematic content and its speakers: Head of the school,
given to first year students. faculty, last year students, student welfare
representatives, etc.
29
2.3 ATTENTION GIVEN TO STUDENTS’ NEEDS – ADMINISTRATIVE, ACADEMIC,
SOCIAL WELFARE AND CURRICULUM SUPPORT
Administrative
2.3.1 Evidence on the
existence of personalized
attention to the student.
whether there are mechanisms to facilitate the
2.3.2 Examples of the attention to students at the administrative level, and
administrative offices’ the existence of a standard and effective procedure to
communications and opening administrate academic records. It also aims to assess
hours (compatible with the if there are mechanisms to facilitate the students’
students’ schedules). access to those records. For instance, online access.
2.3.3 Administration This evidence cannot be replaced.

procedures to handle
academic records
.
2.3.4 Documentation
certifying that students can
access their academic
records.
Academic/Curriculum support The reason for requesting this evidence is to ascertain

activities how the Programme ensures the academic
improvement of its students. This requires knowing
2.3.5 Documentation on the whether mentoring systems and other curricular
mentoring system.( on-line support activities such as student exchange programs
and face to face), as well as or internship arrangements have been enabled. The
the following curriculum existence of an international relations office, as well as
support activities: the existence of other support activities, such as the
yearly organization of theme conferences, etc. would
- Academic exchange be considered favourably.
programmes;
- Internship agreements with This evidence cannot be replaced.
the public and private sector.
Student Welfare The reason for requesting this evidence is to assess

the means provided by the Education Institution/
Programme to meet the needs of its students, such
2.3.6 Evidence to prove the as: information to support freshmen, information on
existence of a student accommodation, grants or student loans, etc.
welfare department/unit, as
well as its functions. This evidence cannot be replaced.
30
2.4 ASSESSMENT OF THE STUDENT’S PERFORMANCE

whether the Programme has implemented
mechanisms and instruments in order to assess the
student beyond their academic achievements.
2.4.1 Evidence on the
Specifying whether or not the Programme uses such
existence of mechanisms
information to grant scholarships or other awards
and tools that allow teachers
would be considered a plus.
to assess the student
performance in a
It is worth noting that the main reason for requesting
comprehensive manner.
this evidence is to know if the program evaluates the
student solely from an academic point of view or in a
comprehensive manner, (soft competences).
2.5 EVALUATION OF STUDENTS’ SATISFACTION LEVEL REGARDING THE

PROGRAMME AND ADDITIONAL SERVICES
The reason for requesting this evidence is to measure,

2.5.1 Attendance list to the using as benchmark the attendance policy and
various courses. attendance list to each course, the degree of overall
satisfaction of the student body regarding the
2.5.2 Attendance policy. relevance of the subjects taught and the teachers in
charge of it.
The reason for requesting this evidence is to assess,

via indicators such as the level of student’s
2.5.3 Statistics on the extent
absenteeism and desertion, if the Programme has
of absenteeism and
met, in general terms, the student’s initial
desertion.
expectations.
2.5.4 Existence of The reason for requesting this evidence is to know

mechanisms and instruments whether tools, such as questionnaires on teachers and
that allow the student to the overall Programme, exist to learn in detail the
evaluate teachers’ students’ satisfaction.
performance in each subject,
relevance of content taught, This evidence can be replaced by other documents
as well as teaching and that accomplish the same goal.
evaluation methods.
31
2.6 FOLLOW-UP OF GRADUATED STUDENTS
2.6.1 Documents attesting

there is a follow-up after the
student graduates.
Please provide the following The reason for requesting this evidence is to know
documentation: whether the Programme does a follow-up study of the
- Alumni database situation of its graduates, and the scope and depth of
identifying the company / such monitoring.
organization and job
position occupied by This evidence cannot be replaced. However, it will be
graduate students positive to provide additional information on other
(please also provide ways the Programme gets in touch with its alumni; for
evidence of update example, annual alumni meetings organized by the
frequency). Programme.
- Documentation of existing
alumni associations, if
any.
2.6.2 Statistics on the

The reason for requesting this evidence is to assess
graduates’ labour market
what percentage of the Programme’s graduates is
insertion (please specify
indeed working in jobs related to the training provided
such information for two
by the Programme. Information on wages received
subsequent graduated
and a comparison with other economic activities will
classes and in respect to
be considered favourably.
positions corresponding to
the education received)
2.6.3 Evidence assessing the The reason for requesting this evidence is to assess
public and private sector the gap between the training received and the skills
satisfaction regarding the required by the employers (public and private sector),
Programme’s alumni using the direct experience of these sectors with the
working for them. graduates.
32
The Curriculum and Pedagogical System
Objective
The aim of this process is to verify the curriculum content coherence, that effective
pedagogical methods are being used, and the existence of and accessibility to
pedagogical resources.
3.1 Review of the methodology used to develop the curriculum;

3.2 Review of curriculum content consistency and coherence among different
subjects;
3.3 Effectiveness of the (theoretical/ practical) pedagogical methods used to
implement the curriculum;
3.4 Existence, access and usefulness of facilities that support the curriculum.
3.1 METHODOLOGY USED TO FORMULATE THE CURRICULUM
The purpose of the evidence requested, basis for

the analysis of this process, is to get acquainted with
3.1.1 Curriculum. the overall structure of the Programme’s curriculum,
as well as its corresponding strategic objectives.
The reason for requesting this evidence is to verify

3.1.2 Documentation on the
that the formulation of the curriculum was the result
methodology used to create
of a pre-established process in which who would
the curriculum.
participate and how the elaboration would take place
was defined, as well as to verify if it is consistent
.3.1.3 Documentation
with the existing standards and guidelines at a
evidencing the inclusion of
national level.
national standards and
guidelines for tourism
This evidence cannot be replaced. However, it will
education programmes.
be viewed favourably if, in addition to the
methodology used, information regarding national
requirements is provided.
33
3.1.4 Professional experience
of those who have participated
the relevance of those involved in the formulation of
in the creation of the
the curriculum. The assessment will take into
curriculum.
account two aspects: the academic or professional
.
expertise of those teachers and employers involved,
and if any other stakeholders who directly or
* Please specify if those
indirectly would benefit from its proper preparation
professionals belong to the
have taken part in the process.
programme’s .internal or
external environment.

3.1.5 Evidence showing that
that the recommendations given by the team of
the recommendations made by
experts were effectively incorporated in the
the team of experts involved in
formulation of curriculum..
the formulation have been
incorporated.

whether a plan to support the implementation of
the curriculum has been designed in order to
3.1.6 Plan to support
facilitate its uniform application by the faculty.
implementation of the
curriculum (department and
This evidence may be replaced by communications
teacher focused).
or similar documents sent to the departments
and/or teachers, where the guidelines to be
followed during the implementation were stated.
3.2 CURRICULUM COHERENCE

in detail the contents of each of the courses that
build up the general curriculum, in order to verify
3.2.1 Syllabus of each one of
whether there is consistency and complementarity
the TEP course.
between the general objectives of the programme
and those of each subject.

the consistency of the selected sequence to teach
3.2.2 Evidence of the designed each one of the courses defined in the curriculum;
course sequence within the being those considered core or compulsory
curriculum. subjects the cornerstone for this analysis.
34
3.3 EFFECTIVENESS OF THE PEDAGOGICAL METHOD

3.3.1 Operational guidelines for
the existence of guidelines to facilitate the
the implementation of the
pedagogical method to be operative.
pedagogical method.
.

the relevance of the selected pedagogical method.
3.3.2 Evidence showing the To this aim, evidence showing there is control over
coherence between the the results and, if detected, improvement of the
methodology used and the deviations should be provided.
assimilation of the programme
contents. This evidence cannot be replaced; however, it may
be presented together with the evidence for the
previous point.

that the outline of the chosen methodology has
been the result of a joint effort by all teachers
within a knowledge area. This is important in order
to ensure consistency and compatibility of their
3.3.3 Documents certifying the goals and therefore of their work methodology,
existence of coordination within especially in the practical field. The existence of an
area of knowledge integrated module description of each knowledge
area would be viewed favourably.
This evidence can be replaced by a practical

activity log showing the existence of methodology
coordination.

3.3.4 Documents certifying the
that the contents taught in each subject are not
existence of coordination among
repeated in other subjects, unless this has been
areas of knowledge, in order to
specifically intended by those responsible for the
avoid overlapping contents in the
elaboration of the Programme as a way to
various subjects that constitute
reinforce knowledge.
the Programme.
.
35
3.3.5 Record of meetings where
if within the pedagogical method, a mechanism
the pedagogical method has
has been considered in order to incorporate in the
been defined or updated to
short-term new technological innovations and
incorporate the new technologies
other demand requirements.
and meet demand needs (of the
public and private sectors). This evidence cannot be replaced.

ascertain if there is a balance between theoretical
3.3.6 Documentation (evidence) and practical contents. This balance will be
which shows the balance assessed taking into consideration the mission
between practical and theoretical and objective of the Programme.
content of each subject in the
Programme. For practical components is understood project
work, empirical field studies, case studies, etc.
3.4 EXISTENCE, ACCESS AND USEFULNESS OF THE CURRICULUM SUPPORT

FACILITIES
3.4 a) Infrastructure and pedagogical equipment
3.4.a)1) Information on regularly The reason for requesting this evidence is to

used classrooms verify that the Programme has the adequate
infrastructure and equipment to teach theory
* Please provide: classes. In this sense, it will be viewed
- Photographs; favourably if the classrooms dimensions are
- Maximum capacity; consistent with the number of students per
- Number of students per subject and if the necessary equipment to
programme; facilitate such teaching is available.
- Equipment and minimum
support material in each This evidence cannot be replaced.
classroom.

3.4.a)2) Information on the training verify whether the Programme has the suitable
classrooms used infrastructure and teaching equipment for
training classes. In this sense, it will be viewed
* Please provide: favourably if the dimensions of the workshops
- Photographs; are consistent with the number of students
- Maximum capacity; attending each training classes, and the
- Number of students per existence of proper facilities and equipment for
programme; each type of workshop being offered. The
- Facilities and minimum evaluation of this evidence will be particularly
support equipment in each important for those Programmes with a strong
training classroom; practical component.
- Regulations and manuals
regarding the use of facilities. This evidence cannot be replaced. However, a
higher level of detail in the evidence given by
those programs with a strong practical
component will be considered favourably.
36
3.4.a)3) Information regarding the The reason for requesting this evidence is to
tourism documentation centre verify that students have opportunities to access,
either through the tourism documentation centre
* Please provide: or the general library, the reading material
- Photographs; requested in each subject of the curriculum
- Database of existing (books and journals).
publications/documents in the
documentation centre;
- Inventory of existing services This evidence cannot be replaced. However, a
(audio, video, etc.). high level of detail of the bibliography available
- Documents certifying existing will be considered favourably.
subscriptions to journals and
specialized publications
available at the centre.
3.4b) Infraestructure and equipment for pedagogical support and additional services
3.4b)1)Information regarding the

infrastructure and equipment The reason for requesting this evidence is to
available for pedagogical support verify the existence of infrastructure and
of students: equipment, aside from those directly link to the
development of the curriculum, that could
- Managed by the support the students learning process. For
Institution/Programme /in and example: entrepreneurship labs, carrier
outside campus. development centres, stress-off rooms, etc.
- Based on collaboration This evidence cannot be replaced.

agreements.
3.4b)2)Information regarding the

additional services available to
students:
verify the existence of services inside/outside the
Institution/Programme that could support the
- Managed by the
professional and personal development of the
Institution/Programme /in and
student. For example: medical support
outside campus.
agreements, etc.
- Based on collaboration
agreements.
3.4 c) Support measures for the safety and maintenance of pedagogical resources

3.4.c)1) Support measures on verify the Programme has provided measures to
safety of infrastructure and support the safe use of the infrastructure and
education equipment associated to equipment used in the Programme, and that such
the Programme measures have been communicated to the
students through brochures or similar materials,
- Action plan for emergency especially in regard to the action plan for
situations. emergency situations.
- First aid courses.
This evidence cannot be replaced. However,
evidence showing that periodic emergency drills
37
and first aid practical exercises have been
conducted with the students, will be considered
favourably.

verify the Programme has provided measures to
support the maintenance of the infrastructure and
teaching equipment associated to the
3.4.c)2) measures on maintenance Programme.
of infrastructure and education
equipment associated to the Evidence regarding the compliance and
Programme. effectiveness of this group of measures, as well
as the diffusion of information among the
students of those measures that affect them, will

verify if corrective measures were defined in
3.4.c)3) Documentation on the
regard to the safety and maintenance of the
implementation of corrective
infrastructure and teaching equipment. It is also
measures to support safety and
intended to verify if evidence exist on the
maintenance of infrastructure and
implementation of such measures and the
education equipment associated to
timeframe in which they are implemented.
the Programme.
38
The Faculty
Objective
The aim of this process is to verify the existence of transparent mechanisms to select
the faculty, as well as favourable work conditions that promote their professional
development.
Given the above reason, this process will require evidence the following
4.1 A criteria for the selection of the faculty has been designed and followed;
4.2 Academic coordination of the faculty;
4.3 Faculty’s performance evaluation;
4.4 Programmes to continuously update teachers’ knowledge.
4.1 FACULTY SELECTION

4.1.1 Basic criteria used in the know if basic criteria for the selection of teachers
faculty pre-selection. exist, as well as whether those criteria are
. respected during the pre-selection process.
4.1.2 Procedure followed for the

selection of teachers recruited The reason for requesting this evidence is to
under permanent contracts: know what procedure to select the teachers has
been followed once the first pre-selection filter
- Record indicating the members has been done. To this aim, evidence showing
of the selection committee that that a selection committee was indeed formed,
assessed the candidates, as that this committee had previously defined the
well as their profiles aspects to be evaluated, that a report on the
- Report on the selection process was written and that the results have
process. been publicly announced, must be presented.
- Announcement of the end of the
selection process. This evidence cannot be replaced.

ascertain if working professionals, such as
public and private sector potential employers,
have been part of the non-permanent (part time
contracts) teachers. Information on the
4.1.3 Evidence showing working
activities carried out by such professionals
professionals participate in the
(guest lectures, especial courses, etc.) as well
students’ education.
as Information on the country of origin of
foreign teachers, if applicable, will be
considered favourably.
39
4.2 ACADEMIC COORDINATION

4.2.1 Organizational chart of the know if there is an academic coordination area;
academic coordination area. its structure and functions.

ascertain the level of academic coordination. In
this sense, it’s essential that the Programme
provides evidence regarding the celebration of
4.2.2 Documentation reflecting meetings with the faculty; as well as their
the existence of regular meetings frequency. Evidence on the issues and
with the Programme faculty. agreements reached will be considered
favourably.

ascertain whether the academic coordination
4.2.3 Documentation on
area continuously monitors the fulfilment of pre-
monitoring and evaluation of the
set actions and the coordination within and
results of the academic
among departments.
coordination process.
4.3 PROFESSIONAL PERFORMANCE

ascertain if a pre-defined evaluation system
exists to assess, under objective criteria, the
4.3.1 Documentation showing the teachers’ professional performance. It also
system used to assess and reward seeks to know if, aside from the evaluation,
teacher’s mechanisms have been implemented to reward
performance good performance, such as scholarships, etc.
Evaluation System might include course

evaluation (by the students) and self-evaluation
(by lecturers)

4.3.2 Documentation on existing identify improvement/promotion opportunities
opportunities for offered by the Programme to its faculty
improvement/promotion of faculty members; both, to new teachers and to those
members. with years of experience in the Programme.
40
4.4 CONTINUOUS KNOWLEDGE UPDATE
4.4 a) Training

ascertain whether the Programme provides
4.4.a)1) Programmes oriented to
internal training activities for its teachers and/or
facilitate that teachers can
facilities such as grants, etc. so they can
broaden their (internal and
participate in external training.
external) qualifications
This evidence has a twofold objective: to know

if the program keeps a record of training
programs, seminars, or similar activities
attended by their teachers; as well as to assess
4.4.a)2) Supporting documents for
their interest to further their training.
training programmes and seminars
In order to draw objective conclusions, this
undertaken by the faculty (please
information will be analyzed and evaluated
specify the above information for
taking into account the facilities given by the
the past three years).
Programme.

know the selection criteria used by the
Programme (in case of training programs being
recommended by it) as well as if such selection
4.4.a)3) Criteria for the definition
is made on an annual basis taking into
and selection of training
consideration new needs in the tourism market,
programmes.
or it corresponds to a fixed selection of training
programs.
4.4 b) Research Activities

know how often the faculty does research and
4.4.b)1) Research activities
the type of research undertaken.
conducted by the faculty.

know whether the Programme facilitates their
4.4.b)2) Facilities given to the
faculty’s research; for example, allowing them
faculty to conduct their research.
to use part of their working hours, etc.
41
know if among the Programme’s existing
research incentive policies, agreements with
4.4.b)3)Collaborative agreements
other education institutions have been
with other institutions to further the
formalized. Any agreement with either public or
research.
private entities will be considered favourably.

ascertain if the researchers have taken into
4.4.b)4) Evidence concerning the consideration the needs of local and national
consistency of research topics with employers when selecting a research topic or
the employers needs their research mostly covers issues of general
interest.
4.4.b)5) Evidence of employers
active participation (through In case those needs have been considered, you
information given or other means) must also specify the means used to obtain
in the development of such such information, such as consultation
research activities. meetings with tourism employers, surveys, etc.

establish whether as part of the facilities given
by the Programme to promote research, a
4.4.b)6) Documentation proving specific budget has been allocated for this
the existence of a budget or purpose. The specification of the origin of the
financing sources for research external resources (permanently available or
development. that need to be applied for) will be considered
favourably.

assess the impact of the results of the
investigations. For example, publication in
research journals, development of concrete
4.4.b)7) Evidence showing the projects where the results will be implemented,
usefulness of research activities. etc. Information with respect to which extent the
research results flow back to the programme will
42
The Management
Objective
The aim of this process is to verify the existence of an organizational structure as

well as support tools to monitor the programme’s quality.
Given the above reason, this process will require evidence the following
5.1 Definition of an organizational chart with corresponding job descriptions;

5.2 Existence of a quality plan with the corresponding tools to support the
progression analysis and assessment.
5.1 ORGANIZATION

obtain an overall picture of the administrative
5.1.1 Institution’s organizational
and academic structure of the Institution
chart.
hosting the Programme.
5.1.2 Organizational chart and job The reason for requesting this evidence is to
position descriptions of those who know if the Programme has a detailed
constitute the Centre/School organizational chart for its administrative and
/Institute to which the programme academic areas, and if the roles of all of those
is affiliated. included in it have been clearly defined.
Evidence given on the inter-relation of each
* Please attach job description of one of the components in the organizational
the staff responsible for finances, chart will be considered favourably.
administration, academic
records, programme quality This evidence cannot be replaced.
management, safety and
maintenance, if centralized.

assess if those leading the Programme have
an interest to promote a good work-
5.1.3 Work environment
environment.
questionnaire.
This evidence can be replaced by any other
that reflects that interest.
43
5.2 QUALITY ASSURANCE
5.2 a) Quality Plan

know whether the program has a quality plan
and its scope.
5.2.a)1) Comprehensive quality
plan and its corresponding This evidence may be replaced, In the
manuals. absence of a quality plan, with any other
evidence that shows the Programme has
incorporated support measures to achieve
quality improvement. Examples of quality
assurance actions will be considered
favourably.
(Only applicable in case of having a quality plan)

5.2.a)2)
know if all those who are part of the
Questionnaires/assessments
Programme’s organizational charts, as well as
showing that all (internal and
the students, are aware of the existence of
external) stakeholders know the
such plan/actions regarding quality.
quality plan
5.2.a)3) Documentation certifying

the implementation of the quality
plan
ascertain the level of implementation and
effectiveness of the actions defined in the
Communications / documents /
quality plan for each actor involved in the
promotional material showing the
process.
existence of quality policies as
well as the parameters to
measure its efficacy.
5.2.b) Monitoring

ascertain the existence of indicators to
achieve an objective evaluation (internally and
5.2.b)1)List of indicators that allow externally) of the results after the
monitoring (internally and implementation of the quality plan. Information
externally) the results of the regarding the process followed in the
implementation of the quality plan. construction of these indicators will be
considered favourably.
44
know whether the Programme has assigned a
5.2.b)2)Team responsible for the
team responsible for the monitoring, and
monitoring and their corresponding
whether the various groups: faculty, staff and
action areas.
students, were included in this team.

know whether these indicators have been
5.2.b)3) Application of these used to improve the Programme, and whether
indicators, and their corresponding corrective measures have been defined based
results. on these results.
45
V. Useful information for the conduct of the audit
The purpose of this last section is to answer the most common questions
that may arise during the audit process: What is the on-site audit? Why does it
require previous work? How long does it take to get the results? It also includes
some practical advice to facilitate the conduct of the audit.
_______________________________________________________________
What is the in-situ audit, who performs it and what is its basic work
document?
The UNWTO.TedQual audit is an in-situ exercise which has as a main aim to

verify that the Programme seeking the UNWTO.TedQual certification complies
with the requirements considered by the World Tourism Organization as
minimum quality standards for a tourism education and training programme.
This audit is performed by an auditor who is part of the permanent team of

UNWTO.TedQual auditors, and its basic work documents are: the self-
evaluation and the list of documents to be collected for the UNWTO.TedQual
audit.
What is the objective of the compilation of documentation and what is the

maximum time for completion?
The objective of this compilation of documentation is to support the

systematization of the programme’s information, as well as the development of
a self-diagnosis on its main strengths and weaknesses.
This information, coupled with preliminary findings made by the auditor in

reviewing the documentation, will constitute the basis of analysis during the in-
situ work.
46
Practical Advice
- Avoid making a self-assessment where you attempt to display only the

positive aspects of the programme. The auditor's work and thus the
recommendations that will be given in the audit’s report will be more
useful if the on-site audit is conducted on the basis of previous work that
has identified strengths and weaknesses in the programme.
- It is advisable to name a team of at least two people to work on the

compilation of documentation and the on-site audit. This will ensure the
audit process has continuity over time.
- In order to facilitate the interaction between the auditor and the

programme, we recommend sending the documentary evidence - at least
those marked on the list of documents to be collected in the blue boxes -
one month prior to the start of the audit.
Major problems that may arise during the documentation compilation

process and their possible solutions
It is common during the compilation process for the programmes to encounter a

series of difficulties in gathering the requested evidence, ranging from not
having access to the requested information (due to being centralized), to not
having records on how the process of defining policies/mechanisms to ensure
the proper operation of the programme took place.
For this reason, it is of vital importance that the summary/self-assessment be

performed for each area of analysis, in order to obtain a general picture of their
situation where these particularities could be explained.
There are also clear differences among the Anglo-Saxon, Francophone and
Hispanic education systems, as well as between public or private institutions,
which will also provide certain particularities to the audit. In this sense, it is
essential to reflect these differences in the documentation collection exercise.
47
It is therefore recommended, for the sake of providing uniformity and objectivity
to the process, in addition to submitting the documentation detailed in the list of
documents to be collected for the UNWTO.TedQual audit, to write an overview
on the type of education system, its national particularities (if you have applied
for a national regional, etc. certification system,) and other existing
particularities regarding each area of analysis (annex 1).
Practical advice
- Make clear what the competencies and therefore the direct

responsibilities of the Programme are.
- In the event a national/regional accreditation system exists, please

explain its main features (if it is mandatory, its duration, existing
monitoring system, etc.)
- For a description of each area of analysis, it is recommended to complete

only those areas where there have been problems to deliver the
requested information.
The in-situ audit: objective and how it will take place
The in-situ audit is the central part of the audit process and therefore seeks to
identify, with the support from the assigned team, those areas susceptible of
being improved in the short, medium and long term by the programme on its
own. It is worth mentioning that the recommendations to be delivered by the
auditor will mostly focus on Programme-dependent aspects and therefore
capable of improvement by the programme directly.
For this reason, and prior to the visit, the auditor will request a meeting with key
stakeholder involved and/or that directly benefit from the programme: employers
(public and private sector), students, faculty, administrative staff in direct
contact with the students, civil society, and the following authorities: Program
Director, Director of the Unit/Faculty/School in which the programme is
integrated, and the person responsible for the office/department/unit of
international relations and international programmes of the Institution.
48
It is also important to schedule a guided tour of the campus or campuses where
the programme’s classes take place, as well as of the education support
facilities. This will be reflected in a work agenda agreed in advance by the
auditor and the Program (annex 1). This agenda will also consider time slots to
be devoted by the auditor to review the documentation and to ask the work
team questions about it. This will ultimately allow giving a general idea about
the correlation among what has been offered, requested and delivered by the
Programme.
This exercise will enable the auditor to get a general idea about the correlation
between what has been offered, requested and delivered by the Programme.
Practical advice
- Enable an office to be used by the auditor, which ideally should have a

folder for each process with the corresponding self-evaluation summary,
and access to Internet and to the programme’s Web page.
- If possible, do not be present when the auditor meets with students,

faculty and employers, as this can influence their answers.
How long does it take to get the results?
Within two months after the audit has been performed, the auditor will send the
audit report to the UNWTO.Themis Foundation, which will send it to
UNWTO.TedQual Certification Committee, the body responsible for determining
if the certification will or won’t be granted and, if favourable, how many years it
will be valid (they can take between two to four weeks for sending the results).
If the certification was granted, the report along with the certification letter will
be sent to the Programme within one month upon receipt of the information by
the Certification Committee. The Diploma should be sent one to two months
after, due is to be signed by the Secretary General of UNWTO.
49
The recommendations given in the report will be the basis for the assessment to
be carried out when applying for renewal. Therefore, it is advisable for the
institution, as a next step, to develop an action plan to implement these
recommendations.
For how long is it issued?
Depending on the results of the audit, the certification could be issued for a
period from one to four years.
How is the certification renewal process structured and how long does it
take?
The renewal process seeks to gradually review to what degree the
UNWTO.TedQual Institution has accomplished and/or carried out the
recommendations given by the UNWTO.TedQual Auditor during the initial audit
and in relation to quality and the compliance with the UN purposes and
principles.
The first audit focuses on two points: (a) evaluating compliance with quality
standards (defined by the UNWTO.Themis Foundation), and on (b) giving
recommendations to the tourism education and training programme on how to
incorporate the principles of the United Nations - as reflected in the Global Code
of Ethics for Tourism - into its objectives, mission, programme content,
activities, etc.
During the renewal, the evaluation focuses on reviewing the degree to which
the recommendations on quality issues given during the first audit have been
followed, while also carefully evaluating the inclusion of the purposes and
principles of the Global Code of Ethics for Tourism into the UNWTO.TedQual
certified Programmes.
50
Summary of evaluated aspects during the first audit, first renewal, and second
renewal
51
VI. Costs Associated to the UNWTO.TedQual Certification
process
The costs associated to the UNWTO.TedQual Certification are worked-out

based on the categorization of your country in UNDP’s Human Development
Index: Very High Human Development (VHHD); High Human Development
(HHD); Medium Human Development (MHD) and Low Human Development
(LHD). Whether your institution is private or public, and the number of
programmes to be certified are also factors that are taken into account.
In the list provided below, you will be able to learn more about the associated
costs and on how to find the place your country occupies in the Human
Development Index of UNDP.
Please take into consideration that there is a unique payment (nopre-

registration fees or any other associated costs, such as the auditor’s travel
expenses for the in-situ audit). The unique payment should be made after
finishing the self-evaluation and by formally expressing the intention of your
Institution to continue with the process. There will be no reimbursement option
once the payment has been carried-out. A pro-forma invoice will be sent to the
Institution/Programme once agreed to continue with the process.
UNWTO.TedQual Certification - Associated Costs
VHHD
Nº Programmes Public Institutions (€) Private Institutions (€)
1 8.500 10.000
2 9.350 11.000
3 10.200 12.000
4 11.050 13.000
5 11.900 14.000
6 12.750 15.000
7 13.600 16.000
8 14.450 17.000
9 15.300 18.000
10 16.150 19.000
HDI-UNDP: Human Development Index UNDP
VHHD: Very High Human Development
52
HHD
1 7.650 9.000
2 8.415 9.900
3 9.180 10.800
4 9.945 11.700
5 10.710 12.600
6 11.475 13.500
7 12.240 14.400
8 13.005 15.300
9 13.770 16.200
10 14.535 17.100
HHD: High Human Development
MHD
1 4.000 5.500
2 4.400 6.050
3 4.800 6.600
4 5.200 7.150
5 5.600 7.700
6 6.000 8.250
7 6.400 8.800
8 6.800 9.350
9 7.200 9.900
10 7.600 10.450
MHD: Medium Human Development
LHD
1 3.000 4.000
2 3.300 4.400
3 3.600 4.800
4 3.900 5.200
5 4.200 5.600
6 4.500 6.000
7 4.800 6.400
8 5.100 6.800
9 5.400 7.200
10 5.700 7.600
LHD: Low Human Development
Further information on the HDI Ranking by Country at: http://hdr.undp.org/en/statistics/
53
VII. Benefits once the UNWTO.TedQual Certification has been
awarded
At present, the UNWTO.TedQual Programme offers the following advantages

and benefits to the Institutions that have obtained the UNWTO.TedQual
Certification:
- A unique certification in that it is the only international quality certification

issued by UNWTO for higher tourism education, training and research
programmes.
- It allows privileged use of the UNWTO.TedQual logo on official
stationery, promotional materials and documents accrediting the
Programme.
- It entails international promotion of the Institution and its programmes
through UNWTO’s various communication tools and mechanisms.
- To be part of the UNWTO.TedQual Network – a platform where
Institutions share knowledge, good practices and technical support, and
therefore being included in the following programmes:
UNWTO.TedQual Exchange Programme
Internship opportunities for students and professors at

UNWTO.TedQual Institutions and at the UNWTO.Themis Foundation;
Scholarship opportunities for the “Tourism and International
Cooperation for Development” university course;
Participation in joint research projects;
Participation, as editor/author, in the UNWTO.TedQual Publications
(Magazine, etc.);
Participation in the UNWTO.TedQual Worldwide annual event;
Support from UNWTO (Participation and dissemination of information)
for the organization and holding of conferences and other activities
carried out by members of the UNWTO.TedQual Network.
54
UNWTO.TedQual Mentoring Programme
Participation in cooperation-for-development projects in less-
developed countries with the aim to support the creation or
improvement of their study programmes.
Other UNWTO Activities

Inclusion in the database normally used by UNWTO for its calls-for-
tenders;
Support the work, related to tourism education, of our Member States
and Sister Organizations within the UN Family.
55
Annex 1. Model to design the agenda for the audit
Day 1
Place (to be
completed by Assigned persons (to be completed by
Time Objectives/Subject
the the Programme)
Programme)
Introduction to the in-situ audit process given to the team

assigned by the programme. Explanation of the details related to
09.00 - 09.30 the programme to be audited. Information on the review of
documents and their location, and how the interviews will be
conducted and their timeframe.
Interview with the Director of the Programme, Director, of the

Department/College/School which the Programme belongs to,
09.30 -11.00 Director of undergraduate and graduate degree respectively,
responsible for the international relations office /department /unit
and international programmes of the Institution.
Visual audit of the infrastructure/facilities of the institution/

programme, focusing on the following areas: management/
11.00 -14.00 planning, student support offices (administration, employment,
internships, interchanges etc.), library, computer and language
labs, sports facilities, etc.
14.00 -15.00 Lunch.
15.00 -18.00 Continuation of the documental audit.

Day 2
Time Place Assigned persons Subject
09.00 -10.00 Interview with faculty members of the Programme.

10.00 -14.00 Continuation of the documental audit.
14.00 -15.00 Lunch.
15.00 -16.00 Interview with students.
16.00 -17.00 Interview with alumni.
17:00-18:30 Continuation of the documental audit.
Day 3
Time Place Assigned persons Subject
09.00 -10.00
Continuation of the documental audit.
10.00 -11.00
Interview with representatives of the private sector.
11.00 -13.00
Interview with representatives of the public sector.
57
13.00 -14.00
14.00 -15.00
Lunch.
15.00 -17.00
17.00 -18.00
General conclusions of the audit process.
***
58
Annex II
UNWTO.TedQual – Certified Programmes
by Institution
84 Institutions – 172 Programmes – June 2013
Country Institution Programme
Universidad Argentina de la Licenciatura en Turismo y Hotelería

Argentina
Empresa (UADE)
Blue Mountains Hotel

Australia School Advanced Diploma in Hospitality Management
Master of Business with Majors in: Event

The University of Management, Hospitality Management, Travel &
Australia
Queensland Tourism Management, Sport & Recreation
Management.
Bachelor of Business Administration in Tourism

and Hospitality Management
Master of Science in International Tourism
Austria MODUL University Vienna
Management
Master of Business Administration in Tourism
Management
BBI- Brussels Business

Belgium Institute BSc in International Hospitality Management
Centro Universitario de
Brazil Bachalerado de Turismo
Cidade
Baccalauréat en Gestion du Tourisme et

Université du Québec à Hôtellerie
Canada
Montréal
Maîtrise en Planification et Gestion du Tourisme
Hospitality and Tourism Administration

Hospitality Management - Hotel and Resort
Event Management – Festival and Conference
Canada Centennial College Tourism Management – Culture and Heritage

Tourism
Hospitality Management – Food and Beverage
(Catering)
Tourism and Travel
59
Bachelor in Hotel and Resort Management

Canada University of Calgary
PhD in Tourism Management
Universidad Externado de Licenciatura en Administración de Empresas

Colombia Turísticas y Hoteleras
Colombia
Bachelor in Business Administration –

Croatia University of Zagreb Concentration in Tourism Management
The Higher Hotel Institute - Diploma in Hotel and Catering Management

Cyprus
Cyprus (HHIC) Diploma in Culinary Arts
Pontificia Universidad Ingeniería en Ecoturismo y Guía de Turismo

Ecuador Nacional
Católica del Ecuador
Bachelor in Tourism and Hospitality

The University of the South Bachelor (double major) in Tourism Studies
Fiji
Pacific
Master in Tourism Studies
Bachelor in Tourism
Master in Hospitality Management
La Rochelle Business
France Master in Event Management
School
Master in Tourism Management
Diploma in Culinary Arts

Institute of hotel & tourism
Greece Diploma in Hotel Management
studies “Le Monde”
BSc in Hospitality and Tourism Management

Minoan International BSc in Convention, Event and Exhibition
Greece College Management
BSc in Food, Beverage and Culinary
Management
International University of BA in Tourism and Travel Management

Germany Applied Sciences of Bad
Honnef - Bonn BA in International Tourism Management
Universidad Tecnológica Licenciatura en Administración de Empresas

Honduras
Centroaméricana Turísticas
Post Graduate Diploma in Tourism and Travel

India Centre for Tourism Studies Administration
60
Tourism Management Diploma

Hotel Administration Diploma
Travel Business Management Diploma
Room Division Management Diploma
STP Bandung Food & Beverage Service Management Diploma
Food & Beverage Production Management
Diploma
Indonesia Patiserie Management Diploma
Tourism Post Graduate Programme Diploma
Tourism Management Diploma

Hotel Administration Diploma
Room Division Management Diploma
STP Bali
Food & Beverage Service Management Diploma
Food & Beverage Production Management
Diploma
Corso di Laurea in Economia del Turismo – CLET

Italy Università di Bologna Corso di Laurea in Economia dei Mercati e dei
Sistemi Turistici –CLEMST
Italy MIB School of Management International Master in Tourism & Leisure – IMTL
Degree Course in Economics and Management of

Università degli Studi del Tourism
Italy
Molise
Degree Course in Tourism Science
Italy Università Bocconi Master in Economia del Turismo
Università degli Studi di

Italy Professional Laboratories
Perugia
Royal Academy of Culinary

Jordan Diploma in Culinary Arts
Arts
Al-Farabi Kazakh National

Kazakhstan University Bachelor in Tourism
Diploma in Travel & Tourism Management

Kenya Kenya Utalii College
Ass. Diploma in Travel Operations
Diploma in Tourism & Hospitality Management

School of Business
Latvia
Administration Turiba Licenciatura en Turismo Sostenible y Gestión
Hotelera
61
Universidad Autónoma del Licenciatura en Turismo

Mexico Estado de México (sede
Licenciatura en Gastronomía
Toluca)
Licenciatura en Turismo Sostenible y Gestión

Hotelera
Mexico Universidad del Caribe
Licenciatura en Gastronomía
Universidad de Chiapas
Mexico (sede Tuxla Gutiérrez y Licenciatura en Turismo
Tapachula)
Licenciatura en Administración Turística

Universidad Anáhuac
Mexico México Norte Dirección de Restaurantes
Dirección Internacional de Hoteles
Universidad Anáhuac
Mexico Licenciatura en Administración Turística
México Sur
Instituto Politécnico
Mexico Licenciatura en Turismo
Nacional
Doctor of Philosophy (Tourism Management)
Master of Tourism Management – MTM

Victoria University of
New Zealand
Wellington Bachelor of Tourism Management – BTM
Bachelor of Tourism Management – BTM (Hons)
New Zealand University of Waikato Bachelor in Tourism and Hospitality Management
Oman Sultan Qaboos University Bachelor in Tourism
Administración turística
Centro de Formación en
Peru Administración hotelera
Turismo – CENFOTUR
Guía oficial de turismo
Guía Oficial de Turismo

Universidad de San Martín
Peru
de Porres Administración Turística
Administración Hotelera
62
Instituto Politécnico de
Portugal Viana do Castelo Licenciatura en turismo
Portugal Licenciatura en turismo
Coimbra
Animação Turística
Gestão do Lazer e Turismo de Negócios
Gestão Turística e Hoteleira

Portugal
Leiria
Marketing Turístico
Restauração e Catering
Turismo
Post Bachelor Degree in Food Production &

Restaurant Operation
Escola Superior de Post Bachelor Degree in Tourism Information
Portugal Hotelaria e Turismo do
Estoril Post Bachelor Degree in Tour Operating
Management
Post Bachelor Degree in Hotel Management
Bachelor of Science n Tourism Business

Management
Institute for Tourism Studies Bachelor of Science in Hotel Management

P.R China
– IFT Bachelor of Science in Tourism Event
Management
Bachelor of Science in Heritage Management
Doctor of Hotel and Tourism Management

The Hong Kong Polytechnic Master of Science in International Tourism and
P.R China
University Convention Management
BSc (Hons) in Tourism Management
P.R China Shenzhen Tourism College Bachelor in Tourism Management
Chinese University of Hong BBA Programme in Tourism and Hotel

P.R China
Kong Management
63
Macao University of
P.R China Bachelor in International Tourism Management
Science and Technology
Certificate in Front Office Service

Certificate in Tour Guide and Service Culture
Certificate in Front Office and Housekeeping
Hospitality Industry Training Operations
& Development Centre &
P.R China Certificate in Food and Beverage Service
Chinise Cuisine Training
Institute
Certificate in Housekeeping Service
Certificate in Hotel and Catering Operations
Hospitality Foundation Certificate Course
P.R China Sun Yat-sen University Tourism Management
P.R China Beijing International Studies Bachelor in Tourism Management

University
Hotel Management
Accounting
Tourism College of Tour Guiding

P.R China
Zhejiang Province Scenic Area Development & Management
Convention Exhibition Planning & Management
Western Culinary Art
Hotel Management
Tourism Management
Tourism English
P.R China Guilin Institute of Tourism
Outbound Tour Leader
Artistic Design of Decoration
Events Planning
Universidad Interamericana Bachillerato en Administración de Empresas con

Puerto Rico
de Puerto Rico concentración en Administración Turística
64
Specialist in Tourism Management in Tour-

operating
Russian Russian International
Federation Academy of Tourism BSc in Tourism Management in Hospitality
MBA in Tourism
Bachelor in Tourism & Hospitality Management

Serbia Singidunum University Master in Business Systems in Tourism &
Hospitality
Tourism Undergraduate Programme

Slovenia University of Ljubljana
Tourism Master Programme
South Africa University of Johannesburg National Diploma in Tourism Management
Bcom honours in Tourism Management

South Africa University of Pretoria
Bcom in Tourism Management
Elaboración de las Estadísticas sobre el Flujo

Spain INESTUR Turístico a Baleares
Universidad Antonio de
Spain Doctorado en Turismo
Nebrija
Universidad Politécnica de Master en Dirección de Empresas y

Spain Organizaciones Turísticas
Valencia
Universitat de les Illes

Spain Diplomatura en Turismo
Balears
Spain Universidad de Valencia Diplomatura en Turismo
Master en Dirección y Administración de

Spain Universidad de Granada Empresas Turísticas
Higher Diploma in Hotel & Tourism Management

César Ritz Colleges: IHCR MSc in International Hospitality Management
Switzerland
& UCCR
Diploma in Hotel Management
Lucerne University of Master of Science in Business Administration –

Switzerland
Applied Sciences and Arts Major in Tourism
65
Turkey Bogaziçi University Undergraduate Degree in Tourism Administration
Hospitality Management
Turkey Akdeniz University
Travel Management
BA in Tourism Management
The NHTV - Breda University of BA in International Hotel Management
Netherlands Applied Sciences
BA in International Leisure Management
United California University of Bachelor of Arts in Geography: Tourism Studies

States Pennsylvania Concentration
United Bachelor of Science in Geography, Travel and

Salem State College
States Tourism Concentration
United The George Washington Master in Tourism Administration

States University
United
University of Hawaii System Bachelor of Science
States
United Undergraduate BSc Degree in Tourism

The University of Surrey
KIngdom Postgraduate MSc in Tourism
United
University of Brighton Master in Tourism Management
Kingdom
United Bournemouth University Bachelors in Tourism Management

Kingdom Masters in Tourism Management
United Nottingham University

MSc. in Tourism Management and Marketing
Kingdom Business School
United Leeds Metropolitan MSc in Responsible Tourism Management

Kingdom University
Eastern Mediterranean AAS in Tourism & Hospitality Management

University Master in Tourism Management
BSc in Tourism & Hospitality Management

Girne American University
AAs in Tourism & Hospitality Management
***
66

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INDEX

I. Main aim of the manual

II. What does UNWTO.TedQual Certification mean and entail?

III. Aspects to be evaluated by the UNWTO.TedQual Certification

IV. Stages in the UNWTO.TedQual Certification Process

V. Useful information for the conduct of the audit

VI. Costs associated to the UNWTO.TedQual Certification process

VII. Benefits once the UNWTO.TedQual Certification has been awarded

This Manual to Support the UNWTO.TedQual Certification is a tool designed to

The manual also includes the working documents that the

If, after going through the manual, your Institution/Programme decides to

The UNWTO.TedQual Certification is, as its name implies, a certification issued

Subsequently, all Institutions/Programmes willing to obtain the

As previously mentioned, the UNWTO.TedQual Certification process looks to

The UNWTO.TedQual certification is therefore a certification that evaluates the

Accordingly, as shown in the following table, the UNWTO.TedQual Certification

I. The assessment of the relationship between the Programme and the

III. The evaluation of curriculum coherence as well as the scope of the

V. The assessment of an organizational structure and support tools

Areas of analysis of the UNWTO.TedQual Certification Process

THE EMPLOYERS: PUBLIC, PRIVATE SECTOR, AND SOCIETY

It evaluates the Programme’s external environment

II. THE STUDENT

It evaluates the Programme’s internal environment

IV. THE FACULTY

It evaluates the Programme’s internal environment

It evaluates the Programme’s internal environment

5.1 Organization 5.2 Quality System

Preamble, UNWTO Global Code of Ethics for Tourism

“To promote and develop tourism with a view to contributing to economic

Based on the above-mentioned mission and role recognized by the General

Did your Institution/Programme consider the principles of the Global Code of

What is the admission policy of your Institution/Programme? Does it respect the

The curriculum and pedagogical system

What is the admission policy of your Institution/Programme regarding Faculty?

Does your Institution/Programme respect the economic, social and cultural

Consequently, the Institution/Programme wishing to obtain the

To encourage cultural exchange and social development in and

To promote the sharing and transfer of knowledge between and

To support the improvement of the curriculum and pedagogical

Finally, as an example, please find below a reflection exercise prepared by one

Reflection exercise prepared by a UNWTO.TedQual Institution

The UNWTO.TedQual certification process consists of seven stages: I.

Each of the stages progressively builds on the information obtained in

Thus, the self-evaluation and the list of documents to be collected

The UNWTO.TedQual self-evaluation is, as its name implies, the process in

Additionally, it is used to gain an understanding of the specific context in which

Brief Description of the Programme

Brief description on the type of education system

Brief description on the type of accreditation received by the Programme

Area of analysis No. 1

The Employers: Public and Private Sector

1.1 INCLUSION OF EMPLOYERS’ NEEDS

1.1b) Action Plan

1.1 c) Curricular content

1.2 ADAPTATION OF THE PROGRAMME TO NEW TRENDS AND

1.2 a) Existence of monitoring

1.2 b) Adjustment actions

2.1 COMMUNICATION AND PROMOTION OF THE PROGRAMME (BEFORE AND DURING

2.2 INTRODUCTION OF THE STUDENT TO THE PROGRAMME (POST ADMISSION)

2.3 ATTENTION GIVEN TO STUDENTS’ NEEDS – ADMINISTRATIVE, ACADEMIC, SOCIAL

2.4 ASSESSMENT OF THE STUDENT’S PERFORMANCE

2.5 EVALUATION OF STUDENTS’ SATISFACTION LEVEL REGARDING THE