nhtv theme park management brochure

Theme Parkngeent

contents

1 introduction 3

> Discover NHTV

> Imagineering

> Internationalization

2 Why theme Park management? 5

> Developments and Trends

> Vision and Mission

3 Program & literature 10

> Curriculum Year 1

> Disney International Programs

> 1st Year Program

> Curriculum Year 2

> Thesis at a Theme Park

> 2nd Year Program

4 lecturers & their expertise 17

5 students & lecturers Working for you

(internships, projects, graduation assignments,

consultancy) 19

6 leisure management 21

> Academy for Leisure

> Industry

> Functions and Tasks

> Specializations

7 Partners & colophon 23

In this brochure you will find detailed information regarding the new Theme Park

Management specialization that is offered within the NHTV’s Leisure Management

program from - onwards. The Theme Park Management specialization is a

two year English taught specialization program that students can follow in their rd

and th years of study.

Over the past 40 years, the NHTV has established a broad network of partners within the

leisure industry. The NHTV maintains close ties with companies within the leisure sector

to identify industry trends and developments and to determine how these new develop-

ments can be incorporated in the educational curriculum. The Theme Park Management

specialization is an initiative that stems from specific demands from the theme park in-

dustry. Industry representatives have indicated that the theme park sector would benefit

from young professionals with specialized knowledge in keeping with the specific require-

ments of the industry.

introduction

ThemeParkmanagement| Leisure Project Management 2009 3

With 6,500 Dutch and International students, the NHTV is a medium sized university

with themed courses for the tourism and leisure industry. The five Academies of the

NHTV Breda University of Applied Sciences offer a total of eleven Bachelor programs

and three programs at Master level in the fields of Digital Entertainment (Academy for

Digital Entertainment), Hotel & Facility Management (Academy of Facility Management),

Urban Planning, Logistics and Mobility (Academy for Urban Planning, Logistics and Mo-

bility), Tourism (Academy for Tourism), and Leisure Management (Academy for Leisure).

all of the nhtv’s courses share two special characteristics; internationalization and

imagineering. these themes form an interconnecting thread between the five aca-

demies.

Imagineering is a theme that aims to transcend traditional boundaries. In a world that

is materially satisfied, consumers are increasingly driven by meaning and experience.

In addition to ‘material production’ (engineering), ‘cultural production’ is gaining im-

portance. This trend demands a new type of company logic. How can companies and

organizations maintain a competitive market position from an experiential perspec-

tive? How do these dynamics affect their operations? The NHTV is focused on finding

creative solutions that are aimed at the experience economy.

Since its foundation in 1966, the NHTV has grown from a university offering educa-

tion in the field of tourism to an Internationally renowned ‘themed’ university. Cur-

rently, approximately 10% of the student body come from foreign countries. The NHTV

is also successful in recruiting professionals from overseas and is actively engaged in

numerous joint ventures with partner institutes across the globe. The core of our in-

ternationalization activities occurs within the curriculum itself; students are prepared

for careers in an international context. The curriculum is mostly provided in English

and assignments have an international orientation; additionally, students and staff

can gain experience abroad.

this combination of factors has allowed the academy for leisure to offer its students

a specialized program in theme Park management; a result of close cooperation with

industry partners that makes the most of nhtv’s international network.

The core of our

internationalization

activities occurs within the

curriculum itself; students

are prepared for careers in

an international context.

4 ThemeParkmanagement| Leisure Project Management 2009

The leisure industry is a dynamic industry that cannot afford to merely maintain the

status quo. In our daily lives, our level of involvement in the culture of animation,

stories and enjoyment is rapidly increasing. The industry itself is confronted with

fast-paced developments that require intelligent responses to change. The importance

that the contemporary consumer attaches to leisure pursuits is reflected by an incre-

ased dialogue between the industry and society as a whole.

The current forces within the leisure sector can be described as an increase in education,

prosperity and digital technologies on the side of the consumer and an increase in the sup-

ply of leisure products from the industry. The consumer has become more mobile and is

able to cross greater distances with increased speed. From the social-cultural perspective,

the consumer is less connected to the traditional pillarization of [Dutch] society. Escapism,

thrill-seeking and an increased sensitivity towards hypes and trends are common compo-

nents of leisure behaviour. For the theme park industry this presents the problem of balan-

cing the demands of irreversible changes and developments amongst consumers with the

need to maintain a traditional base of authentic values.

The importance that the

contemporary consumer

attaches to leisure pursuits

is reflected by an increased

dialogue between the

industry and society as a

whole.


whytheeprkngeent

develoPments & trends

discover nht v…

imagineering

internationalization

On the supply side we see a proliferation of choice in the leisure market. Through the

integration of culture, the arts, entertainment and retail, theme parks are competing

on a generic level with other suppliers of experiences. In choosing a leisure product,

the consumer has access to many alternatives that would not have been considered

before – a day out to the Efteling will be compared to a range of other recreational acti-

vities that are on offer. Such hyper-competition puts pressure on parks to differentiate

themselves. Over the last few years we have seen a spectacular reaction to this pres-

sure; attractions are becoming larger, more extreme and wilder; the themes on which

the attractions are based are achieving an incredible level of perfection.

Despite these developments, the industry is slowly approaching its limits. The demand

for the spectacular requires equally spectacular investments. The ever-shortening pay

back periods mean that big ideas are rarely economically viable. The upward spiral of

consumer expectations and the reaction from the leisure industry to consumer de-

mands would suggest that everything is becoming an experience. Theme park mana-

gers are concerned about the consequences of this commoditization process. To coun-

ter this negative upward spiral, broad scale innovation is seen as the remedy. More

than ever, theme parks will be dependant on the imaginations of those working in their

organisations.

If we consider the demographic of an ageing population and a changing family con-

figuration, then we can predict that the profile of a typical visitor is gradually set to

change. This will require versatility from the market as a whole. From a social / cultural

perspective, society is also undergoing change. The influx of non-Western immigrants

has increased significantly over the last decennia and will continue to be a positive

influence in the years to come. Increasingly, these immigrant populations are adopting

a similar pattern of consumption to their indigenous neighbours. It remains a chal-

lenge for the industry to rightly cater for the diversity of tastes amongst these new

compatriots.

More than ever,

theme parks will be

dependant on the

imaginations of those

working in their

organisations.

Prolifer ation of choice

need for imagination

demogr aPhic develoPments


Technological developments in information, communication and transport systems

increase our awareness of the global economic, political and cultural space that we

find ourselves operating in. The media brings us into contact with a broader, global

market of leisure experiences. Programs on The Disney Channel and Nickelodeon show

us what kind of leisure facilities we can expect in the years ahead. The worldwide sup-

ply of symbolic products is interwoven with the local space that we inhabit in our daily

lives. As the world première of Walt Disney’s Wall-E is shown in far away New York, the

merchandise can be bought locally in Loon op Zand.

Though technological advancement creates enormous possibilities for the theme park

industry, it also has a homogenizing effect on the supply of leisure facilities. Global

operators are quick to occupy a cultural space and exert pressure on the local supply

of facilities. The main shopping street of Amsterdam could be replaced by a multitude

of similar streets in Copenhagen or London. It is a challenge for the leisure industry to

react against this homogenizing global tendency; to create and maintain plurality in

the supply of leisure experiences. Through choice and composition, it is the consumer

who will compose a personal repertoire of leisure activities to match a unique identity

and an individual means of expression - uniformity is not the goal.

More than ever, the industry will be driven by a need to supply consumers with unique,

differentiated worlds of experiences in which the visitor can retreat for a period of time

from the confrontational demands of the outside world. This requires the free, creative

spirit of the imagineer and the drive to convince and persuade by communicating the

visions that such a spirit can summon. To quote Walt Disney; “If you can dream it, you

can do it”.

technologic al develoPments

homogenization

if you c an dream it…


The Theme Park Management specialization has been developed in response to these

industry trends and developments. Although the theme park market has reached ma-

turity, the scientific knowledge of the industry is in its infancy. As yet, there are no

university courses in Europe that specialize in the dynamics of attractions and theme

parks.

One of the critical success factors of the market is the establishment and maintenance

of an innovative capacity. This requires managers who understand company processes

and who are able to tackle problems from new perspectives. The paradox is that the

expansion, interconnectedness and homogenization of the leisure industry increases

the demand for generalist managers who operate within their specialized domain. Ma-

nagers will have to fully comprehend the market in which theme parks operate in order

to understand how content should be developed for these businesses.


v is ion

One of the critical success

factors of the market

is the establishment

and maintenance of an

innovative capacity.

Due to the fact that

academic interest in this

subject is in its infancy,

the Academy sees a long

term strategic interest in

the specialization of Theme

Park Management.

The Academy for Leisure, specifically the department of Leisure Project Management,

aims to construct a bridge between practice and theory in the management of theme

parks. Both the Academy as well as experts from within the industry have identified a

gap between theoretical knowledge and the application of knowledge within the pro-

fessional field. By providing domain specific knowledge and skills, the Academy aims

to prepare students for management positions within (international) theme parks.

By design, the curriculum that has been developed for this purpose has an interna-

tional orientation. Global trends will impact future policy in places such as Aarhus

(Denmark), Sevenum (The Netherlands) and Rust (Germany), to name but a few local

operators.

Due to the fact that academic interest in this subject is in its infancy, the Academy

sees a long term strategic interest in the specialization of Theme Park Management.

Not only will this specialization be the first publicly accessible course in Theme Park

Management in Europe, the research programs of the Academy will also lead to addi-

tional market differentiation. The PhD research initiative of Pieter Cornelis, regarding

the impact of new attractions on the performance of European theme parks, will form

the basis for knowledge development and distribution. This research program will also

introduce students to academic research applied to their chosen domain. The produc-

tivity program, developed by Sandra van Lohuizen, will be featured prominently within

the educational and research activities.

The aim is to accept fifteen to twenty students onto the Theme Park Management pro-

gram annually; there are ambitions for growth with an emphasis on quality rather than

quantity. Admission to the specialization in Theme Park Management will be subject

to some critical entry requirements that aim to admit the best students only. This will

guarantee that Theme Park Management students possess a healthy level of ambition

so that they can enjoy the best that our education has to offer. Their input will contri-

bute to the (academic) ambitions of the Academy for Leisure.


miss ion

progr&literture


Participants explore networking opportunities with Dis-

ney leaders; and earn real-world experience with one of

the most admired companies in the world.

This program is more than a work opportunity! The pro-

gram offers many learning opportunities including Colle-

giate Courses, Professional Development Studies and Dis-

ney Exploration Series. Each of the Disney College Program

Collegiate courses is focused around an area of Walt Disney

World Resort expertise and is designed to give participants

a comprehensive experiential-learning opportunity that

will provide them an unparalleled enhancement to their

academic and professional career. All of these collegiate

offerings are recommended for credit by the American

Council on Education (ACE).

In addition to the ACE-accredited courses, participants

may have the option to participate in Professional Deve-

lopment Studies, Disney Exploration Series, and/or a num-

ber of additional learning activities. Participants also may

utilize resources in one of the Disney Learning Centers at

the Walt Disney World Resort, which contain books, videos

and computer-led learning activities that could enhance

their educational experience.

For more information about Disney International Pro-

grams, visit disneyinternationalprograms.com.

Internship AssignmentIn addition to the courses taken through the Disney Educa-

tion Program, students choose an internship assignment

that is offered by the NHTV. The assignments are related

to the knowledge domains within the Academy for Leisure

- these being storytelling, productivity and (the influence

of) new attractions. In order to complete these assign-

ments, students will conduct field research within one of

the theme parks at the Walt Disney World Resort.


the Progr am (2009-2010) The third and fourth study year (the first and second

year of the Theme Park Management specialization) are

divided into four terms of five weeks. During the first

three terms, the students are offered study modules.

During the fourth term, students have the opportunity

to apply for an internship experience at the Walt Disney

World Resort*. The fourth term of the fourth year is a

preparation period for the graduation placement.

* Students must apply

curriculum year 1

September-DecemberBreda> A1 (5 weeks): Context, Introduction to Attraction and

Theme Park Management

• Introduction

• The role of visitor attractions in tourism

• The visitor attraction product

• The visitor attraction market

• The business environment and visitor attractions

> A2 (5 weeks) Development

• The development process and the role of feasibility

studies

• Factors influencing the success of visitor attracti-

ons

• Financing visitor projects

• Designing visitor attractions

• Project management

Storytelling (capita selecta Hench, Jeffers, Mikunda, Wright)

> B1 (5 weeks): Management

• Human resource management and management

styles

• Strategic marketing and implementation of marke-

ting strategies

• Financial and operational management

• Managing quality

• Managing change and planning for the future

> B2 (5 weeks) Internship Preparation

DisneyInternationalPrograms-J-1academicexchangeexperienceJanuary-July

internship / working & studying at the Walt Disney World Resort (near Orlando, FL)This Disney-designed, work-integrated learning opportu-

nity allows students who are sponsored by U.S. colleges or

universities on a J-1 Academic Exchange visa to participate

in an internship at the Walt Disney World Resort. Students

spend five to seven months working at the Walt Disney

World Resort while taking coursework through the Disney

Education Program and/or distance-learning classes from

their sponsoring university.

During their internship, participants will work in front-

line roles such as hospitality, full-service food and be-

verage, merchandise and operations. This allows them to

build transferable skills that include relationship building,

problem solving and written and verbal communication.

curriculum year 2

September-DecemberBreda> C1 (5 weeks): Marketing & Branding

• Interpreting the development of the visitor attrac-

tion product

• Developing marketing strategies and plans for

theme parks

• Strategic brand management

• Marketing visitor attractions: a collaborative ap-

proach

• Theme park pricing in a new century: the Central

Florida market revisited

> C2 (5 weeks): Customer Service

• Customer expectations and perceptions in services

• Managing visitor impact

• Managing temporal variation in visitor attractions

• Service recovery

• F&B / show management at theme parks

> D1 (5 weeks): Research

• Interpretation and attractions

• Rediscovering the imagination: meeting the needs

of the ‘new’ visitor

• Starting out: research plans and proposals

• Forecasting and measuring demand for theme

parks

• The range of research methods

> D2 (5 weeks): Preparation for Thesis (Individual

Research Proposal)

January-June:ThesisataThemePark(Gradua-tionataLocationoftheStudent’sChoice)The final component of the Theme Park Management

specialization involves a 20 week placement period at an

(inter)national theme park. The student will graduate by

completing a research assignment that will lead to the

submission of a written thesis.

Lesson Formats The Theme Park Management specialization includes the

following lesson formats:

> Classes; each week the students attend a two hour class.

> Projects; during the first year of the program the stu-

dents are given an intensive integrated project in each

block. In the second year the intensity of the projects

are reduced because the students will be working

simultaneously on an extensive practical assignment

for a European theme park.

> Cases; (one per block, a two hour discussion that

stems from a prepared case); connected to the block

theme, each block includes a discussion around

a case. These cases are prepared at home and are

(mostly) discussed by visiting lecturers.

> Assignments; in the first year of the program the as-

signments are short and the students work in pairs. In

the second year the projects are integrated practical

assignments.

> Workshops; a workshop is made up of one or two half

day sessions and allows students to work on material

independently. Workshops take place under the super-

vision of a (guest)lecturer. Workshops are compact,

intensive submersions in subjects connected to the

block theme.


Blocka1 Blocka2 BlockB1 BlockB2

Classes Context Imagineering management

Projects rollerCoaster&PimpYourride

rollerCoastermath

IntegratedCase/

DisneyLanguage Charrette

CasesSuccessfulInnovation

BuildingaNewWhyThemeParksFail

attraction

assignments Paper mcDisneyization

Storytelling&Theming rollerCoastermath

Workshops DefiningThemeParksLandscaping&

readingtheannuals

ThemeParkFlow

Guestexperience& Safety

Charrette

Fieldtrip Park1+2 Park3 Park4

Buildingyour eaSamsterdam/rome IaaPaLasVegasnetwork

(ambassadorProgram)

Internship Preparation

examination Writtenexam Writtenexam Writtenexam Portfolio&

Project Project Project assessment

theeprkngeent


BlockC1 BlockC2 BlockD1 BlockD2

Classes Marketing & Branding Customer Service Research

Projects Marketing & Branding Delight Our Customers

(Re)discovering Integrated Case /

a Theme Park the Visitor Charrette

Cases Why Content is King

assignments Various Commissioners Various Commissioners Various Commissioners

Blue Ocean Strategy Food & Beverage

Writing Your Research

Management

Proposal

Workshops Theme Park Pricing Show & Entertainment Guest Satisfaction

Management Research

Joint Promotions Managing Visitor Impact Functional SPSS

Fieldtrip Park 1 + 2 Park 3 Park 4

Buildingyour EAS Amsterdam / Rome IAAPA Las Vegasnetwork

(Emerging Leaders)

Thesis Theoretical Paper Individual Research

Proposal

examination Written Exam Written Exam Written Exam Portfolio &

Project Project Project Assessment

theeprkngeent


> Field trips; every year, the students visit at least four

European parks. The theme parks that will be visited

depend on changing circumstances. To date, the follo-

wing theme parks have been visited during field trips;

Movie Park Germany, Bobbejaanland, Toverland and

the Efteling.

> Building your network; in the first year of the program

students visit the European Attraction Show (EAS; in

2009 the event takes place in Amsterdam, in 2010 it

will take place in Rome) and take part in the Ambas-

sador program. This program offers the opportunity to

establish contacts in the industry allowing students

to build and expend their industry network. In the

second year of the program, students visit the same

trade fair but participate in the Emerging Leaders

program, a unique educational program for industry

experts. All students visit the IAAPA Expo in Las Vegas

(2009; the location for 2010 is yet to be announced).

> Internship; in the fi rst year of the program students fol-

low on orientation internship at Walt Disney World Resort

near Orlando, FL. Alternative destinations include Ferrari

World Abu Dhabi, a number of enterprises located in vari-

ous Asian countries, or a European theme park of choice.

If the student’s internship is purely operational, the

students will also follow classes at a university which

is affiliated to their internship company. For stu-

dents that are not working in an entry level position

this condition does not apply. In the final year of the

program, students graduate at an attraction or theme

park in Europe or elsewhere. The NHTV acts as an

agent to find suitable internships for students. Work

placements are supervised intensively from the NHTV

by internship supervisors (orientation internships) and

graduation supervisors (graduation internships).

> Testing; during their studies, students create and

maintain a portfolio. Assessment conversations are

conducted in block B2 and block D2. Each block ter-

minates in a round of written examinations and the

results of all projects are assessed.



reinoud van assendelft de coningh has a broad range of industry experience on

which to draw. After a series of director positions in the theatre world, Reinoud

switched to the theme park industry as head of commercial affairs at the Efteling. In

this function Reinoud managed marketing, sales, public relations, corporate identity

and events to name but a few of his many responsibilities. After a two year position

as commercial director of holiday on ice, he established his consultancy bureau in

1996. This bureau is active in the leisure industry and Van Assendleft & Partners

have an extensive base of clients that include Ouwehands Dierenpark, Madurodam,

Phantasialand and the American Six Flags. Currently Reinoud is an associate professor

in Creative Leisure Networks and an active member of the Education Committee

of EAS, the European arm of IAAPA. What’s more, Reinoud was chairman of IAAPA’s

Marketing Committee from 1995 to 1997.

Email: [email protected]

Phone: +31-765332095


literatureAnton Clavé, S.A. (2007). The Global Theme Park Industry. London:

CABI.

Cooper, C., Fletcher, J., Fyall, A., Gilbert, D. & Wanhill, S. (2005).

Tourism: Principles and Practice. Harlow: Pearson Education.

Fyall, A., Garrod, B., Leask, A. & Wanhill, S. (2008). Managing

Visitor Attractions, New Directions. Amsterdam: Elsevier.

Hench, J. (2009). Designing Disney. New York: Disney Editions.

Jeffers, C. S. (2004). In a Cultural Vortex: Theme Parks, Experience,

and Opportunities for Art Education, Studies in Art Education,

45(3), pp. 221-233.

Kotler & Keller (2008). Marketing Management (13th Edition). New

York: Prentice Hall.

Mikunda, C. (2004). Brand Lands, Hot Spots and Cool

Spaces: Welcome to the Third Place and the Total Marketing

Experience. London: Kogan Page.

Price, H. (2005). Walt’s Revolution! By the Numbers. Orlando: Ripley

Entertainment.

Swarbrooke, J. (2002). The Development and Management of Visitor

Attractions. Second Edition. Oxford: Butterworth-Heinemann.

Veal, A.J. (2006). Research Methods for Leisure and Tourism, a

Practical Guide. Harlow: Prentice Hall

Wright, A. (2009). The Imagineering Field Guide to Disney’s

Hollywood Studios at Walt Disney World; An Imagineer’s-Eye Tour.

New York: Disney Editions.

Wright, A. (2007). The Imagineering Field Guide to Disney’s Animal

Kingdom at Walt Disney World; An Imagineer’s-Eye Tour. New York:

Disney Editions.

Wright, A. (2006). The Imagineering Field Guide to Epcot at Walt

Disney World; An Imagineer’s-Eye Tour. New York: Disney Editions.

Wright, A. (2005). The Imagineering Field Guide to Magic Kingdom

at Walt Disney World; An Imagineer’s-Eye Tour. New York: Disney

Editions.

4 lecturers&theirexpertiseAll lecturers and members of staff within the Theme Park Management

specialization have a broad experience of working with and within the industry;

they are enthusiastic and have a natural affinity with attractions and theme parks.

It is this love of and passion for the theme park industry that sets the tone for the

Theme Park Management specialization. Apart from the core staff members, who

will be presented below, several workshops and cases will be facilitated by various

industry veterans.

The core staff members of the Theme Park Management specialization are:

hubert-Jan Janssen is a senior lecturer at NHTV, he has developed the minor program

in Retail and Merchandise Management which he currently manages. Core subjects

of this minor are the development of retail within the leisure industry and the

development of leisure experiences within traditional retail industries. Hubert-Jan is a

member of the Leisure Project team and one of the members of the Leisure Research

team at the Academy for Leisure. His research activities and interests pertain to retail

and merchandising within the leisure market in general and within theme parks in

particular.


Phone: +31-765332814


sandra van lohuizen is the general manager of the Leisure Project Management

specialization of the Academy for Leisure. She is the contact person and coordinator

of the Theme Park Management program. Sandra provides lectures in project

development for theme parks, leisure areas and multi-functional accommodations.

She is researching the theme of productivity in theme parks because, in addition to

creativity, productivity is a key success factor for theme parks. A component of this

research is the development of a benchmarking tool that will facilitate comparisons

between parks. The goal of this initiative is not only to identify best practices in

terms of productivity, but also to gain knowledge of how to strike the right balance

between the dynamics of creative innovation and the financial stability of theme

parks.


Phone: +31-765332811


frank cornelissen has gained experience from a number of functions and projects

conducted for the theme park industry. He has worked on projects for the Efteling

and Movie Park Germany and has conducted research into the effects of intellectual

properties, theming and storytelling on theme park visitors for StarParks Europe.

Currently Frank is working as a tutor in marketing and entrepreneurial skills and

he is responsible for the consultancy activities of the Theme Park Management

department. An important component of his current function involves critical

appraisals of attraction concepts and the assessment of their (financial / commercial)

feasibility. Frank is also the project leader for leisurefacts.nl, a young digital

information platform that spans the broad field of leisure and leisure project

management.


Phone: +31-765332680

Pieter cornelis has worked at the Efteling as research director from 2003 until 2007.

In this capacity, he has been closely involved in Efteling’s diversification strategy for

media, accommodation and theatre. In 2007, Pieter initiated a PhD research program

to identify the influence of new attractions on the performance of European theme

parks. He has developed a research matrix that is currently being tested by a number

of medium-sized theme parks in the Netherlands, Belgium, Denmark, Germany,

England and Spain.


Phone: +31-765332971

5 students&lecturersworking

foryou

NHTV can provide a helping hand by carrying out assignments or answering specific

questions for companies within the industry. This assistance can be in the form of

practical assignments, an internship, a graduation assignment, a fourth year project

or a consultancy task. The students are eager to gain valuable practical experience in

the industry and have up-to-date knowledge which is relevant for completing as-

signments and conducting research. Our students are appreciated for their flexibility,

creativity and their problem solving mindset.

Our Theme Park Management lecturers are also available to apply their expertise on an

assignment or question from the industry. They can provide intensive supervision and

coaching for students, they can continue the development of existing concepts (from

students or other parties), and they can implement entire feasibility studies or market

research initiatives.

In addition to the compulsory elements of the study curriculum, the program includes

a flexible study element called “Leisure for Life”. This gives the student the freedom to

select specific tasks that connect to the development of a range of competencies that the

student wishes to acquire or sharpen.

Practical Internships involve the assistance of a manager in a company. The student also

works independently on a pre-defined internship assignment. The internship can be

conducted from a number of departments within an organization but must involve an ap-

propriate level of difficulty – a level that is suited to an HBO / university education (back

office level).

During a graduation internship the student works on a company assignment or an on-

going management project within the organization. The student is completely responsible

for the realization of this assignment or management project. A graduation internship will

Our Theme Park

Management lecturers

are also available to apply

their expertise on an

assignment or question

from the industry.

Pr actic al assignments ( ranging from a number of hours to a number of weeks)

Pr actic al internshiP (minimum of 20 weeks)

gr aduation internshiP – thesis (a minimum of 18 ; a maximum of 26 weeks)


This involves answering a

question from the industry,

solving a problem within

the industry, or working out

a concept for a company in

the leisure sector.

also involve operational tasks at junior management level.

For the written thesis, students work independently on a project for the company.

This will involve the preparation and implementation of research or the writing of

a policy document. The student may have a work place in the company from which

to conduct research or may arrange regular meetings with the client to discuss the

progress of the research task.

In the fourth and final year of their study, students work for 15 weeks in a project

team on a practical case. This involves answering a question from the industry,

solving a problem within the industry, or working out a concept for a company in the

leisure sector. In the fourth year students operate as independent consultants; the

results of their work are reports that can be applied in practice. Fourth year projects

are conducted from the NHTV, the only requirements from the client is the delivery

of the project brief in which the practical problem is defined and to conduct (interim

and final) performance assessments with the project group.

In addition to our students, our lecturers are also willing to share their knowledge

with the industry. Generally speaking, consultancy tasks go hand in hand with pro-

jects that are implemented by students. Nevertheless, depending on the relevance

of the assignment, lecturers can also provide consultancy services autonomously.

Often supported by talented students, our experts have completed feasibility studies,

organised and participated in brainstorming sessions, and developed concepts and

marketing strategies.

The practical assignments, practical internships, graduation internships, fourth year

projects and consultancy for the specific field of Theme Park Management is coor-

dinated by Sandra van Lohuizen. For more information you can contact Sandra by

telephone: + 31 (0)76 533 2811 or by e-mail at: [email protected].

fourth year ProJect

consultancy


leisurengeentac ademy for leisure

The Academy for Leisure has a student body of ap-

proximately 1800 students. This makes it one of the

largest academies within the NHTV. Recently the Aca-

demy for Leisure has been awarded the Special Quality

Mark for Imagineering by the NVAO (Dutch Flemish

Accreditation Organisation). Our academy aims to be

the centre of expertise and excellence in the field of

Imagineering, which we define as “value creation and

value innovation from the experience perspective”.

This stands for the creation of meaningful experiences,

based on underlying values and aimed at transforma-

tion. Within this process, we strongly focus on stimula-

ting the development of competencies such as imagina-

tion, creativity, leadership and vision.

industry

There are large sums of capital in circulation within the

leisure industry. In the Netherlands consumers spend

approximately one quarter of their purchasing power on

leisure products. To address the increasing demand for

quality products that fill our precious free time, leisure

providers are broadening the scope of their developments.

In this way theme parks are becoming much more than

parks with attractions. They are the stage for famous

musicians and they are the host of a range of public

and commercial venues. Leisure Management is a broad

management program that offers courses in English and

Dutch. Even outside the leisure industry, companies are

discovering the competencies of our graduates; creative,

professional imagineers.

functions

The program of study prepares students for a number of

professional roles within the leisure industry. These func-

tions range from project managers, marketeers and entre-

preneurs to imagineers, researchers and trend setters.

sPecializations

A student can develop competencies within the following

contexts:

> Event Management; a student can specialize in the

organization of public events, corporate events, con-

gresses, trade fairs, exhibitions and charity events.

> Sports Management; a student can specialize in the

sports industry to become an organizer, manager and

marketer of sporting events, sport complexes and

sporting experiences.

> Leisure Project Management; a student can specialize

in the development, realization and management of

(inter)national multi-functional centres of areas with

a broad supply of leisure products.

> Management of Creative Industries; a student can

specialize in the development, realization and ma-

nagement of (inter)national multi-functional centres

of areas with a broad supply of leisure products.

The Theme Park Management specialization is offered ex-

clusively to students who have chosen for the Leisure Pro-

ject Management track for their post-foundation studies.

Even outside the leisure industry, companies are

discovering the competencies of our graduates;

creative, professional imagineers.


Partners

to ensure the quality of education and to

maintain a secure connection to current industry

practice, the nhtv’s academy for leisure works

closely with a number of renowned educational

institutions and leading companies from the

industry. the theme Park management program

has close ties with the following organizations:

disclaimer

This brochure has been produced with

the utmost care. The information

contained in this brochure is based

on the academic year 2008-2009.

The NHTV does not accept liability

for any errors in this brochure and

maintains the right to make changes

and adjustments to the Theme Park

Management program. The contents

of this brochure remain the property

of NHTV and may not be duplicated or

made publicly available through print,

photocopy, microfilm, audiotape,

electronic media or any other method

of duplication without prior written

consent from the publisher.

coloPhon

editors

nhtv Breda university

of applied sciences

Academy for Leisure

Pieter Cornelis

Frank Cornelissen

Sandra van Lohuizen

Sandra Reusen

Oscar de Souza

graphic design

Emma van Lohuizen

Photography

Frank Cornelissen

The Walt Disney Company

released:

March 2009

Academy for Leisure - NHTV Breda Archimedesstraat 17 4816 BA Breda The Netherlands

Phone: +31 76 533 22 03Fax: +31 76 530 22 47Email: [email protected]

Opening hours:Monday to Thursday 07:45am - 07:30pmFriday 07:45am - 05:30pm

nhtv theme park management brochure

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