The team "Service Management and Tourism" is committed to "excellent teaching" which implies the promotion of collegiate learning and the facilitation of our student's learning.





We distinguish between

  • Learning in the cognitive field and
  • Learning in the affective as well as social field.




Depending on the stage of education (bachelor versus master program), different levels of cognitive learning will be sought. These are divided (see Bloom et al.  1974) as follows:

  1. Acquisition of knowledge (e. g., reproduction of facts, drafts, theories)
  2. Understanding (e.g., reproduction in own words, adding own explanations)
  3. Application of knowledge (e.g., solution of a standard task)
  4. Analysis (e.g., comparison of one theory with another)
  5. Synthesis (e.g., derivation of proposed solutions for a task from one or more theories)
  6. Evaluation (e.g., investigation of strengths and weaknesses of a theory on the basis of empirical data)


In addition, we promote learning in the affective and social field, for instance

  • the acquisition of critical attitudes towards facts and concepts as well as
  • the motivation to continue work after the end of a lecture and
  • the adoption of social skills such as team learning.

The desired level of learning in the cognitive domain as well as the relative importance of cognitive learning in comparison to affective/social learning is determined individually for each course. This means that collegiate learning is supported by the inclusion of participants’ preconditions (e.g., prior knowledge, interests, expectations) and the formulation of specific learning objectives and contents, which meet the identified requirements. Furthermore, the success of learning is promoted by the use of active participation of our students (participant centered method) as well as social-integrative teaching behavior. In addition, collegiate learning is also supported by our selective use of media that allows active participation of the students. Finally, learning success is ensured by measuring both student performance (e.g., through exams, term papers, presentations) and lecturer performance (e.g., teaching evaluations).