General Information Stenden South Africa
1.1 Introduction
Stenden South Africa is registered with the Department of Education as a private higher education institution under the Higher Education Act, 1977, and according to registration Certificate No. 2002/HE10/001, to offer the Bachelor of Commerce in Hospitality Management. This is a three year degree programme to the value of 414 credits. The programme is registered with SAQA with the qualification ID number 63710.
The curriculum offered at Stenden South Africa is based on the Dutch Bachelor of Business Administration (BBA) International Hospitality Management at Stenden University in The Netherlands. This degree has been around for over 25 years and has been voted best hotel management school in The Netherlands for multiple years in a row and can be considered one of the top hotel management schools in Europe. During its latest major revision in 2005 it was restructured as per the end profile in which all recognised hotel management schools in The Netherlands participated. Additionally this programme is benchmarked annually through advisory boards and with other hotel management programmes.
The major difference between the B. Com at Stenden South Africa and the Dutch BBA can be summarised as follows:
Year 1: Same outcomes - application (e.g. Law) to South Africa.
Year 2: Same outcomes - application (e.g. Law) to South Africa.
Year 3: Semester 1; Same outcomes - application (e.g. law) to South Africa.
Year 3: Semester 2; B Com Industrial Placement/BBA elective semester.
Year 4: BBA 10 month industrial placement.
Additionally the program was benchmarked with the University of Venda (SA) and the Hospitality Education Providers South Africa (HEPSA). From this benchmark additional focus has been placed on the culinary sciences competence.
From the background of the programme and the benchmarks performed, Stenden South Africa feels confident that it offers a curriculum that equips learners for both a National as well as an International career in the hospitality industry.
1.2 Principles of organisation and structure of the education
Views on subject matter division
Stenden South Africa realises the aims of its educational programmes in phases. These phases lead to a gradual development of the desired professional competences. In the Foundation Phase (first year), the focus is on Service Management in general and hospitality service management in particular. Within this phase, attention is focused on the operational aspects of the hospitality industry. In the Post-Foundation Phase (2nd, 3rd and 4th year), the focus is on management. The focus on management shifts from operational, through tactical to strategic management.
Our training is characterised by:
• Phases and modular learning (completed units)
• Real World Learning: a thematic-interdisciplinary approach
• Real World Learning: integration of industry (practice) and theory
• Problem Based Learning (PBL)
• English as the language of instruction
The Education’s educational programme has been divided into semesters. These semesters represent the thread of the educational programme and move from “operational to strategic”. Within each year there are four modules with themes chosen to match the year theme. These modules offer a good opportunity for interdisciplinary organisation.
The problems forming the basis of the students’ learning are extracted as much as possible from important themes in the hospitality industry.
Real World Learning: integration of theory and industry (practice) is vital for the professional preparation of our students. This integration can be seen in our Problem Based Learning sessions and in the practical training. Throughout the three years many opportunities are presented for practical training including Industrial Orientation at the Stenden South Africa Learning hotel: My Pond or another learning company experience.
Therefore we differentiate between “theory” and “practice” modules. The practice modules include a large practical training component.
English as language of instruction
The ability to communicate in and understand English is necessary in the hospitality field. Please refer to the admission policy (paragraph 2A.4) for more information.
Organisation of Professional Preparation
The integration of theory and practice is one of the principles of our educational policy and is vital for the professional preparation of our students. This integration can be seen in our Problem Based Learning sessions and in the practical training. During the first two and a half years many opportunities are presented for practical training including Industrial Orientation and Work Based Learning Orientation on campus as well as in The My Pond Hotel or partner hotels of Stenden South Africa. The last 21 weeks of study are taken up by a practical training during the Industrial Placement. Students have many opportunities for labour market orientation and preparation for their future field.
Relation between school contact hours and self-study
Stenden SA strives to have students develop an active study attitude by collecting information themselves and processing it into knowledge. To achieve this, one of the principles of the programme is an effective relationship between the hours of school contact with a lecturer/tutor and self-study. Our guideline is that one school contact hour should generate 2 to 3 hours of self-study. The theory modules are based on 10 to 20 school contact hours per week spread over five working days. This results in 20 to 30 hours of self-study per theory week. These results in 40 hours and 4140 study load hours per academic year.
To promote an active study attitude, it is essential to choose the appropriate teaching methods and educational tools for each situation. The educational methods (didactic methods) should motivate our students to perform sufficient self-study. In addition, our library needs to be attractive and provide a good range of teaching tools to enable the student to collect the information required.
To develop an active study attitude, it is also important for students to reflect from time to time, on their activities and place their studies in the perspective of their future career. To facilitate this we have created Self-Management Activities that will stimulate our students to reflect on the development of their personal competences that will enable them to become competent professionals. During these activities, a personal coach is assigned to each student.
To promote an active study attitude, it is essential to choose the appropriate teaching methods and educational tools for each situation. The educational methods (didactic methods) should motivate our students to perform sufficient self-study. In addition, our library needs to be attractive and provide a good range of teaching tools to enable the student to collect the information required.
To develop an active study attitude, it is also important for students to reflect from time to time, on their activities and place their studies in the perspective of their future career. To facilitate this we have created Self-Management Activities that will stimulate our students to reflect on the development of their personal competences that will enable them to become competent professionals. During these activities, a personal coach is assigned to each student.
1.3 Teaching functions and working methods
Teaching functions
Teaching functions indicate the elements of teaching required to optimise the learning process. Stenden South Africa extracted these functions from the desired learning process in PBL and aims to realise the various teaching functions as well as possible. The teaching functions provide a structure for our lecturers for developing their teaching plans and play a major role during the evaluation of the organisation and realisation of the modules.
In addition to the four main functions described in this section, the functions of motivating, having the education fit with the student’s initial situation (prior knowledge), and providing insight in learning goals are essential elements necessary for a students’ successful study. These functions remain activated during the complete educational process and optimise the quality of the realisation of the four main functions.
Offering students practical problems from important hospitality themes motivates our students. A motivating introduction, in both the module book and the introductory module lecture, supports this function.
One of the most important criteria for the development of PBL tasks is the requirement that the task fits with the initial situation of our students. The required initial situation of our students for each module is clearly stated in the module book. In order to make the professional perspective of the subject themes clear to our students, the module objectives have been extracted from the desired competences. These objectives are outlined in the module book.
In addition to the four main functions described in this section, the functions of motivating, having the education fit with the student’s initial situation (prior knowledge), and providing insight in learning goals are essential elements necessary for a students’ successful study. These functions remain activated during the complete educational process and optimise the quality of the realisation of the four main functions.
Offering students practical problems from important hospitality themes motivates our students. A motivating introduction, in both the module book and the introductory module lecture, supports this function.
One of the most important criteria for the development of PBL tasks is the requirement that the task fits with the initial situation of our students. The required initial situation of our students for each module is clearly stated in the module book. In order to make the professional perspective of the subject themes clear to our students, the module objectives have been extracted from the desired competences. These objectives are outlined in the module book.
Orientation
Orientation is the first educational function: to give students a first introduction to and exploration of tasks and information. The students start to understand the essential knowledge elements. Discussing the task activates the student’s present knowledge and leads them to formulate their study objectives after they have analysed, structured and reviewed the information from different points of view.
Practical training
The second educational function concerns having students practice the use of new information and feedback. In relation to PBL, this means that the students explain, in their own words, the new information based upon the learning objectives as formulated during the previous meeting. Their fellow students determine, during or after the report, whether or not they have reached the same insight, or faults or misunderstandings prevail. Correct and additional information is available to the tutor in the tutor instruction manual.
Assessment
The third educational function is to assess the study results of students and determine whether these results meet the module standards. A variety of assessment methods is used (e.g. assignments, written tests and presentations). Stenden South Africa organises these assessments in the last week of each module and in the Progress test. The module book contains the objectives of and requirements for the module examination, the study credit structure of the examination, the evaluation criteria of the module task(s) and the pass norm.
Feedback
The fourth educational function is to give feedback to students based upon their test results. Students learn to what degree they have mastered the various parts of the subject matter and decide how to continue their study process. In PBL feedback is given on the personal, professional and content related competences of students.
Educational Work Forms
Stenden South Africa has chosen a variety of educational work forms: meetings of the PBL group, lectures, interactive working methods, role plays and small group assignments during the module.
The PBL meetings determine the material for self-study. The various lecture methods, such as module lectures (introduction of the module and orientation on the module theme), formal lectures (structuring difficult subject matter) and responsive lectures (structured discussion of subjects based upon student’s written questions and handled by a subject lecturer), are meant to support the gaining and processing of subject matter. Interactive working methods include for example the Economics and Research workshops, Practical Training, the teaching of modern foreign languages, and Computer Skills. The lecturer’s role during interactive working methods is to give instructions and feedback on the training.
A module assignment is a task extracted from the main module theme preferably performed in groups of two students. There is a large variety of module tasks, ranging from a paper to an oral presentation.
The PBL meetings determine the material for self-study. The various lecture methods, such as module lectures (introduction of the module and orientation on the module theme), formal lectures (structuring difficult subject matter) and responsive lectures (structured discussion of subjects based upon student’s written questions and handled by a subject lecturer), are meant to support the gaining and processing of subject matter. Interactive working methods include for example the Economics and Research workshops, Practical Training, the teaching of modern foreign languages, and Computer Skills. The lecturer’s role during interactive working methods is to give instructions and feedback on the training.
A module assignment is a task extracted from the main module theme preferably performed in groups of two students. There is a large variety of module tasks, ranging from a paper to an oral presentation.
1.4 Organisation of Stenden South Africa
Identity
Stenden South Africa is educating young people to be Hospitality Managers who will perform as broadly educated enterprising professionals with an international orientation in hospitality companies and institutions. Our training enables our graduates to perform their job in hospitality organisations in an innovative way that will open new horizons. Its strategic intent is captured in a vision, mission, and values:
Vision
Stenden South Africa educates students in a value driven manner to become exemplary leaders of industry, unleashing potential in our students, staff, and surrounding communities.
Mission
Stenden SA educates learners in a value driven manner to become exemplary leaders of industry, unleashing potential in its students, staff, and surrounding communities.
Values
Stenden SA provides education in a community in which people with different ideological/ religious/ philosophical backgrounds feel at home and within which all are encouraged to contribute to and bear responsibility for the world in general and mankind in particular.
Service
Stenden South Africa aims to be a teaching, innovative and initiating organisation that tries to realise its responsibility within society. The Education has an international orientation and is in the process of becoming an internationalised institution. In our opinion internationalisation can only succeed if there is also an ongoing process of inter-culturalisation: gaining knowledge, understanding and respect for the variety of cultures within our Education.
Our goal is to integrate professional practice into the education and we therefore aim to maintain close contacts with the hospitality industry. Our Education has an Advisory Board consisting of people from hospitality organisations.
The service character of our programme allows us to train young people to become managers who empathise with their clients and do their work with an actively helpful attitude.
Our goal is to integrate professional practice into the education and we therefore aim to maintain close contacts with the hospitality industry. Our Education has an Advisory Board consisting of people from hospitality organisations.
The service character of our programme allows us to train young people to become managers who empathise with their clients and do their work with an actively helpful attitude.
Education
Our educational programme is characterised by a problem based, modular and thematic structure. Within this structure, the lecturer stimulates the students’ learning. After analysing a given situation, students, more or less independently, collect the knowledge and skills required to solve the problem. The programme consists of:
• A general component with the integration of working fields as its central theme;
• An in depth study of Hospitality Management;
• An elective programme offering choices for broader orientation or further specialisation
Care for and by students
As a service organisation, we want to play a ‘model role’ when it comes to caring.
We actively support organisations representing student interests such as student associations and the Students’ Representation Council (SRC). Individual student counselling is provided during the student’s school career.
We offer our students an opportunity to realise their own responsibility in service processes together with personal and social education. As co-producers of our service, our students help determine the quality of our education. Students are involved in developing the structure and contents of the educational programme.
We actively support organisations representing student interests such as student associations and the Students’ Representation Council (SRC). Individual student counselling is provided during the student’s school career.
We offer our students an opportunity to realise their own responsibility in service processes together with personal and social education. As co-producers of our service, our students help determine the quality of our education. Students are involved in developing the structure and contents of the educational programme.
Care for and by lecturers
Stenden SA offers its staff opportunities for education and development. We attempt to provide optimum working conditions. As colleagues, we consider each other a customer (guest). Consequently, when providing mutual services, we use the same standards to judge the quality of our services as external clients do; these qualities include: our willingness to provide a service, reliability, problem solving skills, our care for and commitment to the human being and the world in general and in particular our care and commitment to our customers (guests), the students.
1.4.1 Structure
Stenden South Africa is governed by a Board of Governors that is composed of:
1. Mr Adrian Gardiner – Chairman / Owner of Mantis Collection
2. Mrs Louise Swanepoel – Town counsellor and community representative
3. Dr. Renier Mornet – Retired Dean, Hotel School of Witwatersrand
4. Mr. Gqeke Chumani – SAMWU Provincial Organiser
5. Mr. Leendert Klaassen – President Exective Board Stenden University
6. Dr. Robert Coelen – VP International of Stenden University
7. Mr. Sybert Liebenberg – CEO Eastern Cape Tourism
The management board is responsible for the day to day running of the institute and presently consists of two members:
1. Dr. Wouter Hensens, General Manager / Academic Dean, carries final responsibility of the daily management of the Campus
2. Mr. Alroy Taai, Deputy General Manger, and Student Counsellor, is responsible for all support services, administration, community relations and community development.
The responsibility of this Committee is to advise on academic matters, the standard of the programmes, all aspects of programme management, and planning for each specific programme.
1. Dr. Reinier Mornet – Retired Dean, Hotel School of Witwatersrand
2. Drs. Klaas Wybo van der Hoek – VP Executive Board, Stenden University
3. Mr. Gert Brumme – Operations Director Legacy Hotels & Resorts
4. Mr. Clive van Oudtshoorn – Student Study Advisor, Mantis Collection
5. Mr. Thulani Xhali – Alumnus Stenden South Africa, General Manager My Pond Hotel
6. Ms. Erika Rautenbach – General Manger, Garden Court Port Elizabeth
7. Mr. Eduard van Zyl – General Manager, Courtyard Hotel Port Elizabeth
8. Mrs. Diane Quinn – Business Development Consultant, Tourism Enterprise Programme
9. Mr. Gavin Chowles – Fedics complex Manager, The Boardwalk
10. Mr. Peter Myles – Tourism Specialist, Kyle Business Projects
11. Dr. Craig Thompson – Dean IHM, Stenden University
12. Mrs. Carleen Arends – Assistant Director for Tourism, Nelson Mandela Bay Municipality
13. Mr. Stefan Lourens – Group Operations Manager PE Hotels
2. Drs. Klaas Wybo van der Hoek – VP Executive Board, Stenden University
3. Mr. Gert Brumme – Operations Director Legacy Hotels & Resorts
4. Mr. Clive van Oudtshoorn – Student Study Advisor, Mantis Collection
5. Mr. Thulani Xhali – Alumnus Stenden South Africa, General Manager My Pond Hotel
6. Ms. Erika Rautenbach – General Manger, Garden Court Port Elizabeth
7. Mr. Eduard van Zyl – General Manager, Courtyard Hotel Port Elizabeth
8. Mrs. Diane Quinn – Business Development Consultant, Tourism Enterprise Programme
9. Mr. Gavin Chowles – Fedics complex Manager, The Boardwalk
10. Mr. Peter Myles – Tourism Specialist, Kyle Business Projects
11. Dr. Craig Thompson – Dean IHM, Stenden University
12. Mrs. Carleen Arends – Assistant Director for Tourism, Nelson Mandela Bay Municipality
13. Mr. Stefan Lourens – Group Operations Manager PE Hotels
14. Mr. Pierre Wilhelm – Provincial Master Assessor, Eastern and Northern Cape
15. Dr. Wouter Hensens – Academic Dean / General Manager Stenden South Africa; Secretary
15. Dr. Wouter Hensens – Academic Dean / General Manager Stenden South Africa; Secretary
The Exam Committee is responsible for decision making on selection of students, exemptions, examination, and graduation. It consists of the following members:
1. Mrs. Juliet Chipumuro, Senior Lecturer / Chairman
2. Mrs. Ronel Bartlett, Education Office Support Manger / Secretary
3. Mr. Kevin Aitchison, Junior Lecturer / Member
Academic Staff - Full time employees
|
Name |
Qualification |
Institution |
|
Wouter Hensens General Manager / Academic Dean |
Phd. Business Management | Nelson Mandela Metropolitan University, Port Elizabeth |
|
Alroy Taai Deputy General Manager |
BA Psychology, Higher Diploma in Education | University of the Western Cape, Cape Town |
|
Leon van Achterbergh |
Masters in Hospitality Administration (MHA) | Ecole Hoteliere de Lausanne, Switzerland |
| Karen Hecht | B.Com Hospitality Management | Stenden South Africa, Port Alfred |
| Nelisa Butuma-Zigana | B. Tech Food and Beverage | Cape Peninsula University of Technology, Cape Town |
| Megan Walwyn | B. Tech Management | Cape Peninsula University of Technology, Cape Town |
| Juliet Chipumuro | Masters in Business Administration | Azaliah University New Mexico, USA |
| Rene Oosthuizen | M. Tech Public Management | Port Elizabeth Technikon, Port Elizabeth |
| Radu Mihailescu | M.Com Economics | Nelson Mandela Metropolitan University, Port Elizabeth |
| Pumza Sixaba | B.Tech Business Administration | University of Johannesburg |
| Jacques de Klerk | Bsc. Conservation Ecology | NMMU Saasveld |
| Kevin Aitchison | Bachelor of Arts; Post Graduate Diploma: Enterprise Management | Rhodes University |
| Dayallan Naidoo | ||
| Thulani Xhali | Bachelor of Commerce Hospitality Management | Stenden South Africa |
Education Support Office - Full time employees
|
Name |
Designation |
|
Ronel Bartlett |
Education Support Office Manager |
| Kathy Ord | Librarian |
|
Ethel Koopman |
Library Assistant |
| Sonja Koekemoer | ICT Coordinator |
| Tandazwa Nyawombi | Guest Relations |
| Mrs. Lindy Thurgood | Grand Tour / Public Relations |
| MR. Gavin Timm | Administration Assistant |
Marketing and Support Staff – full time
|
Name |
Designation |
|
Nigel Bottell |
Head of Marketing |
| Laurie Deutschmann | Marketing Assistant |
|
Roz Binge |
Marketing Agent (part time) |
| Debbie Axe | Executive Assistant |
| Yvonne Timm | Bookkeeper (Part Time) |
Community Development
|
Name |
Designation |
|
Mzameli Dikeni |
Community Development Coordinator |
| John Mabote | Community Development |
| Mike Nakani | Driver |
| Gary Timm | Driver |
| Mzondeli Matthews | Driver |
Support Services – full time
|
Name |
Designation |
| Bella Crabtree | Support Services Manager |
| Bongani Bavuma | Campus Supervisor Wildlife |
| Valencia Danster | Wildlife Support Services |
| Michael Habana | Wildlife Support Services |
| Patricia Habana | Wildlife Support Services |
| Helezine Saterdag | Wildlife Support Services |
| Nqabakazi Ngculu | Housekeeper |
| Silvya Peyi | Housekeeper |
| Nosipho Mzimba | Housekeeper |
| Bukelwa Ngapi | Housekeeper |
| Sheila Lindani | Housekeeper |
| Phylis Ngiwa | Housekeeper |
| Gloria Budaza | Housekeeper |
| Sweetness Yonzi | Housekeeper |
| Mbulelo Puzi | Garden and Maintenance |
| Xam Luvuno | Garden and Maintenance |
| Jeanet Gema |
Cook |
| Hilde Hani |
Cook |
| Nozipho Lamani | Kitchen Assistant |
| Philande Thomas | Kitchen Assistant |
| Vuyelwa Maneli | Kitchen Assistant |
| Elicia mxazana | Kitchen Assistant |
| Mluleki Mdambatya | Runner |
| Ivy Bavuma | Housekeeping Supervisor |
| Zukiswa Njecana | Kitchen Supervisor |
| Michael Dixon | Grounds and Gardens Maintenance |
| Sidney Pearson | Grounds and Gardens Maintenance Supervisor |
| Anele Enoch Syanti | Cook |
Students Representation Council (SRC)
The student representative council is chosen by the students for the students. The functions and responsibilities of this council are to represent students in all aspects of matters of the institute, advise students on institution matters, act in supervisory capacity, advise Academic Committee on student matters, report student matters to Academic Committee, is responsible for discipline in the hostel and act as hostel committee.
The Students Representative Council consists of the following members:
Executive Committee
SRC chairperson (must live on campus, South African student)
SRC vice-chairperson (must live on campus)
SRC treasurer (South African student)
SRC secretary (South African student, must live on campus)
Six members are respectively responsible for the following portfolios:
i. Community service and fund raising
ii. Student services and food provision
iii. Sport, Leisure & Culture
iv. Hostel management
v. Newsletter and General
vi. Academic Affairs
Out of the nine members of the SRC, at least four members should be South African students with one member a first year student and one member a second year student. In addition there should be at least one representative from the Grand Tour students appointed for a semester at the time.
Each hostel has a student residence manager that is appointed by and reports to the SRC.
Student Committees
Apart from committees that may be formed for the various portfolios of the SRC, the student body will find it necessary, from time to time, to form committees to:
1. Undertake activities of a short term nature, e.g., fund-raising; or long term nature, e.g., a sport and recreation committee; and
2. Undertake miscellaneous activities which would be to the advantage of the students and Stenden South Africa.
Health and Safety Committee
The committee is responsible for health and safety issues on campus. The members of this committee are:
1. Mr. John Mabote - Chairperson
2. Ms. Bella Crabtree
3. Ms. Laurie Deutschmann
4. Ms. Sonja Koekemoer
5. Ms. Nosipho Lamani
6. Ms. Ivy Bavuma
Employment Equity Committee
This committee is responsible for advising the management team on equal employment and development opportunities for all staff at Stenden South Africa.
1. Mr. Leon van Achterbergh - Chairman
2. Ms. Nelisa Butuma-Zigana – Vice Chairperson
3. Mrs. Ronel Bartlett - Secretary
4. Mr. Alroy Taai – Senior Management Representative
5. Mrs. Lindy Thurgood – Guest Relations Officer
6. Ms. Bella Crabtree – Catering and Housekeeping Supervisor
7. Mr. Mzameli Dikeni – Community Development Coordinator
8. Mr. Mbulelo Puzi – Union Representative
1.4.2 Quality Control
Ensuring a good quality of education is an important issue within Stenden South Africa. Various methods are being used to facilitate this.
- Stenden South Africa as part of Stenden University has chosen to use the EFQM (European Foundation Quality Management) model to measure the quality of education.
- Stenden South Africa is subject to both South African (Council of Higher Education) and Dutch accreditation (NVAO, Netherlands and Flemish Accreditation Organisation). In addition, Stenden University took part in an international pilot project concerning quality control with the Hotel school in Lausanne, Manchester and Maastricht (2001). ‘Care for education quality’ is written in the education evaluation plan of Stenden SA and in a quality management plan.
- Stenden SA is subject to an internal audit from Stenden University Netherlands every two years, during which all elements of the programme are critically reviewed.
- The Academic Dean meets twice a year with its advisory board to seek input on its programme and programme execution.
- Students’ opinions also play an important role. Students are actively involved in various education evaluations. The SRC President and SRC Academic QualityDirector is included in the Academic Meeting twice per module and the SRC Executive meets with management every second week.
1.4.3 Full-time Education
Stenden South Africa offers full time hospitality management education. Consequently, our students must be available full-time. Due to the nature of the hospitality industry, students may be scheduled for evenings and weekends particularly during industrial placement. In principle, one study week consists of 40 study hours and one regular academic year consists of 40 study weeks.
Module evaluation
Students can influence the form, contents and realisation of a module before, during and after completion of a module. During the module, the students and the tutor evaluate the PBL process after each PBL session. During and after completion of the module each PBL group gives its critical feedback using an evaluation form.
Other evaluations
Students are involved in various evaluations: the start questionnaire about their training expectations, the exit questionnaire when a student leaves school prematurely, the placement questionnaire concerning the preparation of the placement, and a questionnaire on the placement itself.In addition each module is evaluated halfway through (critical incidents) as well as a full evaluation at the end. We expect the students to complete these questionnaires in a serious manner in order to provide us with as much information as possible about ways in which we can improve the education. Management seeks to always reply to students on evaluations so that students know how their feedback is used.
1.4.3 Fees & Costs
As Stenden SA is a private provider, all operations are funded by student fees. As such we practice a strict policy with regard to student payments. The academic and other fees may be paid in its entirety before the 18th of January 2012, or may be spread over four periods. Each period will then need to be paid for the student to continue with the following module. Academic fees are the same for each year of study at Stenden SA.
Note: Only when payments have been received will a student be allowed on campus / in the modules
Option 1: Single Room with Meals - All fees quoted in ZAR
| Academic Fees | Accommodation Single | Meals | Other Expenses | Total | |
| Annual | 44 500 | 25 000 | 18 500 | 8 500* | 96 500 |
| 18 January 2012 | 11 125 | 6 250 | 4 625 | 8 500* | 30 500 |
| 18 April 2012 | 11 125 | 6 250 | 4 625 | - | 22 000 |
| 18 July 2012 | 11 125 | 6 250 | 4 625 | - | 22 000 |
| 18 September 2012 | 11 125 | 6 250 | 4 625 | - | 22 000 |
Option 2: Sharing Room with Meals - All fees quoted in ZAR
| Academic Fees | Accommodation Sharing | Meals | Other Expenses | Total | |
| Annual | 44 500 | 18 500 | 18 500 | 8 500* | 90 000 |
| 18 January 2012 | 11 125 | 4 625 | 4 625 | 8 500* | 28 875 |
| 18 April 2012 | 11 125 | 4 625 | 4 625 | - | 20 375 |
| 18 July 2012 | 11 125 | 4 625 | 4 625 | - | 20 375 |
| 18 September 2012 | 11 125 | 4 625 | 4 625 | - | 20 375 |
Option 3: Academic Services only - not staying on campus and BBA fees - ZAR
| Academic Fees | Other Expenses | Total | |
| Annual | 44 500 | 8 500* | 53 000 |
| 18 January 2012 | 11 125 | 8 500* | 19 625 |
| 18 April 2012 | 11 125 | - | 11 125 |
| 18 July 2012 | 11 125 | - | 11 125 |
| 18 September 2012 | 11 125 | - | 11 125 |
* Year 1 expenses: Applicable to first year students or new students. This amount includes a student card & name badge, uniform items, knife set, short courses (Preliminary wine and First Aid course), module books & text book, and credit for printing & stationery.
Note: In the second year the students are required to go on a field trip to Cape Town at the expense of R4000 payable by the sponsor.
Note: Grand Tour students may make 220 copies per semester, of which 200 are black and white and 20 color. B.Com students are charged a library deposit on their accounts and once the deposit is exhausted invoices will be issued.
Refund Policy: Stenden South Africa has a refund policy in place, whereby students who wish to exit their studies for what so ever reason and who give one module notice will be refunded fees which have been paid in advance for the remaining modules of the year. The fees will be refunded to the original payer.
