JVisiting Lecturers and Professors 2026.01, Randogne

JVisiting Lecturers and Professors 2026.01 Temporary contract / Crans-Montana, Switzerland

Les Roches, part of Sommet Education group, is a globally renowned institution shaping the future of hospitality and the experience economy through transformative and experiential education in 3 campuses: Crans-Montana (Switzerland), Marbella (Spain) and Abu Dhabi (UAE).

2nd in the 2025 QS World University Ranking in Hospitality and Leisure Management.

Accredited by the New England Commission of Higher Education (NECHE) and Swiss Accreditation Council (SAC) as a University of Applied Sciences Institute.

Les Roches Marbella, certified ISO-14001 and ISO-9001.

Our values, Development, Distinctiveness, Joint Commitment, Openness and Sense of Service, are the foundation of our actions. We offer an innovative, collaborative and thriving environment.

At leastaMaster, aPhDor Doctorate isrequired, if involved in researchactivities

Any other pedagogical and professional diploma and backgroundis an asset

10years of professional experience in the industry in relevant field

At least6years of academic teaching

Familiarity with technology and aware of latest trends in business and education

A strong interest for teaching and strong teaching ability or potential thereof

Fluent in English, French is a plus

IT literate

Highly developed interpersonal and stakeholder management skills

Experience in working in a multicultural environment

TEACHING

Design, preparation of courses (teaching is reduced if required to deliver more than four distinctly different courses)

Demonstrate techniques of constructive alignment in course design following the Les Roches teaching and learning philosophy as described in the Faculty and Assessment Handbooks. This includes course descriptions, learning outcomes, undergraduate/graduate competencies and assessment strategies.

Write a Scheme of Work (SOW) for each course to demonstrate the above: listing activities, timing, and evidence of learning outcomes achieved.

Design appropriate and varied teaching, learning and assessing activities to promote active learning, including a comprehensive integration of Moodle in delivery.

Apply the APA referencing system to all course material and content where appropriate.

Course delivery and availability to students

Assessment of student learning

An aggregate score obtained in the student course evaluation for questions relating to acquisition of knowledge and skills and assessment of at least 3.5.

Assessment outlines, exam papers, grading rubrics, feedback to students and assessment moderation data (where available) showing evidence of good practice.

Student Grading Statistics which demonstrate established good practice as outlined in the Assessment Handbook.

Development of knowledge and skills and participation in faculty development activities

A comprehensive and well-documented reflection on own teaching philosophy and practice using the form in the portfolio template and demonstration of change resulting from these reflections.

Attendance of workshops, seminars and meetings with FDT with evidence of improvements to teaching practice.

Active participation in one or more pathway(s).

Incorporation of student feedback and class observation data into planning of courses

Participation in peer observation of teaching practice with constructive feedback (if applicable).

Area of specialization

Room Divison

Revenue Management

Data Analytics

Finance and Accounting

Leadership

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