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FORM B

Form B – Course Specification Template – Oct 2015 of 24

Course Specification Please refer to the ‘Guidance Notes for the completion of required Validation documentation’ and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of final award: (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

BA (hons) Travel & Tourism Management with Foundation

Course title: e.g. (Digital Media Arts)

BA (hons) Travel & Tourism Management with Foundation

Level:

3-6 Credits: 480

Exit awards, level and credits: (where applicable)

Foundation Certificate – 120 credits (level 3) Certificate of Higher Education – 120 credits Diploma of Higher Education – 240 credits Unclassified Degree – 300 credits Honours Degree – 360 credits

School:

London College of Hospitality and Tourism

Field/Subject:

Airline Tourism & Events

Academic Partners: (where applicable) Note: Approval for an academic partner to deliver a course requires an additional approval event.

Document version:

3

Date document completed:

May 2016

Document completed by:

Paul Fidgeon Course Leader

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a


1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

GCE A/VCE A level: 120 points. BTEC National Diploma Maths and English at Grade C or above at GCSE Students without the above qualifications but possessing relevant work experience are invited to apply. Applications are considered on an individual basis.

IELTS Score for International Students (including the minimum score in all elements)

International students need to meet our English language requirement of 6.0 or above. A minimum score of 5.5 in four components must be achieved (Reading, Writing, Speaking and Listening). In some countries where teaching is done in the medium of English local qualifications may be considered.

4. Codes

UCAS Code A To be confirmed

UCAS Code B

JACS Code

Other

5. Professional, Statutory and Regulatory Body accreditation (if applicable) N/A

6. Career and progression opportunities and employability skills This course offers the opportunity gain entry onto BA (hons) Travel and Tourism Management via a non-standard (A-level/GNVQ/Access) route. The course offers the opportunity to pursue a variety of careers linked to tourism production, wholesaling, retailing and ancillary services. These include possible careers in the hotel, transportation, attractions, tour operations, travel agency, destination management and business travel sectors as well as more generic business-related employment including corporate planning, financial appraisal and staff selection. Graduates have gone on to work for Airlines (BMI, British


Airways and Virgin), Tour Operators (Thomson, My Travel, and a number of independent operators), Travel Agencies (Thomson, Thomas Cook, and again numerous Independent agents), local authority leisure services, hotel groups, national, regional and local tourist organisations, ground handling companies and airport operators. Often, and where appropriate, the type of placement that students have undertaken directs their choice of career.

7. Location of delivery

Ealing

8. Mode of delivery (Copy and paste this symbol - ) Full time Part time Distance learning Work-based learning*

Other If other, please specify: The foundation element can be studied on a full-

time basis only

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24) For some students wishing to exercise this option, a period of planned work experience is an essential component of this course. This will normally take place at the end of level 5. N/A

9. Planned course duration Full-Time: 4 years Part-Time: 5.5 years

10. Sequencing within the academic calendar (Copy and paste this symbol - )

September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year) September 2016


12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners A sample of organisations which cooperate with the placement of students are: Atlas Travel Club Ayshen Travel Canvas Holidays (France) Consular Travel Cox and Kings Travel Crystal Holidays Cunard Cruises Gullivers Travels Kuoni Travel Mina Travel Thomas Cook Tourism South East Trafalgar Tours Travelbag UK Travel ex Travel Trade Recruitment TUI SHG UC Travel Services Visit Wales

14. Student support arrangements All students at UWL irrespective of their course have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the programme leaders, the module leaders, the personal tutors, in-course Learning Skills Development and Personal Development Planning, all students will have at their disposal a variety of different support roles which depend on the nature of the course. Each undergraduate course is given an additional resource which is used for learning skills development. This resource is integrated into the course as appropriate and may be used for skills such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. Students will participate in an induction programme. This will introduce them to the requirements of their programme of study and will provide an opportunity to receive all the relevant programme documentation, visit the Library and meet and discuss requirements and expectations of their programme with their programme team. The following student support services are available for students: Careers and Employment Services Advice Team


Disability Team Information and Funding Team Accommodation Team Chaplaincy Counselling Medical Centre Further programme specific information: In addition to the above advice can also be obtained from module tutors, administrative staff, the Course Leader, the Careers Office, Placement tutors and the Head of School.

15. Aims of the course The course aims to develop student ability and knowledge as well as their intellectual, cognitive and transferable skills to be competent managers capable of working in a range of roles in the constantly changing tourism industry. These skills also equip potential students to seek careers in related fields and industries. The course will seek to develop:

• A solid understanding of the tourism industry and its related sectors. • An appreciation and knowledge of the principles and practices of management and the underling

functional sectors of business that together provide the foundation for good management practice. • A critical understanding of the principles and methods of working appropriate to being a reflective

practitioner in the tourism industry. • The cognitive abilities of critical evaluation, analysis and synthesis • The ability to present justified management solutions and recommendations in a range of

appropriate formats. • Self-reliant, self-disciplined learners capable of working in an interdisciplinary environment • Academic curiosity and the appropriate academic foundations and conventions for further study

and training. • An ability to meet the future challenges of working within the international tourism industry. • Aspirations in terms of career development and becoming a leader.

16. Content of the course by level The course philosophy is based around a number of structural principles namely: The degree should examine the macro and micro business environment in which the travel and

tourism industry operates. It should focus on the functional areas of management that underlie any business operation vis:

finance and accounts, Managing Human Resources, marketing, the law, business planning and strategy.

The degree should apply such knowledge of management together with a range of business and industry specific skills to a series of day to day and longer term problems and issues facing the travel and tourism industry

It should develop student awareness of the structure and organisation of the industry taking into account how the industry is changing and why.


The implications of the above is that the study of travel and tourism drives, ‘flavours’ and gives a focus to an applied business and management curriculum. As students ‘progress’ through the curriculum the emphasis changes from understanding basic concepts and issues (Introduction to Travel and Tourism, Principles of Management, Introduction to Accounting and Finance) to the application of knowledge (Research Methods for Managers and the Placement) to an analysis of business strategy (Strategic Management, and Tourism Planning) and industry reflection (Contemporary Issues and Tourism Options). The content of the course in terms of modules is outlined in Section 18. Students studying the course on a full-time basis will study 6 modules per academic year whereas those completing a part-time programme of study will complete 4 modules.

17. Summary of the Course for the HEAR transcript BA (Hons) Travel and Tourism Management with Foundation A statement has not yet been produced by UWL pertaining to this course. BA (Hons) Travel and Tourism Management In contrast to the above a HEAR transcript does exist. This states: Section 1 (1034)

With over six decades of teaching excellence, the London College of Hospitality and Tourism, based at the University of West London, offers a range of expert courses designed to put students at the centre of this dynamic and constantly growing service sector.

The College seeks to capitalise on its strategic location being at the heart of Britain’s tourism industry – London.

The College and the University values the importance of employer engagement. Indeed they work with some of the world’s largest brands to create contemporary and relevant courses designed to meet students’ ambitions and make their career aspirations become a reality. Both the college and the university are also committed to serving local and regional communities. Here they work closely with tourism employers and industry-related organisations though the medium of curriculum engagement and partnerships.

The College’s international reputation puts it at the forefront of service sector education. The awarding of the Queen’s Anniversary Prize for Education in 2009 (the only educational institution in the country to be awarded this honour) acknowledges the commitment and passion of staff. It is this combination of world-class teaching and practical, industry-based learning that continues to open up many career paths for our students. Section 2 (1399)

This course is designed to give students an understanding of the structure, nature and operating characteristics of the international tourism industry, using a combination of academic learning and practical, industry-focused study.

The College’s strong links with major tourism employers ensure students are offered unique learning opportunities. These include guest lecturers from leading industry practitioners and work placements. Both can help students develop their knowledge of the industry, apply theory to practice and develop employability skills. On the course students learn about how the tourism industry operates together with a variety of issues associated with its component sectors. These include the study of visitor attractions, tour operation, retail travel, transportation, accommodation, resort and destination management, tourism within the media industry and public sector tourism.


In the second year students can choose from a variety of sector-specific option modules. In the final year further optional modules are available albeit that the focus is more strategic in nature. Final year, students will also be expected to undertake a major piece of self-directed research – the Service Industry Dissertation / Business Project. The Service Industry Dissertation / Business Project gives students the opportunity to explore and research a topic of interest and expertise. Increasingly many Service Industry Dissertation / Business Projects are linked to student’s career aspirations allowing the opportunity to explore market opportunities and work with employers on a subject of mutual concern.

The course attempts to take a business and management philosophy. The result is that the study of travel and tourism is set alongside that of business. The latter aims to support subject specific studies. Students will learn about marketing, the law, managing people, finance, accounts and strategic management. These transferable business skills and this knowledge equips individuals for working in a wide variety of different work roles within travel and tourism industry as well as in the wider service economy.

Section 3 (189)

A Bachelor’s degree with Honours is normally obtained after 3 years full time study or part time equivalent. 360 credits (180 ECTS) at FHEQ Levels 4, 5 and 6 with at least 240 credits being achieved at FHEQ levels 5 and 6, of which a minimum of 120 credits must be at FHEQ Level 6.

18 Module list and pre-requisites

Module Title Code Level Credits Pre-requisites Core Optional

Introduction to the Hospitality, Leisure and Tourism Industries

3 20 Not applicable

The Business Environment in Hospitality, Leisure and Tourism

3 20 N/a

Careers in Hospitality Leisure and Tourism

3 20 N/a

Delivering the Customer Experience 3 20 N/a

Personalised learning 3 20 N/a

Academic Development 3 20 N/a

Foundation Skills*

ED30007E 3 20 At least 100 credits passed at L3

Extended Foundation Skills* ED30008E 3 40 At least 80 credits

passed at L3

Introduction to Tourism Management

TH40001E 4 20

Academic Development & Employability

4 20

Principles of Management & Leadership

4 20

Introduction to Accounting and Finance

4 20

Tourism Culture and Society 4 20

Travel Geography TH40012E 4 20

Sales and Marketing TH50040E 5 20


Managing Human Resources 5 20

Travel & Tourism Law 5 20

Research Methods for Managers 5 20

Understanding Business Tourism 5 20

Tourism & Transportation 5 20

Tour Operations TH50031E 5 20

Attractions Management 5 20

Tourism Planning TH60040E 6 20

Strategic Management 6 20

Contemporary Issues and Management of Change

6 20

Service Industry Dissertation / Business Project

TH60004E 6 20

Governance and Tourism TH60037E 6 20

Tourism and the Media 6 20

Sustainable Tourism, 6 20

Special Interest Tourism TH60044E 6 20

Resort Management TH60038E 6 20

19. Course Structure diagram indicating the Module Delivery Plan Undergraduate (Full-Time)

Semester 1 Semester 2 Semester 3

Level 3 Introduction to the Hospitality, Leisure and

Tourism Industries The Business Environment in Hospitality, Leisure and

Tourism Personalised Learning

Careers in Hospitality, Leisure and Tourism

Delivering the Customer Experience

Academic Development

L3 Summer Foundation Skills (only for students who do not pass a resit for any one 20 credit L3 module

- OR Extended Foundation Skills (only for students who do not pass resits for any two 20 credit

Level 4 Introduction to Tourism

Management Academic Development & Employability Principles of Management & Leadership

Tourism Culture and Society Travel Geography Introduction to Accounting and Finance


Level 5 Tourism Option Sales and Marketing Managing Human Resources

Travel & Tourism Law Research Methods for Managers Tourism Option

Level 6

Tourism Planning Strategic Management Tourism Option

Contemporary Issues and Management of Change Service Industry Dissertation / Business Project Tourism Option

Undergraduate (Part-Time)

Semester 1 Semester 2 Semester 3

Level 3 Introduction to the Hospitality, Leisure and

Tourism Industries The Business Environment in Hospitality, Leisure and

Tourism Personalised Learning

Careers in Hospitality, Leisure and Tourism


Academic Development

Note the foundation element can only be studied on a full-time basis only

Level 4 Introduction to Tourism Management Academic Development & Employability

Tourism Culture & Society Travel Geography

Principles of Management & Leadership Introduction to Accounting and Finance

Level 5 Travel and Tourism Law Research Methods for Managers

Sales and Marketing Tourism Option

Managing Human Resources Tourism Option

Level 6 Tourism Planning Tourism Option

Contemporary Issues and Management of Change Tourism Option

Strategic Management Service Industry Dissertation / Business Project

20. Course Learning Outcomes

Level 3 Relevant modules

A – Knowledge and understanding • Understand the national and international nature of the travel & tourism industry and its sub-sectors

• Understand the role of the tourism industry (and related fields) within the service/knowledge economy

Introduction to Hospitality, Leisure and Tourism The Business Environment in Hospitality, Leisure and Tourism

B – Intellectual skills • Understand the functional areas of the tourism and leisure industries

• Demonstrate the ability to identify problems and challenges and provide recommendations for solutions

• Communicate information accurately and reliably

Introduction to Hospitality Leisure and Tourism The Business Environment in Hospitality, Leisure and Tourism Academic Development

C – Subject practical skills • Understand basic operational practices within

the tourism industry.



Careers in Hospitality Leisure and Tourism

D – Key / Transferable skills • Demonstrate independent thought and judgement

• Communicate effectively in a variety of different formats

• Work in collaboration with others • Adopt a flexible and professional attitude

towards learning and the work environment • Use a range of learning materials and develop a

learning style congruent with the demands of vocational and academic study.

All Modules


A – Knowledge and understanding • Understand the national and international nature of the travel & tourism industry and its sub-sectors

• Display a rigorous grounding in the appropriate terminology and concepts of tourism.

• Explain the impacts of tourism industry and the role played by tourism as a social and cultural phenomenon in society

• Identify and critique the role of the tourism industry within the experience/service/knowledge economy

• Investigate the inter-relationship between geography and tourism

• Understand the principles of management and leadership as they might apply to controlling various resources within the tourism industry

• Identify the role of accounting and finance in business organisations including those within the travel and tourism industry

Introduction to Travel and Tourism Travel Geography Tourism Culture and Society Introduction to Accounting & Finance Principles of Management and Leadership Academic Development & Employability

B – Intellectual skills • Understand the functional areas of business and how these might apply to the management of a company or organisation

• Identify and utilise appropriate information sources and ideas appropriate to the understanding of management issues in the tourism industry.

• Demonstrate the ability to conceptualise and analyse business problems and offer appropriate solutions.

• Communicate and support results of enquiry accurately and reliably and with a structured and coherent argument.

Introduction to Accounting & Finance Principles of Management and Leadership Academic Development & Employability

C – Subject practical skills • Be conversant with the operating practices of business as they apply to work based situations

• Interpret fundamental business data. • Evaluate the workings of the private, public and

voluntary sectors in the tourism industry.

Introduction to Travel and Tourism Management and Leadership

D – Key / Transferable skills • Demonstrate independent thought and judgement

• Communicate effectively in a variety of different formats

Introduction to Travel and Tourism Travel Geography Tourism Culture and Society


• Work in collaboration with others • Adopt a flexible and professional attitude

towards learning and the work environment • Use a range of learning materials and develop a

learning style congruent with the demands of vocational and academic study.

Introduction to Accounting & Finance Principles of Management and Leadership Academic Development & Employability


A – Knowledge and understanding • Explain and challenge the theoretical basis of travel and tourism as an academic discipline

• Explain question and debate a range of operational characteristics and associated strategies linked to the various component sectors of the tourism industry.

• Analyse the legal environment within which the tourism industry operates and its implications for tourists as consumers

• Explain and analyse the human resource function of business organisations and how this might operate within the travel and tourism industry

• Compare the behavioural patterns of consumers and explain their implications for the tourism marketing mix

• Analyse different methodological approaches to the study of tourism problems and design a range of different research tools appropriate to solving these problems

• Develop knowledge and understanding of tourism operational practice through a programme of workplace learning.

Sales and Marketing Managing Human Resources Travel and Tourism Law Research Methods for Managers Placement Tourism Options

B – Intellectual skills • Conceptualise and challenge established concepts and theories

• Make informed decisions related to key business functions and evaluate their appropriateness

• Focus on the implications of ethical dilemmas faced by managers and employees in business

• Analyse research tools and techniques appropriate to their use in the service industry

Sales and Marketing Managing Human Resources Travel and Tourism Law Research Methods for Managers

C – Subject practical skills • Apply theoretical knowledge to a practical work situation

• Explain apply and develop a range of managerial skills and best practices appropriate to working within the tourism industry.

• Prepare management reports, papers and briefing documents.

• Establish, evaluate and execute work placement opportunities and goals

Placement Tourism Options

D – Key / Transferable skills • Be reflective learners and analyse their own strengths and weaknesses

• Reflect on your own and others functioning in order to improve academic and vocational practice

• Analyse diverse sources of information using appropriate techniques and software in order to

Sales and Marketing Managing Human Resources Travel and Tourism Law Research Methods for Managers Placement


analyse data, make judgements and solve problems

• Identify, compare, contrast and evaluate career and professional opportunities within the tourism industry

Tourism Options


A – Knowledge and understanding • Work within a theoretical and research-based framework undertaking and delivering an element of primary or secondary research linked to the tourism industry

• Analyse complex planning and policy frameworks and how these might influence the strategic development of the tourism industry at the corporate, regional, national and international level.

• Analyse, apply and evaluate a range of tourism and business strategies appropriate to achieving an organisation’s strategic goals.

• Evaluate and analyse current trends and issues in the tourism industry

• Reflect on how tourism markets are fragmenting and debate the implications of this for product development and sector management.

• Critically appraise conceptual and methodological paradigms appropriate to tourism

• Analyse and reflect on the position played by resorts in destination development and meeting customer expectations and aspirations within the tourism industry.

• Evaluate the increasingly important role of the media managing information exchange between clients and tourism organisations.

Tourism Planning Strategic Management Contemporary Issues Service Industry Dissertation / Business Project Tourism Options

B – Intellectual skills • Synthesise and critically evaluate management information and data collected from primary and secondary sources

• Analyse, explain challenge and debate the theoretical basis of tourism as an academic discipline

• Synthesise and apply a range of suitable business competencies and skills

• Critically evaluate the need for specific business strategies aimed at improving performance.

Strategic Management Contemporary Issues Service Industry Dissertation / Business Project Tourism Planning

C – Subject practical skills • Conceptualise, plan and execute a piece of research linked to challenging accepted vocational and academic practice.

• Evaluate and apply a range of academic and vocational knowledge and techniques to work-based situations.

Service Industry Dissertation / Business Project Tourism Options

D – Key / Transferable skills • Analyse, handle and evaluate complex situations

• Demonstrate competency in access a wide range of resources and learning support materials

• Critically appraise and implement appropriate research techniques

Tourism Planning Strategic Management Contemporary Issues Service Industry Dissertation / Business Project Tourism Options


• Work effectively as an individual and within a group.

• Reflect on their own and others functioning in order to improve academic and vocational practice

• Develop and manage strategies appropriate to individual lifelong learning

• Reflect on and communicate research findings

21. Course Level Skills Development For each of the Course Level Skills, please explain how the Course Structure ensures their development both within and across levels. BA (hons) Travel and Tourism Management with foundation seeks to develop a range of cognitive, intellectual, practical and transferable skills. These are introduced across the programme and are developed both within and between modules and across levels. Each level attempts to impart certain fundamental knowledge about the travel and tourism industry and how the industry operates both as a business and a product or service. For example, at level 3 the module the Introduction to the Hospitality Leisure and Tourism Industries attempts to equate the student to the structure and organisation of the tourism industry and its relationship to the wider leisure environment. The Customer Service module examines the importance of customer service in delivering the tourism product. At level 4 the module Introduction to Travel and Tourism attempts to equate the student to the structure and organisation of the tourism industry and the nature of its component sectors. The Travel Geography module examines how tourists are motivated to travel by aspects of human and physical geography such as beaches, mountains, climates and man-made attractions. Tourism Culture and Society explores tourism as a social phenomenon and something that can define and individual and give purpose in life. As students progress to level 5 the nature of the subject matter differs thereby extending student knowledge. A basic analysis of the structure of the industry and its component sectors is replaced with an operational understanding of how these diverse component sectors operate as businesses. The module Visitor Attractions Management, for example, examines the importance of marketing in attracting and retaining customers. Tour Operations examines the legal environment within which tour wholesalers must function. It will be shown that this has implications for the financial security of businesses and protecting the rights of passengers. The financial viability of transport services and how transport operators introduce different pricing and value added strategies is explored in the Tourist Transportation module. Level 6 allows students to adopt a strategic perspective exploring a range of problems issues and challenges facing the tourism industry. These are explored in the Contemporary Issues module and those modules that seek to adopt a more thematic approach to the nature of tourism and tourist development such as Sustainable Tourism and Tourism and the Media. As students progress through the curriculum the emphasis is increasingly placed on the application of knowledge. This is reflected in the movement away from introductory/conceptual modules at level 4 to those that seek to apply this knowledge to a practical end. Examples include, where appropriate, the placement at level 5 and modules linked to employer engagement and live client briefs at level 6. Examples of the latter include Tourism Planning, Special Interest Tourism and Resort Management. Intellectual coherence between modules at particular levels has been assured by designing a curriculum as an integrated package of complimentary modules. This has been based on examples of good practice drawn from other universities; academic research pertaining to curriculum development (Tribe 2012, Fidgeon 2012, Tribe & Airey 2015); and interviews with industry practitioners. Modules in business and management have thereby been designed to operate alongside the study of travel and tourism.


They seek to ‘shed light’ on understanding how strategic and operational decisions affecting the travel and tourism industry are undertaken. They also extend the curriculum both in terms of intellectual breadth and depth. BA (hons) Travel and Tourism with Foundation is seen as an exercise scholarship. From level 4 students are expected to work within a theoretical and research-based framework. The module Principles of Management and Leadership is illustrative. However, as students progress through the curriculum emphasis is placed on critical analysis, creativity and problem solving. The modules Marketing in the Services Industry and Travel and Tourism Law take very much critical approach examining limitations in the legislative environment and the ability of tourism products and service providers to meet the needs expectations and aspirations of customers. The skills of creativity and problem-solving achieve their pinnacle on the course in the development of a research proposal and the writing of a Service Industry Dissertation / Business Project. They are also exercises in self-directed learning and independent study – a feature of modules delivered at level 5 and increasingly at level 6. Throughout the degree students will be expected to exercise initiative and take responsibility for their learning. This, for example, is reflected in their ability to work to deadlines and choose their option modules. A range of transferable skills and competences such as oral and written communication are developed across and between levels and in doing so provide a foundation for life-long learning. Successful completion of the course is an indication of competence as an academic practitioner and a student’s ability to confirm/repudiate and apply existing theory and knowledge in the chosen field of tourism studies.

22. Teaching and Learning Approaches

The learning and teaching strategy is largely influenced by the target population for the course in terms of both students and their likely employers. The range of teaching and learning strategies adopted on the course is intended:

o To encourage participants to develop as independent learners o To promote an experiential approach to learning through work-based learning, networking and

mentoring thereby providing over links between learning and work o To accommodate and develop different preferred learning styles o To provide access to learning in different environments o To make learning materials accessible through a variety of media o The use of continuous formative assessment with a varied diet of summative assessments o To encourage participants to engage in the pursuit of life-long learning o To develop higher level learning skills of analysis, synthesis and evaluation

The primary aim of the staff’s collective teaching efforts is student development. Through teaching and student learning, they aim to develop individual knowledge and understanding and create an awareness of current management issues within the travel and tourism industry. Staff also hope to equip students with the necessary skills, attitudes and confidence to be successful in the work environment and in life in general. To achieve this, students will:

o Experience a relevant, challenging, coherent and up-to-date industry-specific curriculum. o Experience a range of delivery styles that address a diverse range of learning styles. o Become independent learners through taking responsibility for your own learning. o Have access to resources that will help you as learners. o Receive support from induction to graduation that enhances your learning.

To support this staff will:

o Provide a curriculum that is current, relevant and underpinned by current research and professional practice.


o Provide a varied diet of teaching and learning methods. These include the use of lectures, seminars, self- managed personal research, information and communication technology.

o Other methods will also be used as appropriate.

23. Teaching and Learning Tools For example: lectures, student-led/tutor-led seminars, group work, action sets, workshops, practicals, lab, tutorials, student presentations, discussions, PDP, WBL, placements, employer engagement, PBL. As outlined in the University’s Learning, Teaching and Assessment Strategy, include reference to the way in which you will promote learning approaches using these tools. In line with the University’s Teaching Learning and Assessment Strategy, BA (hons) Travel and Tourism Management with Foundation adopts a blended teaching and learning approach. This incorporates use of the following tools and techniques. Lectures are used to introduce new material impart information and launch and guide individual study activities. In doing so they attempt to open student minds to a wide variety of subject material and gets them to question accepted practice and procedures. In doing so students are in a better position to plan for and implement a policy of calculated risk within their work roles. Lectures are used on most modules on the course. Seminars and plenary sessions aim to promote student centred learning via group discussion with feedback aimed at developing self-confidence in communication and presentation. They are also designed to encourage self-criticism and the enhancement of interpersonal skills. As with lectures, seminars are used on most modules Workshops seek to build confidence in the use of techniques and apply them to real or simulated situations. Frequently they allow students to engage in team work and come up with creative solutions to complex problems. Modules that adopt a more practical or employer-centred approach frequently utilise this type of teaching and learning strategy. For example, workshops are a feature on the Introduction to Finance and Accounting and Tourism Planning modules. The use of reflective tools (e.g. Pebble Pad) and virtual learning (in particular Blackboard) allow students to extend their studies beyond the confines of the classroom. Normally all lecture notes, video links, supplementary reading and assessment guidelines are incorporated on the latter platform. Pebble Pad has proved to be a popular and useful strategy for recording examples of work-based learning. As such it is a feature of the Academic Development and Employability and Research Methods for Managers/Placement modules. Guest speakers seek to provide students with the opportunity to experience and debate current industrial practices within the workplace. The use of guest speakers has traditionally been a feature of the Special Interest Tourism and Tourism Planning modules Self-managed personal research, used extensively on the latter stages of the course, is central to the research ethos of undergraduate study. It allows curious minds an opportunity to explore multi-disciplinary solutions to standard operating practices and procedures. Self-managed personal research is a feature of the Research Methods for Managers and Service Industry Dissertation / Business Project modules. Finally the use of information and communications technology seek to illustrate to students how complex data can be instilled and transferred between employers and employees in diverse geographical settings. It is a tool that is used on the Introduction to Finance and accounting module. Specifying the exact percentage of each of these strategies across the course is impossible to quantify, suffice to say all modules will incorporate one or more of these elements to a greater or lesser degree. Further details are provided in the module study guides.


24. Technology Enhanced Learning (TEL) Indicate the strategic use of TEL within Learning, Teaching and Assessment, across the Course Levels. Students will be able to access a variety of learning materials via the University’s e-learning system, Blackboard. Tutors aim to encourage its use for such purposes as:

o Obtaining additional learning materials such as lecture notes, supplementary videos and reading lists

o General or specific notices or announcement relating to the course as a whole or to you specific group. Here posts will be made available via the course’s community site and individual posts by module tutors.

o Networking with tutors and other students via the use of facilitated e-discussions, e-tutorials or the chat-room facilities. The use of wikis, internal video conferencing and discussion boards are all illustrative of course network activities

o Recording development plans, learning contracts and reflective learning commentaries. These are available via Pebble Pad and posted on the Learning Through Work module.

o Tracking your personal achievements, marks and feedback made possible by the university’s Myregistry site.

TEL is used by all modules on the course and hence by association, at all levels.

25. Assessment Approaches

University policy is to establish a course assessment strategy that aims to:

o Design assessments to drive learning and meet the programme learning outcomes. o Use diverse types of assessment with explicit, transparent and consistent marking criteria. o Ensure that assessment is timely and effective in providing evidence of module/programme

intended learning outcomes. o Provide consistent, constructive, critical and prompt feedback that is linked to marking criteria and

learning outcomes. o Apply double marking in accordance with the subject group’s double marking policy. o Use external examiners in accordance with the university and programme agreements. o Allow individual reflection on the learning and assessment process.

Normally no more than two pieces of assessment are set in relation to each module. A variety of assessments, both formative and summative, have been designed to enable students to meet the overall learning outcomes of the course and address the possible different learning styles of students. These have included essays, reports, individual and group presentations, live clients briefs, case studies and simulations, portfolios, role plays, quantitative and qualitative data analysis, literature reviews, and the production of a project briefs. Comparatively little work will be assessed under formal examination conditions on the course. This reflects the nature of the tourism work environment where work roles are often based on creativity and innovation; in-house projects and team work. In addition, the potential international nature of some of the student cohort and the discriminatory nature of examinations works against assessing students whose first language is not English in an artificial (and pressured) work environment – namely the examination room. The aim of the assessment strategy on the degree is fourfold, namely to support learning, evaluate student understanding of learning outcomes, develop and demonstrate competence in the implementation of tasks and allow for the acquisition of transferable skills. As noted, modules on the BA normally incorporate both a formative and summative element of assessment. The rationale behind such a decision reflects the difference in thinking as to the nature and purpose of formative and summative assessment. While the former is seen as an aid to support learning, the latter is regarded as a test of competence. Including at least two elements in any module assessment


strategy also allows for student development in the acquisition of knowledge and the development of key skills. Traditionally staff from the Field of Tourism Aviation and Events Management has adopted a common assessment strategy on many of their modules. For example, modules including Research Methods for Managers and the Service Industry Dissertation / Business Project lend themselves to a more practical and learning by discovery approach. They are also receptive to the principle of linking assessment to employers via a programme of action research or industrially-sponsored Service Industry Dissertation / Business Projects. The culmination of many BA programmes within the University of West London remains the production of a piece of self-directed research. Assessment linked to the Service Industry Dissertation / Business Project module aims to give students the opportunity of producing a major individual piece of work set within the context of tourism management. In order to meet the assessment demands of this module and be consistent with that of other BA programmes within the College, this module requires the production of a substantial piece of research. The preparation of a viable research proposal linked to the production of certain ‘milestones’ might be considered to be the formative element of such an academic exercise. However, student engagement with a designated university mentor effectively ensures the continuous monitoring and evaluation of student performance and gives students the opportunity to action any feedback given by their tutors or Service Industry Dissertation / Business Project sponsor (in the case of industrially-sponsored Service Industry Dissertation / Business Projects). L3 modules: Foundation Skills and Extended Foundation Skills These two modules are for students who have failed resits of Level 3 modules up to a value of 40 credits. It starts from the premise that students who have passed at least 80 credits of Level 3 modules have already developed a range of appropriate knowledge and skills, but need additional support to identity their own academic strengths and areas for development and to understand how to apply these skills in practice. Both modules are delivered together in the form of an intensive one-day workshop, giving students an additional 7 hours of supported study (in addition to the learning hours they have already spent on the failed modules). The workshop provides a structured set of guided tasks which allow students to identify and understand the core academic skills they need to progress to L4 study, recognise their own strengths and weaknesses as learners, and in Extended Foundation Skills, apply core academic skills of analysis and the presentation of information.

26 Assessment Matrix Module Title Level Credit Assessment Type

(see definitions below)

Weighting (%)

Overall pass mark

Threshold (%)

Submission: Week Number

Introduction to the Hospitality Leisure and Tourism Industries

3 20 A1: Report A2: Group Poster Presentation

60%

40%

40 N/A Week 8

Week 13

The Business Environment in the Hospitality Leisure and Tourism Industries

3 20 A1: Presentation A2: Group Report

60%

40%

40 N/A Week 8

Week 13

Personalised Learning

3 20 A1: written assignment

100% 40 N/A Week 15 (S1)

Careers in the Hospitality Tourism and Leisure Industries

3 20 A1: Career workbook

60%

40%

40 N/A Weeks 3-12

Week 13


A2 Career Development Plan


3 20 A1: Portfolio A2: Group Event

60% 40%

40 N/A Week 12 Week 12

Academic Performance

3 20 A1: written assignment

100%

40 N/A Week 15 (S2)

Foundation Skills

3 20 Portfolio Oral Assessment

60 40

40 Summer: only for students who have

failed resit of one 20 credit

module Extended Foundation skills

3 40 Portfolio Set Exercise Practical Oral Assessment

30 20 30 20

40 Summer: only for students who have failed resits of two 20 credit modules

Tourism Culture and Society

4 20 A1: Take home test A2: Individual Report

50

50

40 N/A 7

13

Introduction to Travel and Tourism

4 20 A1:Individual Report A2: Multiple Choice test

40

60

40 N/A 8

13

Travel Geography 4 20 A1: In class test A2: In class test A3: Evidence Portfolio

20

20

60

40 N/A 5

8

13

Principles of Management and Leadership

4 20 A1: In class exercise A2 : Video A3: Essay

30

30

40

40 N/A 5

9

14 Introduction to Accounting and Finance

4 20 A1: Individual Report A2: Group Report

50 50

40 N/A 6

13

Academic Development & Employability

4 20 A1: Report A2: Portfolio A3: Reflective Report

30

40

30

40 N/A 3

7

11 Sales and Marketing

5 20 A1: Group Presentation A2: Individual Report

40

60

40 N/A 6

14


Travel and Tourism Law

5 20 A1: Case History A2: Case History

50

50

40 N/A 7

14

Research Methods for Managers

5 20 A1: Portfolio A2: Proposal

40

60

40 N/A 6

13 Managing Human Resources

5 20 A1: Portfolio A2: Reflective Report

40

60

40 N/A 6

11 Tourism and Transportation (option)

5 20 A1: Group Presentation A2: Essay

50

50

40 N/A 7

14

Tour Operations (option)

5 20 A1: Individual Report A2: Group Presentation

40

60

40 N/A 7

14

Attractions Management (option)

5 20 A1: Individual written assignment A2: Portfolio

40

60

40 N/A 6

14

Understanding Business Tourism (option)

5 20 A1: Individual Report A2: Group Presentation

40

60

40 N/A 6

13

Tourism Planning 6 20 A1: Essay A2: Group Presentation

40

60

40 N/A 7

14 Strategic Management

6 20 A1: Consultancy Report A2: Group Presentation

50

50

40 N/A 7

13

Service Industry Dissertation / Business Project/Project

6 20 A1: Proposal A2: Service Industry Dissertation / Business Project A3: Management of Process

20

70

10

40 N/A 7 (S1)

10 (S2)

14(S2)

Contemporary Issues and Management of Change

6 20 A1: Essay A2: Group Presentation

40

60

40 N/A 7

13

Sustainable Tourism (option)

6 20 A1: Group Presentation A2: Essay

40

60

40 N/A 7

13 Governance of Tourism (option)

6 20 A1: Essay A2: In Class Test

40 60

40 N/A 7 13


Tourism and the Media (option)

6 20 A1: Case Study A2: Media Strategy A3 : Reflection & Evaluation Social Media Post

20

30

50

40 N/A 3

10

13

Special Interest Tourism (option)

6 20 A1: Portfolio I A2: Portfolio II

50 50

40 N/A 6 13

Resort Management (option)

6 20 A1; Reflective Report I A2: Reflective Report II

50

50

40 N/A 7

14

Assessment type KIS category Written exam Written Written assignment, including essay Coursework Report Coursework Service Industry Dissertation / Business Project Coursework Portfolio Coursework Project output (other than Service Industry Dissertation / Business Project) Coursework

Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*) *Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam. 21. Opportunities for work experience and employer engagement No placement is incorporated in the foundation element of the travel and tourism programme. There are, however, other ways by which students engage with the travel and tourism industry For example, these include visits to the university by guest speakers and work related projects. Opportunities also exist for students to social network with other students Opportunities exist for students to social network with other students on the course. It is envisaged that many of the students on the course will have already worked in the travel and tourism industry (albeit in a non-managerial capacity) have part-time jobs in this area or will have come into contact with others who have related work experience. Traditionally they have been willing to share this experience with their peers both in an informal and formal (workshop) capacity. Finally students will be encouraged to apply for ‘Associate Status’ of the professional bodies that regulate the travel and tourism industry – The Institute of Travel and Tourism and The Tourism Society. Membership of both Institutes open up the possibility for students to attend trade seminars and conferences. It will also bring them into direct contact with individuals who work directly in their target industry.


22. Personal Development Planning (PDP) PDP has been formalised onto the degree via the Personal Tutorial system delivered through levels 3-6. These tutorials are designed to support the development of academic skills (at levels 3 & 4) employability (at level 5) and personal reflection and research enquiry linked to career options (at level 6). However aspects of personal development planning are incorporated into individual modules. Assessment and indicative content provide a way of evidencing PDP. On the foundation the module ‘Introduction to Hospitality Leisure and Tourism’ introduces students to a variety of sectors of the travel and tourism industry and specific companies. This helps them from the earliest stages of the programme to identify potential career opportunities. The career development module can potentially be used to formalise a career development plan and provide examples of employer engagement. At level 4, the module ‘Introduction to Travel and Tourism’ introduces students to a variety of sectors of the travel and tourism industry and specific companies. This also can help them from the earliest stages of the programme to identify potential career opportunities. The ‘Research Methods for Managers (Placement)’ module and associated project work seeks to expose students to employers and the demands of working in a tourism related work environment. On various modules (e.g. ‘Academic Development and Employability’ and again Research Methods for Managers (Placement)’) Pebble Pad will be used to record academic and vocational experiences (in the case of the latter as part of a project log). This can potentially be used to formalise a career development plan and provide examples of employer engagement. Elsewhere the ‘Resort Management’ and ‘Special Interest Tourism’ modules uses engagement with employers as the basis of their assessment strategies. ‘Research Methods for Managers’ aims to provide the research skills that not only underpin business decision-making but also search for career related information. The use of visiting speakers in the ‘Travel Geography’ module will seek to expose students to a range of employers opening up the possibility to question them as to their career progression. Recognition of the course by the Institute of Travel and Tourism will further allow all students to participate in the monthly meetings of its London Chapter. Here students will be able to network with employers, understand what employers expect from potential employees and gain valuable advice on applications procedures. Finally the university’s Careers Service and electronic learning platform Blackboard gives students a wealth of online learning support materials that can be incorporated into any search for, and access to, gainful employment. Building a CV; employment skills profiling; identifying and searching careers data bases; help with letters of application; improving literacy and numeracy and the effective presentation of information are illustrative of what can be found.

23. QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


Tourism programmes (from Hospitality, leisure, sport and tourism Subject benchmark statements) 6.22 An honours graduate in tourism will be able to demonstrate an understanding of the concepts and characteristics of tourism as an area of academic and applied study, including being able to:

• understand and appreciate the potential contributions of disciplines that help to explain the nature and development of tourism

• explain and challenge theories and concepts which are used to understand tourism • explain and challenge the definitions, nature and operations of tourism • demonstrate an understanding of the domestic and international nature and dimensions of tourism • utilise a range of source material in investigating tourism • demonstrate an awareness of the dynamic nature of tourism in modern societies • understand the intercultural dimensions of tourism.

6.23 An honours graduate in tourism will be able to demonstrate understanding of the nature and characteristics of tourists and, in particular:

• be able to explain the patterns and characteristics of tourism demand and the influences on such demand

• have an understanding of the ways in which tourists behave at destinations • understand the cultural significance of tourism for tourists and societies.

6.24 An honours graduate in tourism will be able to demonstrate an understanding of the products, structure of and interactions in the tourism industry, including being able to:

• demonstrate an understanding of the structure, operation and organisation of the public, private and not-for-profit sectors and their activities

• evaluate the factors that influence the development of organisations operating in tourism • analyse relations between consumers of tourism and the providers of tourism services.

6.25 An honours graduate in tourism will be able to demonstrate understanding of the relationships between tourism and the communities and environments in which it takes place, in particular:

• being able to evaluate the contribution and impacts of tourism in social, economic, environmental, political, cultural and other terms

• having an understanding of, and being able to evaluate, the approaches to managing the development of tourism through concepts of policy and planning

• appreciating the ethical issues associated with the operation and development of tourism; and having an understanding of the issues and principles of sustainability and social responsibility in the context of tourism.

24. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx


Descriptor for a higher education qualification at level 6: Bachelor's degree with honours The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc.

Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline • conceptual understanding that enables the student:

o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

• an appreciation of the uncertainty, ambiguity and limits of knowledge • the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for

example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

And holders will have:

• the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts

the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

25. External Examiner Arrangements Indicate the current status of External Examiner (EE) arrangements related to this Course(s) i.e. use of existing EE’s for shared modules and, the requirement for additional EE’s. Travel and Tourism Management courses draw upon a team of external examiners (linked to the various generic business modules that transgress all undergraduate modules within the College) and on one specialist (tourism) examiner. External examiners are attached to all modules. They are responsible for assessing the quality of the programme and the consistency of standards across all levels. External examiners are selected on the basis of their subject expertise and are subject to scrutiny by a division of the University’s Academic and Quality Control Department – External Examiner’s Advisory Committee (EEAC). External examiners are proposed by the College and if accepted by EEAC are in position for four years.


The University requires any External Examiner to attend at least two module assessment, progress and award boards per year. They are also expected to comment on assessment proposals and samples of student work. Where there are serious concerns about the quality and standards of the assessment process they are expected to highlight this in their annual written report. The college takes responsibility for negotiating with the External Examiners their annual workload for the year. This normally involves determining what modules will be moderated and what assessment/award boards will be attended. Their intentions are conveyed to the Course Leader via the Heads of School. Course Leaders are then expected to make assessment proposals and samples of work available in a timely manner prior to the external attending any board. Examples of all assessment are made available for any External Examiner to scrutinise prior to the start of any semester. Should it be deemed necessary, module leaders will be expected to modify their assessment proposals in-line with the recommendations of the External(s). At the end of the year the Course Leader is also invited to comment on the Annual Report of the External Examiners. This discussion and feedback is used to inform the assessment strategy for the following year. Specific dates for assessment boards are negotiated between the College and the Externals. These, however, fall within general guidelines laid down by the university. Once a year Externals are invited to attend an annual Field review. This normally takes place in the second semester. The Field review aims to give the course team the opportunity to have a frank discussion with their Externals outside the confines of an examination board. It also gives the course team an opportunity to gain examples of good practice drawn from other institutions. As students are normally present at the Field review it also allows them the opportunity to meet their Externals and feedback any information and advice to the wider student cohort.

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