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HOLLINGS FACULTY

DEPARTMENT OF FOOD AND TOURISM MANAGEMENT

Travel & Tourism Management

Foundation Degree Programme

Macclesfield College (Validated)Mid Cheshire College (Validated)

South Cheshire CollegeManchester College

DEFINITIVE DOCUMENT

Approved after approval/review/modification on

With effect from intakes in Academic Year 2009– 2010

Travel & Tourism Management Foundation Degree Definitive Document

CONTENTS Page

Part One – Programme Specification…………………………………………………………. 3Programme Specification…………………………………………………………………. 3

Part Two – Programme Regulations

1 Admission Regulations………………………………………………………………… 12Standard Entry Requirements……………………………………………………………. 12Admission with Exemption………………………………………………………….……. 13Admission with Specific Credit…………………………………………………………….13Accreditation of Prior (Experiential) Learning (AP(E)L)………………………………. 14

2 Curriculum Design and Organisation……………………………………………….14Curriculum Design Overview…………………………………………………………….14Relationship to Subject Benchmark Statement(s)…………………………………… 17Assessment Criteria for Marking Schemes…………………………………………… 23Arrangements for Anonymous Marking of Summative Assessments………………26Arrangements for the Quality Management of Placement Learning.........................26

3 Assessment Regulations………………………………………………………………27Programme-specific Regulations………………………………………………………… 27

4 Programme Management and Student Support…………………………………. 28

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Programme Committee………………………………………………………………… 28Board of Examiners…………………………………………………………………….. 31Programme Leader……………………………………………………………………… 33Other Staff Responsibilities…………………………………………………………….. 33Student Support Strategy………………………………………………………………. 34Student Evaluation………………………………………………………………………..34

Part Three – Curriculum Content 36Unit syllabus proformas

Appendix 1: Tourism Management Assessment Matrices

Appendix 2: Personal and Professional Development Matrices.

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PART ONE

Programme Specification

0 Brief descriptive summary

The aim of the qualification is to give employees already working in the Travel and Tourism industry or students looking to enter the industry an excellent grounding for management roles in a range of travel and tourism organisations and government bodies. The course will ensure that graduates will be equipped with the skills to analyse, evaluate and demonstrate innovative approaches to key issues in management, finance, marketing and other functions within the travel and tourism industry. It will also seek to provide students’ with a programme of study and an exit qualification that will enable them to progress on to an honours year should they wish to.

The programme combines six modules that are core to the suite of Fds developed in collaboration with the Hollings Faculty with six mandatory travel and tourism units: Airline and Airport Operations, Introduction to Tourism Industry, The Cruise Sector, Investigating Tourist Destinations, Tourism and Global Sustainability, Tour Operations Management. The programme will articulate with the BA (Hons) Tourism Management.

Foundation Degrees place particular emphasis on vocational learning, and there is clear academic recognition for learning that takes place outside the traditional teaching environment, therefore the aim of the programme is to link work experience with college based learning. Arrangements for work experience are flexible, whether permanent employment in the case of PT students, or relevant work placements for FT students.

The participating colleges offer well established BTEC National programmes in Travel & Tourism and have built up good contacts with the travel and tourism related industries in the local area and elsewhere (including tour operators and airlines). The curriculum is directly informed and its currency maintained by the scholarly activity and professional practice of staff. Recently practising staff will make valuable contributions, as well as industry lecturers, and facilitate important links to professional practice.

The Cheshire Consortium of colleges are already validated by the Hollings Faculty for FdA Travel and Tourism Management (Mid Cheshire College & Macclesfield College) and FdA Tourism Management (South Cheshire College) and therefore the core management units for the FdA Travel and Tourism Management course will already be familiar to South Cheshire College. The Manchester College is a new partner for the Food, Tourism and Hospitality department.

The Manchester College is now the largest FE provider nationally and the 7th largest FE college in terms of direct HEFCE. For the academic year of 2009-10 there are 1243 directly fundable FTEs and 194 indirectly funded FTEs. The provision consists of 12 HNC/D programmes, 33 Foundation Degrees, 8 Honours programmes and 3 postgraduate programmes with a total of 1325 students enrolled on full time programmes and 586 studentsenrolled on Part-time programmes. The college also delivers a significant range of level 4/5 LSC funded professional non-prescribed higher education qualifications such as ILEX, CIPD and AAT. The Manchester College was a founder member of the Greater ManchesterStrategic Alliance, established in 2005 as a non-funding collaboration, between Further Education Colleges and HEI’s delivering HE in Greater Manchester. The college has a number of programmes validated by local and regional HEI’s including Manchester Metropolitan University (Business School).

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Basic Programme Details

1 Overarching Programme Network/Title and programme

specification code(s)Travel & Tourism Management

2 Final award(s)/title(s)(including any PSRB final awards conferred as an automatic result of successful completion of the programme)

FdA Travel & Tourism Management

3 Combined Honours Subject(s)offered through programme specification together with associated final award(s)(where relevant)

N/A

4 Interim exit award(s)/title(s)(including Combined Honours interim exit awards)

Cert. HE Travel & Tourism Management

5 Mode(s) and durationFull-time mode 2 YearsPart-time mode 2-4 Years

6 FHEQ position of final award(s) Intermediate (level 5)

7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme)

The Manchester Metropolitan University

8 Teaching institution(s) Macclesfield College ValidatedMid Cheshire College ValidatedSouth Cheshire CollegeManchester College

9 Relationship with Foundation Year N/A

Administrative Details

10 Home Department/ School/ Institute

Department of Food and Tourism Management

11 Home Faculty Hollings Faculty: Food, Clothing and Hospitality Management

12 UCAS code(s) FdA Travel & Tourism Management

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s) Macclesfield College (Validated) Mid Cheshire College (Validated)South CheshireManchester College

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14 Description of type of collaborative provision or academic partnership

EXTERNAL APPROVALMacclesfield College and Mid Cheshire College are members of the Cheshire HE Consortium and are collaborative partners, validated for the UG provision of the FdA Travel & Tourism.Management programme. MMU will not be running this programme internally

Approval Status

15 Date and outcome of most recent MMU review/ approval

N/A

16 Next Scheduled Review Date: May 2013

17 PS/1 effective date:(ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

September 2009

External References/Relationships

18 QAA Benchmark Statement(s) Hospitality, Leisure, Sport and Tourism 2008

19 Date/outcome of last QAA engagement (or equivalent)

March 2001CDC&O 4 TL&A 3SP&A 4 SS&G 4LR 4 QM&E 3

20 PSRB(s) associated with final award of programme(eg those which offer professional status/membership/license to practise as result of successful completion of the final award.

N/A

21 Date and outcome of last PSRB approval(s)

N/A

Programme Information

22 University and Programme Educational Aims

University Educational Aims:

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

To provide a supportive and inclusive learning environment which will enable success for all learners

To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

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Programme Educational Aims:

The aims of the Travel & Tourism foundation degree programme are to:

Offer opportunities to students who wish to pursue managerial careers in the Travel & Tourism industry and its associated sectors, and who are capable of benefiting from the experience.

Assist students to realise their potential by providing a challenging and appropriately resourced learning environment.

Enable students to develop those intellectual, vocational and personal skills relevant to further learning challenges and to management careers in the Travel & Tourism and associated sectors.

Produce high calibre graduates capable of successful management careers in the Travel & Tourism industry.

23 Programme Learning Outcomes

MMU Educational Outcomes:

Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to:

communicate clearly in speech, writing and other appropriate modes of expression argue rationally and draw independent conclusions based on a rigorous, analytical and

critical approach to data, demonstration and argument apply what has been learned demonstrate an awareness of the programme of study in a wider context

Programme Learning Outcomes

Graduates of the Travel & Tourism Foundation Degree programme (level 5) will be able to demonstrate:

an understanding of the development of knowledge in relation to the Travel & Tourism industry.

an understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts.

understanding of the Travel & Tourism management through evaluation of both academic and professional practice

knowledge, understanding and critical awareness of, the moral, ethical, environmental, safety and legal issues which underpin best practice in the Travel & Tourism industry.

key transferable skills and also responsibility for their own learning and continuing professional development.

vocationally relevant management skills and knowledge by exposure to professional

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practice in Travel & Tourism contexts. a recognition of the centrality of the Travel & Tourism consumer in relation to their

needs an ability to respond appropriately to the diversity that prevails within the Travel &

Tourism industry in relation to stakeholders. appreciate, understand and assess developments in the Travel & Tourism industry in

the context of different sectors. understand and apply key management principles in Travel & Tourism related

operations and services. appreciate and understand the operational and management requirements for a

Travel & Tourism business and identify business opportunities.

24 Interim Award Learning Outcomes

Students who have successfully completed The FdA Travel and Tourism Management Degree Level 4 studies will have demonstrated:

knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to interpret these within the context of that area of study.

an ability to present and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

an ability to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.

the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

25 Teaching/Learning and Assessment Strategy

The process by which students acquire necessary analytical and evaluative skills will be based upon a strategy which ensures that responsibility for learning is accepted by students as their programme of study progresses. Initially, emphasis will be on the learning of principles and techniques alongside raising awareness and understanding through tutor-led delivery. In addition, those professional and transferable skills necessary for the work-place will be developed and students encouraged to build on their intellectual abilities and to cultivate interpersonal skills, self-confidence and independence. At level five, the approach will build on the earlier work by promoting more active student participation in learning.

The strategies and teaching techniques described have been selected to progress effective learning at each level. The active participation of students as individuals and in teams will be a major factor in their development from being a recipient of knowledge at level four to a more independent learner at level five. This should equip them well for further degree studies or employment. Each individual partner institution will be able to tailor the content of the unit to meet local requirements and staff specialist areas, provided the learning outcomes are met.

Examples of how local, regional and national employers were integrated into the planning of the tourism field units in the original validation are as follows:

The Association of Cruise Experts (ACE) was formed in 1987 as a means of educating and supporting travel agents in the detail and dynamics of the cruise industry, recognising that for most holidaymakers, cruising was a very different concept to mainstream land-based holidays. ACE has met with huge success,

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working with over 36 cruise line members, over 3,000 travel agencies and winning coveted industry awards recognising the quality and depth of learning that the Association offers. ACE VISION is a new bespoke solution for academic institutions who want to benefit from the vast range of opportunities that exist in the cruise market. ACE is a not for profit organisation and all income received is re-invested to provide additional benefits for members. As a member of Ace Vision Mid Cheshire College will provide the students with access to resources including ship visits, regional training seminars, travel blogs, podcasts, an online database plus access to Watermark Online, an online news centre. Ace Vision will feed directly into the Cruise Sector unit contributing to specific learning in Specialist Cruising, Luxury Cruising, The Cruise Line product and Destination Cruising.

The Airline and Airport Operations unit at level 4 was developed by a link with Easyjet at Liverpool Airport and a cabin crew training team at Thomas Cook at Manchester Airport which will provide a further resource for this unit.

At level 5 the Tour Operations Management was heavily supported by Holidaybreak Plc, a leading tour operator which includes the brands of Eurocamp, Keycamp and Superbreak. Holidaybreak.

Assessment is perceived as an integral part of the learning process. The instruments therefore will not only confirm that learning outcomes have been met but also provide an additional challenge to students to demonstrate their range of skills. Demands will increase with each level as students are tasked to reveal their ability to work independently or in teams. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the right level of challenge and also enables the programme to confirm that outcomes have been achieved.

Assessment strategies would be discussed actively by subject teams in each partner college via a planning meeting at the start of the academic year in order that both programmes and modules secure the relationship between level, intended learning outcomes, assessment criteria, and modes of teaching. This discussion would evolve around a variety of ways in which innovative and motivating learning and teaching strategies and assessment methods could be developed to maximise the opportunities for students to engage with learning and demonstrate their achievement of the learning outcomes. Example of assessment practices include: examinations, written coursework assignments in essay form, business reports, business plans, cultural portfolios, spreadsheet generated financial models, WEB-based assignments, case study analyses, seminar presentations, and seen case studies / publications.

In designing the unit weighting for the Foundation Degree in Travel and Tourism Management individual units consideration was given to the following factors: Custom and practice in the FTM subject area

The incorporation of existing validated Foundation Degree units for the FD Events Management and FD Hospitality Management Programmes.

To best enable a student to demonstrate his or her achievement of the unit learning outcomes.

Consideration of both assessment methods and unit weightings were used in the design of the Foundation Degree in Travel and Tourism Management. These individual unit weightings were primarily decided by the individual specialist tutor for the unit. Once complete the individual units were discussed as part of the overall planning process for the course to ensure cohesiveness in curriculum design linked to student experience. The majority of units

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are weighted 60/40 or 50/50 although some units do carry a 100% weighting. Factors that could affect the individual weighting given by the specialist unit tutor include:

The size of the unit (for example 10, 20 or 40 Credits).

Vocational input from employers linked to curriculum content and assessment methods / design.

The specialist unit lecturer’s judgement on how to cover the curriculum content and set an appropriate assignment that covers all learning outcomes.

The balance of assessment methods currently employed on the course (the FD Travel and Tourism Management has used some units already validated on other existing departmental Foundation degrees).

Custom and practise used by the individual lecturer in designing successful learning outcomes and assessment packages in other departmental programmes.

The individual lectures professional opinion on how best the learning outcomes for the unit should covered.

Group work is strongly supported on the FD course as there are many educational benefits of students working cooperatively in groups for example the development of skills such as teamwork, analytical and cognitive skills, collaborative and organisational skills and time management skills. The delivery team planning meeting at the start of the academic year would also discuss the use and management of group work. Normal areas to be addressed would include:

1) Whether what is to be assessed is the product of the group work, the process of the group work, or both (and if the latter, what proportion of each)2) What criteria will be used to assess the aspect(s) of group work of interest (and who will determine this criteria - lecturer, students or both)3) Who will apply the assessment criteria and determine marks (lecturer, students – peer and/or self assessment or a combination)4) How will marks be distributed (shared group mark, group average, individually, combination) 5) Which units and learning outcomes would best suit the need for group work.6) The total amount of group work the students would be undertaking in one academic calendar year.

Although students on this programme are enrolled by and with a partner institution and are therefore bound by the partner institutions rules, regulations and procedures, all assessment shall be subject to the Regulations for Undergraduate Taught Programmes of Study. All assessments shall be subject to both assessment moderation in which the appropriateness of the proposed assessment mechanism and regime is confirmed and marks moderation, where the performance of students in that assessment is verified. Colleges are expected to use their own rigorous internal verification procedures for the moderation of marks. This is complemented by cross college moderation prior to submission of recommendations to the Examination Board.

The role of the MMU Link Tutor is to ensure that development of learning, teaching and assessment strategies are conducted for this programme in line with the University’s Learning and Teaching Strategy, and that the Programme Teams recognise the need for variety to suit the needs of a diverse student cohort.

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To increase and widen participation into higher education the Programme is offered via two delivery modes:

PT attendance for students currently in employment FT attendance

On PT attendance mode, students will typically attend college for 2 evenings a week (or one afternoon plus one evening), for 32 weeks on each stage of the course. It is a requirement for entry to the programme on a PT basis that the student has suitable employment in a business environment to enable them to fulfil the requirements for work-based learning.

26 Programme structures, levels, credits, awards and curriculum mapIncluding specific progression arrangements for Foundation Degrees

Travel & Tourism Management Foundation Degree:

Level 4 Units:

Personal and Academic Development (FD):10 CreditsBusiness Accounting: 20 CreditsMarketing (FD): 20 CreditsIntroduction to Tourism Industry (FD): 10 creditsAirline & Airport Operations (FD): 20 creditsInvestigating Tourist Destinations (FD) 20 creditsThe Cruise Sector (FD): 20 credits

Level 5 Units:

Work Based Unit (FD): 40 creditsBusiness Planning (FD): 20 creditsHuman Resources Management (FD): 20 creditsTourism & Global Sustainability (FD): 20 creditsTour Operations Management (FD): 20 credits

Please see section 2.1 for award/curriculum maps.

Progression arrangements:

Foundation degree graduates have a direct route onto the final year BA Hons Tourism Management programme (part time). In addition Foundation degree graduates may progress onto the MMU Tourism based sandwich route.

Application/expression of interest in progressing to the Honours degree must be made during the second year of Foundation degree studies. To gain entry to the final year of the BA honours degree or qualify for admission onto the Sandwich degree placement year applicants will have achieved their Foundation degree. Formal application will normally be made via the UCAS system unless otherwise advised.

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27 Personal Development Planning

Certain skills e.g. managing self; communication; numeracy etc will be developed and assessed through the assessment package. A matrix of these skills and the units through which they will be assessed can be seen in Appendix 2. Students will be made aware of the ‘mapping’ of skills within the programme of study but encouraged to gather evidence of their skills from within the University and for outside activities. These activities will include skills obtained during part-time work, voluntary work, hobbies, study abroad or working as a student representative or ambassador.

All foundation degree students will study the Personal and Academic Development unit at level 4 and the Work Based unit at level 5, all achievements and assessments from these units directly contribute to the PDP portfolio.

This record of learning and achievement is for the student to compile.

28 Placement Learning

This programme will incorporate work based learning (see Work Based Unit, unit descriptor). The management, organisation and implementation of the work based learning, where appropriate, will be made in accordance with the University’s code of practice on placement learning. This will be detailed in the unit handbook for the Work Based Unit and will clearly indicate the roles of the College, the student and the external organisation in which the learning will take place.

All foundation degree students will be expected to undertake work based learning (see section 2.5 and the Work Based unit descriptor for further details on the management, organisation and implementation of the Work Based Unit learning). The work based learning unit is compulsory and will be taught in level 5 (40 credits).

29 Progression to Honours Degrees

Students achieving the award of FdA Travel and Tourism Management will be offered a progression route onto the Honours degree (see section 26).

30 Points of Reference

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Internal:

University Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations for Undergraduate or Taught Postgraduate Programmes of Study Academic Regulations and Procedures Handbook Faculty Programme Approval/Review/Modification Report University Learning and Teaching Strategy Staff research Staff/Student Liaison Committee

External: QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report External examiner reports

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PART TWO

PROGRAMME REGULATIONS

1: Admission Regulations

i. Entry requirements used for these programmes will comply with the MMU recruitment and admissions and AP(E)L policy.

ii. Admission to these programmes shall be subject to the principle that the Admissions Tutor concerned, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award.

iii. In addition the admission of individual applicants will be regulated by the Programme Teams in accordance with the policies and procedures of the institution in which they operate, subject to the requirements of Manchester Metropolitan University. The Programme Committee will ensure a consistency of approach across the institutions offering the programme.

iv. In considering an application to the programme, evidence will be sought of personal, professional and educational experience that provides indications of the applicant’s ability to meet the demands of the programme.

v. All applicants shall be considered having regard for the University’s equal opportunity policy and such anti-discrimination legislation as may be in force.

vi. Candidates must have a sufficient command of the language in which the programme is taught to be able to meet the requirements of the programme in every respect.

vii. When considering the suitability of an applicant for a place on the programme the following factors will usually be taken into account: The applicant’s qualifications; The information given in supporting academic references; Information obtained at interview

1.1: Standard Entry Requirements

1.1.1: Entry to Year 1

Candidates admitted to the programme should be able to benefit from a learning experience at undergraduate level. This requirement can be fulfilled by citing academic achievement or proof of an academic level relevant to the programme. An applicant will normally be considered for entry to a programme provided that the requirements stated below are met. Applications are also welcomed from those without formal entry qualifications or who do not meet the precise entry requirements specified but who can nevertheless demonstrate through some other means their potential ability to satisfactorily complete the programme.

Applicants must have sufficient command of the English language to meet the requirements of the programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language, or its equivalent. For international students for whom English is not their first language, IELTS at grade 6 or TOEFL 550+ (or 213+ points on the computer based test) is a requirement for admission to the programme. In addition, applicants should possess GCSE Mathematics at grade C or above. Alternative qualifications that demonstrate numerical ability will be considered.

Minimum entry requirements will be:

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4 GCSE passes at grade C or above, normally including English and Mathematics together with either one pass at Advanced GCE level, BTEC National Diploma, NVQ Level 3, or Advanced Diploma.

Consistent with the University's Curriculum 2000 statement, a broader base of studies incorporating AS levels, is also welcome.

Success in an Access to Higher Education course will also be considered Admissions Tutors may accept other qualifications as are deemed to be

acceptable in lieu of those specified above.

The Admissions Tutors may accept an applicant whose qualifications do not conform to the standard requirements. Such applicants must show evidence of ability and commitment to complete the programme.

1.1.2: Entry to subsequent years

Applicants may be considered for entry into Level 5 if they have a qualification which demonstrates a level of achievement comparable to the learning outcomes of Level 4. They will need to demonstrate equitable skills and a commitment to study.

Entry to Level 5 of the programme is normally available for applicants who have successfully completed:

the first level of an appropriate Higher National Diploma achieving 50% or more Credits at Merit level or above or;

the first level of an appropriate Foundation Degree achieving 50% or more Credits at 60% or above or;

the first year/level of another degree programme in a subject or subjects appropriate to their intended programme of study.

Normally there must be a close match between the applicant’s prior learning and the requirements of the programme.

1.2: Admission with exemption

At the discretion of the Programme Committee, on the advice of the Programme Leader and Admission Tutor, an applicant may be admitted with general credit to an appropriate point in the programme. It needs to be clear that the applicant has fulfilled some of the progression and assessment requirements of the programme (or equivalent requirements), and will be able, by completing the remaining requirements, to fulfil the learning outcomes of the programme and attain the standard required for the foundation degree award. This may be achieved through application of the University CAT scheme or through a formal submission accompanied by evidence of learning experiences and the standards achieved.

Admission with general credit is subject to the same principles as admission to any stage of the programme.

1.3: Admission with specific credit

At the discretion of the Programme Committee, on the advice of the Programme Leader and the Admission Tutor, an applicant may be admitted with specific credit to an appropriate point in the programme. It is necessary that it is clear that the applicant has fulfilled some of the progression and assessment requirements of the programme (or equivalent requirements), and will be able, by completing the remaining requirements, to fulfil the

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learning outcomes of the programme and attain the standard required for the stage/degree award. This may be achieved through application of the University (AP(E)L) scheme or through a formal submission accompanied by evidence of learning experiences and the standards achieved.

An applicant claiming exemption from named units of the programme will have to demonstrate that they have already achieved the learning outcomes of the unit/s which they wish to be exempted from. Although gaining exemption from certain elements the student may, as appropriate, be required to take alternative elements. When considering admission with exemption each applicant will be assessed on their individual merit.

Applicants will not normally be exempted from more than half the credits for the Stage/Level at which they are admitted.

Admission with specific credit is subject to the same principles as admission to any Stage of the programme.

1.4: Accreditation of prior (experiential) learning (AP(E)L)

Applicants who do not possess all the necessary formal academic qualifications for entry to a programme may be considered if they can demonstrate that they have experience, motivation and personal qualities appropriate for degree level work.

Applicants will be asked to make a formal submission identifying the learning experiences which they consider to support their planned future study in relation to the aims and learn-ing outcomes of the programme; the submission should be accompanied by appropriate evidence of such experience and standards achieved.

Applicants may be asked to provide evidence of academic capacity in the form of a formal assignment prescribed by the Programme Leader.

2: CURRICULUM DESIGN AND ORGANISATION

2.1: Curriculum Design Overview

The foundation degrees have been designed to address the University’s General Educational Aims, which are:

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

To provide a supportive and inclusive learning environment which will enable success for all learners.

To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

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Progression to honours will be an expectation for all successful graduates at partner colleges and regular contact with college staff, both informally and through regular progression events will be used to facilitate this.

The Foundation Degree in Travel and Tourism Management has been designed to incorporate both core management units and travel and tourism industry specific units. The common management units give the students managerial skills and knowledge essential in all forms of management irrespective of industry, whereby the individual travel and tourism units give background, knowledge and skills required for graduates wishing to work in the travel and tourism sector. This approach was influenced by feedback from employers on their requirements of their prospective employees and a successful track record on other MMU departmental courses whereby this method of mixing core management units to industry specific units has been employed (tourism management, event management, hospitality management).

The core management units are common to two other foundation degrees offered by the FTM department (FD Event Management and FD Hospitality Management). These units were chosen as they are already validated and successfully running on the above named courses with good student feedback. However some of the common management unit outlines refer to the events and or hospitality industry. Clearly for students on the Foundation degree in Travel and Tourism Management the units will need to include travel and tourism specific subject content to make them vocationally relevant. This vocational relevance will be delivered in the lectures and seminars by the use of class examples, seminar case studies and additional reading. In addition they will be assessed by contextualised assignment briefs.

The common core management units are Business Accounting, Marketing, Human Resource Management, Business Planning, Work Based Unit and Personal Academic Development. For the work based unit the necessity of a workplace mentor will be stressed to both the student and employer in order that all the stakeholders’ objectives can be achieved.

The curriculum proposals are based firmly on the principles of personal development and work based learning and an acknowledgement that student recruitment onto this programme may be diverse in terms of background and prior academic achievement. The ‘Personal and Academic Development’ unit aligned with the linked ‘work based unit’ are a direct consequence of the application of these principles. Other units have been designed or adapted to stress the link with the Travel & Tourism work place, whilst at the same time facilitating discrete assessments to ensure student inclusivity and a less overwhelming assessment context. The level 4 ‘Travel & Tourism Industry’ unit also provides a student with the opportunity to explore the breadth and diversity of the Travel & Tourism industry and will promote a widening of horizons.

Student inclusivity within programmes is also enhanced by units which emphasise teamwork, eg, the level 5 units ‘Business Planning’. The very nature of group and teamwork, brings students together, but also reflects the reality that the Travel & Tourism industry is a team industry. Additionally, the continued diversity that will prevail through the delivery and assessment practices outlined in the learning and teaching strategy (see section 25 of PS/1), particularly the emphasis on student active participation and the accessibility to unit materials through ILT, facilitates inclusivity.

ILT strategies are encouraged across all partners in delivery, and teaching staff at the Consortium colleges are well-qualified and experienced in this area. As registered external students of the University, all students will have access to the University intranet and through that to licensed resources. However, because of the importance of ensuring consistency and

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validity of course documentation and assessment information the primary means of communication will be through individual college VLEs.

The overall curriculum content is in line with the aspirations of the Foundation degree and HLST Benchmark Statements. In particular, the work based nature of the Travel & Tourism Management Foundation degree programme, coupled with the currency of the curriculum content, will ensure that graduates are employable. This Foundation degree is vocationally focused and integrates academic learning with work-based skills resulting in graduates being equipped with the skills and knowledge relevant to the needs of Travel & Tourism employers. Additionally, the extensive employer links enjoyed by the colleges will provide many curriculum opportunities for direct engagement with the Travel & Tourism industry.

The ‘Work Based Unit’ is intended to facilitate a students engagement in research and reflective practice. The programmes team see this unit as central to students achieving certain higher level programme learning outcomes and as a preparation for any intended further study. From the standpoint of all staff, the design of the Foundation degree curriculum has necessitated research, scholarship and reflective practice, ie, in adapting or changing existing units and in creating new units ‘fit for purpose’ in a new educational context.

The vocational links within the Foundation Degree will be strengthened by the extensive industrial experience of teaching staff in the partner institutions as well as the well developed contacts with local and regional employers.

The role of the MMU Link Tutor is to ensure that development of learning, teaching and assessment strategies in partner colleges is informed by MMU staff research interests.

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PROGRAMME MAP:

FdA TRAVEL & TOURISM MANAGEMENT: FOUNDATION DEGREE

LEVEL 4: YEAR 1 LEVEL 5: YEAR 2

PERSONAL AND ACADEMIC DEVELOPMENT (FD)10 CREDITSMANDATORY CORE UNIT

WORK BASED UNIT (FD)40 CREDITSMANDATORY CORE UNIT

BUSINESS ACCOUNTING 20 CREDITSMANDATORY CORE UNIT

BUSINESS PLANNING (FD)20 CREDITSMANDATORY CORE UNIT

MARKETING (FD)20 CREDITSMANDATORY CORE UNIT

HUMAN RESOURCES MANAGEMENT (FD)20 CREDITSMANDATORY CORE UNIT

INDRODUCTION TO THE TOURISM INDUSTRY (FD) 10 CREDITSMANDATORY CORE UNIT

TOURISM & GLOBAL SUSTAINABILITY. (FD)20 CREDITSMANDATORY CORE UNIT

INVESTIGATING TOURIST DESTINATIONS (FD)20 CREDITSMANDATORY CORE UNIT

TOUR OPERATIONS MANAGMENT (FD)20 CREDITSMANDATORY CORE UNIT

AIRLINE & AIRPORT OPERATIONS. (FD)20 CREDITSMANDATORY CORE UNITTHE CRUISE SECTOR. (FD)20 CREDITSMANDATORY CORE UNIT

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2.2: Relationship to Subject Benchmark Statement(s)

The benchmark for Foundation degrees (QAA) are implicit in the construction of this programme. It has been designed to enable learners to benefit from the interpretation of ideas and the experience of practice within the wider context of the Travel & Tourism industry and one in which knowledge, understanding and skills are clearly integrated. The programme is underpinned by both vocational and academic understanding, providing learning outcomes that are relevant to employment and further study.

The Travel & Tourism Management Foundation Degree programme aims and outcomes are designed, through its constituent units, to achieve relevant facets of the revised QAA benchmark statement identified for the Hospitality, Leisure, Sport and Tourism (2008) subject area. The programmes team have contributed directly to the QAA revisions process and a member of the programmes team has been part of the QAA writing and editing group. This has facilitated a match between the Hospitality, Leisure, Sport and Tourism benchmark statement and programme content.

The following matrices are the most explicit way to demonstrate the relationship between the Travel & Tourism Management Foundation Degree curriculum and the HLST subject benchmark statements.

LEVEL 4:

1: PERSONAL AND ACADEMIC DEVELOPMENT (FD)2: BUSINESS ACCOUNTING3: MARKETING (FD)4: INTRODUCTION TO THE TRAVEL & TOURISM INDUSTRY (FD)5: AIRLINE &AIRPORT OPERATIONS (FD)6: INVESTIGATING TOURIST DESTINATIONS(FD)7: THE CRUISE SECTOR (FD)

LEVEL 5:

8: WORK BASED UNIT (FD)9: BUSINESS PLANNING (FD)10: TOURISM & GLOBAL SUSTAINABILITY (FD)11: HUMAN RESOURCES MANAGEMENT (FD)12: TOUR OPERATIONS MANAGEMENT (FD)

Graduates of programmes in the HLST subject grouping will have developed a range of skills and aptitudes, including their being able to:

LEVEL 4 LEVEL 5

1 2 3 4 5 6 7 8 9 10 11 12

Research and assess paradigms, theories, principles, concepts, factual information, and apply such skills to them in explaining and solving problems.

X X X X X X X X X

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Critically assess and evaluate evidence in the context of research methodologies and data sources.

X X X X X X X X X X

Critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted

X X X X X X X

Describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context.

X X X X X X X X X

Plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with and interpretation of, appropriate data.

X X X X X X X

Apply knowledge to the solution of familiar and unfamiliar problems.

X X X X X X X X X

Develop a sustained reasoned argument, perhaps challenging previously held assumptions

X X X X

Demonstrate effective communication and presentation skills.

X X X X X X X X X X X X

Work effectively independently and with others.

X X X X X X X X X X X X

Take and demonstrate responsibility for their own learning and continuing personal and professional development.

X X X X X X X X

Self-appraise and reflect on practice.

X X X X X X X X

Plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills.

X X X X X X

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Recognise and respond to moral, ethical and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct.

X X X X X X

Undertake fieldwork with continuous regard for safety and risk assessment.

X X X X

MANAGEMENT PROGRAMMES STANDARDS

Where a programme title contains the word 'management' then it should inter alia enable students to:

LEVEL 4 LEVEL 5

1 2 3 4 5 6 7 8 9 10 11 12

Demonstrate vocationally relevant managerial skills and knowledge by exposure to professional practice.

X X X

Evaluate assess and apply vocationally relevant concepts associated with the operational and strategic management of financial, human and physical resources.

X X X X X X X

TOURISM SPECIFIC STANDARDS

A graduate in tourism will be able to demonstrate an understanding ofthe concepts and characteristics of tourism as an area of academic and applied study,including being able to:

LEVEL 4 LEVEL 5

1 2 3 4 5 6 7 8 9 10 11 12

understand and appreciate the potential contributions of disciplines that help toexplain the nature and development of tourism

X X X X X X

explain and challenge theories and concepts which are used to understand tourism

X X X X X X

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explain and challenge the definitions, nature and operations of tourism

X X X X X X

demonstrate an understanding of the domestic and international nature anddimensions of tourism

X X X X X X

utilise a range of source material in investigating tourism

X X X X X X

demonstrate an awareness of the dynamic nature of tourism in modern societies

X X X X X X

understand the intercultural dimensions of tourism

X X X X X X

A graduate in tourism will be able to demonstrate understanding of thenature and characteristics of tourists and, in particular:

LEVEL 4 LEVEL 5

1 2 3 4 5 6 7 8 9 10 11 12

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

X X X X X X

have an understanding of the ways in which tourists behave at destinations

X X X X X X

understand the cultural significance of tourism for tourists and societies

X X X X X X

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

LEVEL 4 LEVEL 5

1 2 3 4 5 6 7 8 9 10 11 12

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

X X X

evaluate the factors that influence the development of organisations operating in tourism

X X X X X X

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analyse relations between consumers of tourism and the providers of tourism services

X X X X X X

An honours graduate in tourism will be able to demonstrate understanding of therelationships between tourism and the communities and environments in which it takesplace, in particular:

LEVEL 4 LEVEL 5

1 2 3 4 5 6 7 8 9 10 11 12

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

X X X

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

X X X

appreciating the ethical issues associated with the operation and development of tourism

X X X

having an understanding of the issues and principles of sustainability and socialresponsibility in the context of tourism

x x x

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2.3: Assessment Criteria for Marking Schemes

2.3.1: Generic Criteria

All summative assessment will be marked in accordance with the University's marking scheme:

Mark Outcome Descriptor< 35 fail Unit learning outcomes not achieved35 to 39 marginal fail Most unit learning outcomes achieved at

threshold level40 to 49 pass All unit learning outcomes achieved at a

threshold level50 to 59 pass All unit learning outcomes achieved at

a good level60 to 69 pass All unit learning outcomes achieved at

a very good level> 70% Distinction All unit learning outcomes achieved at

an excellent/outstanding level

In utilising this marking scheme examiners will be assured that candidates successfully completing both years of the programme (and therefore eligible for the award of a Foundation Degree) will have met requirements of the following generic criteria.

Holders of Foundation degrees should be able to demonstrate: knowledge and critical understanding of the well-established principles in their field of

study and the way in which those principles have developed. successful application in the workplace of the range of knowledge and skills learnt

throughout the programme. ability to apply underlying concepts and principles outside the context in which they

were first studied, and the application of those principles in a work context. knowledge of the main methods of enquiry in their subject(s), and ability to evaluate

critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context.

an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.

The holder of a Foundation Degree will be able to: use a range of established techniques to initiate and undertake critical analysis of

information, and to propose solutions to problems arising from that analysis in their field of study and in a work context.

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context.

undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organizations.

and have: qualities and transferable skills necessary for employment and progression to other

qualifications requiring the exercise of personal responsibility and decision-making; the ability to utilise opportunities for lifelong learning.

2.3.2: Programme-Specific Criteria

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To qualify for the award of foundation degree the student must receive passes or condoned passes in whole units to the required credit value at each academic level (level 4 & 5) and achieved the required learning outcomes for the award.

Awards will be made at pass or distinction level. For an award to be made at pass level, a student must pass or otherwise be credited with all of the units that make up the specified number and level of credits for the award. For an award to be made with Distinction, a student must achieve an aggregate average of at least 70% in units amounting to 120 credits studied at level 5 of the programme.

Level 4

70% or more - Distinction

Excellent knowledge and understanding of relevant issues and theories, which shows a capacity to understand and explain interrelationships between concepts and apply them to practice.

Evidence of knowledge gained from a range of literature and other sources. Accurate referencing used to support arguments. Written and oral communication which is clear and coherent. Accomplished use, reporting and evaluation of a range of basic research methods

and data analyses.

60-69% - Pass

Substantial knowledge of relevant issues and theories, which is evidenced in the ability to relate these to practical application in a balanced way.

Accurate referencing of appropriate literature, which generally substantiates arguments.

Written and oral communication is clear and coherent. Proficient use, reporting and evaluation of a range of basic research methods and

data analyses.

50-59% - Pass

Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.

Evidence of referencing to support argument. Written and oral communication shows evidence of logical structure and competent

expression. Competent use, reporting and evaluation of a range of basic research methods and

data analyses.

40-49% - Pass

Accurate recall of facts with some minor confusions. Limited ability to relate knowledge to practice or draw on breadth of relevant theories. Limited referencing and argument. Written and oral communication lack structure and clarity. Ability to use and report on a range of basic research methods and data analyses.

<39%

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Limited recall of facts which may contain some confusions. Poor ability to relate knowledge to the topic. Poor referencing and argument. Written and oral communication lacks structure and clarity. Poor ability to use and report on a range of basic research methods and data

analyses.

Level 5

70% or more - Distinction

Excellent integration of knowledge and understanding with respect to relevant issues and theories, which shows a capacity to apply concepts in imaginative ways and to apply them in practice.

Evidence of knowledge gained from a wide range of appropriate literature and other sources.

Accurate referencing used to support arguments. Written and oral communication is clear and coherent and synthesises knowledge in

a balanced way. Comprehensive ability to frame and operationalise research questions and to use,

report and evaluate a range of research methods and data analyses.

60-69% - Pass

Substantial knowledge of relevant issues and theories, which is evidenced in the ability to accurately explain their interrelationships and to relate these to practical application in a balanced way.

Competent choice and critical use of appropriate material to address the topic from a broad range of literature, which is accurately referenced.

Written and oral communication is clear and coherent. Proficient ability to frame and operationalise research questions and to use, report

and evaluate a range of research methods and data analyses.

50-59% - Pass

Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.

Appropriate choice and some critical use of material to address the topic from a range of literature, which is generally well referenced.

Written and oral communication shows evidence of logical structure and competent expression.

Competent ability to frame and operationalise research questions and to use, report and evaluate a range of research methods and data analyses.

40-49% - Pass

Largely descriptive discussion of theories with limited ability to critically apply these to the topic.

Inadequate referencing and development of argument. Written and oral communication lacks cohesive structure and clarity. Adequate ability to frame and operationalise research questions and to use, report

and evaluate a range of research methods and data analyses.

<39%

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Limited and descriptive discussion of theories. Little critical analyses of the topic, with limited reference to the literature. Poor integration of knowledge gained from different sources. Written and oral lacks structure and clarity. Limited ability to frame and operationalise research questions and to use, report and

evaluate a range of research methods and data analyses.

2.4: Arrangements for anonymous marking of summative assessments

As far as possible for most summative coursework assessment the programme will adopt the University procedure on anonymous marking. However it is recognised that the small numbers in college cohorts make anonymous marking difficult to achieve for submitted assignments, especially where formative and draft assignments have been given feedback.

Similarly, examination scripts are only identified by student number until the marking process is complete following the University-wide arrangements for the anonymous marking of examinations. The only exceptions to these arrangements are assessed presentations where it is apparent to the assessor who the student is.

2.5: Arrangements for the quality management of placement learning

This programme will incorporate work based learning (see Work Based Unit, unit descriptor). The management, organisation and implementation of the work based learning, where appropriate, will be made by the College in accordance with the Universities institutional code of practice on placement learning. This will be detailed in the unit handbook for the Work Based Unit and will clearly indicate the roles of the College, the student and the external organisation in which the learning will take place. The link tutor will ensure partner colleges are aware of this code of practice. Both Macclesfield College and Mid Cheshire College have a history of successfully running work based learning units linked to other MMU foundation degrees.

The learning outcomes for the work based unit will be developed and evaluated by the student completing a negotiated work-based project. The project will involve the Student, University work based learning (WBL) tutor and a Workplace Mentor. Students will have responsibility for building individual programmes of learning around a theme, problem, innovation or other form of development of relevance to the broad aims of the programme. It will be the responsibility of the student to arrange a work based experience. Individual colleges will make timetable arrangements that will facilitate the student engaging on a work experience. The unit builds on the knowledge and skills delivered in Year 1 as part of the Personal and Academic development unit. Therefore the specification will be issued and discussed with the students in year 1.

Prior to the student starting their work experience a Learning Agreement must be submitted. This will be discussed with the WBL tutor and Workplace mentor and formulated into an agreement to ensure the student has a rewarding work experience and has access to a range of information sources to enable completion of research into the work based organisation and subsequently the work based report. The WBL tutor will give the student advice and guidance on minimum work based contact needed to complete the project. In addition students will need to complete a personal development plan linked to the work based experience which will build upon the PDP submitted in Year 1 as part of the Personal and Academic development unit.

2.6: Academic partnership activity

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The FdA Travel & Tourism Management course has been developed as a partner-based validated undergraduate collaboration. The home department is the Department of Food and Tourism Management based at the Hollings Faculty of MMU who will be responsible for a single programme committee. Quality management will be undertaken by a partner-based sub programme committee, subject to full MMU quality management and programme regulations and overseen by a Link Tutor nominated from the academic staff of the home department.

2.7: Professional, statutory and regulatory body links

Not applicable to this programme.

2.8: Flexible and distributed learning (including e-learning)

All unit leaders will make online support available through the individual partner colleges own virtual learning environment. Students studying this programme at partner colleges will be classed as MMU external students. They will therefore have external student entitlement to the University's educational and support services.

3: ASSESSMENT REGULATIONS

3.1: Statement on MMU Regulations for Undergraduate or Postgraduate Programmes of Study

This programme conforms to the Assessment Regulations for Undergraduate Programmes of Study regulations with regard to assessment, reassessment and progression.

3.2: Programme-specific regulations

3.2.1: Student attendance and absence

Student attendance on programmes shall be monitored in accordance with the Universitys approved Attendance Monitoring policy. Any unit specific attendance requirements are fully explained within each unit specification, and in particular, students on work placement are made fully aware of attendance requirements. All requirements for attendance shall be made clear to students in the Programme Handbook.

3.2.2: Approved variation or exemption from MMU Regulations

The programme requests exemption from trailing units from year 1 of the programme into the second and final year.

4: PROGRAMME MANAGEMENT AND STUDENT SUPPORT

4.1: Programme Committee

4.1.1: Membership of the Central Programme Committee:

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The Programme Committee will consist of the following members:

Programme Leader (Chair) Head of Department of Food and Tourism Management (ex officio) Dean of Faculty (ex officio) Staff with particular programme responsibility:

Unit Leaders (as identified within the unit descriptors in the appendix)Group TutorsPlacement Officer

Members of full-time and part-time staff teaching on the Programme Link Tutor with Partner Institutes Programme leader from Partner Institutes Student representatives elected from each level of the full-time route (at least one

from each tutor group and from each partner college) Additional membership categories: representative of the University Library; Faculty

Student Support Officer; representative of Information and Communication Technology Services.

4.1.2: Responsibilities:

The Committee will meet once a term, or more frequently if necessary. It will be responsible for:

i the maintenance and enhancement of the academic standards of the Programme.ii the monitoring and evaluation of the Programme and in particular evaluating its

operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs.

iii ensuring the Programme operates in accordance with the approved Programme scheme.

iv agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme.

v considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to:

Programmes, teaching and learning, the content of the curriculum the assessment and examination of students (in conjunction with Board of

Examiners) criteria for the admission of students research, scholarship and Programme-related staff development the appointment of internal and external examiners the retention, support and progression of students.

vi advising the Academic Board on such matters as v above.Vii ensuring the academic development of the Programme.viii advising the relevant Head of Department/Dean through the Programme Leader on

the resources needed to support the Programme.ix contributing to the formulation of institutional academic policy and considering such

other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board.

4.1.3 Sub Programme Committee at Partner Institutes:

Sub programme committees will be used at each partner college. The sub-committees will report back to the programme committee.

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Membership:

The Programme Committee will consist of the following members:

Partner Programme Leader (PPL) (Chair) Partner Curriculum Leader Partner Higher Education Manager Link Tutor from MMU Stage/Group Tutor/ Unit Leaders from partner institution Two student representatives from partner institution One member from partner to represent Library, Media Services and Information

Services

The Committee has powers to co-opt other members as required and to form sub-committees where it is deemed necessary.

Responsibilities:

The Committee will meet once a term or more frequently if necessary. It will be responsible for:

i. the maintenance and enhancement of the academic standards of the Programmeii. the monitoring and evaluation of the Programme and in particular evaluating its

operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs

iii. ensuring the Programme operates in accordance with the approved Programme scheme

iv. agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme

v. considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to:

programmes, teaching and learning, the content of the curriculum the assessment and examination of students (in conjunction with Board of

Examiners) criteria for the admission of students research, scholarship and Programme-related staff development the appointment of internal and external examiners the retention, support and progression of students.

vi. advising the Academic Board on such matters as v abovevii. ensuring the academic development of the Programme

viii. advising the relevant Head of Partner Department through the PPL on the resources needed to support the Programme ( at a local level)

ix. contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board.

4.1.4 The Annual Cycle for Partner Institutes – Planning, Assessment and Annual Monitoring :

Summer months:

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The MMU Link Tutor will arrange an internal validation moderation meeting with Partner Programme Leader (PPL) and team. It is anticipated that the partner institutions will devise assessments at a local level in accordance with the assessment strategies outlined in the unit proformas but these must be moderated to ensure parity of student experience. This course of action will be applied to all assessments, including examinations, where part of the assessment strategy.

The Partner Programme leaders will then ensure examples of moderated assessments/examination papers to be sent to External Examiner that is arranged by the Partner Institutes.

Early Autumn Term:

Link tutor will ensure partner institutions students are enrolled on MMU system. PPL will convene Programme sub-committee meetings in their own institutions to

discuss the Collaborative Partner Quality Action Plan (QAP). The Link Tutor will provide assistance where required.

Mid Autumn Term:

The Programme Leader at MMU will receive the Collaborative Partner’s QAP in order to prepare the overall Programme QAP as part of the Monitoring and Evaluation process.

A full Programme Committee meeting will be convened at MMU with the prime purpose of approving the overall programme QAP (PPLs may attend).

Any suggested modifications to the programme arising from the annual monitoring process will be pursued through the appropriate channels by the Programme Leader.

Spring Term:

The PPL will convene a full Programme Committee Meeting in accordance with the responsibilities provided in Section 4.1.

The Link Tutor will arrange with PPLs for students considering application to final year or placement year of an Honours route to visit the Home Department.

Partner Programme Teams to undertake process of student evaluation (Section 4.7).

Summer Term:

PPLs to ensure arrangements have been made for the External Examiner/s to receive samples of work and/or to visit partner institution prior to the Examination Board meeting.

Link tutor to ensure student marks are entered into MMU student marks database. PPLs to arrange Mitigating Circumstance boards to be held at partner colleges. Link

tutor to offer advice and guidance. PPLs to arrange Pre board exam board at partner colleges. Link tutor to offer advice

and guidance. Board of examiners to be held at MMU, Link tutor to represent partner colleges

accompanied by PPLs.

4.2: Board of Examiners

The standard university regulations for Boards of Examiners will be used. They must be complied with in full, but may be added to where necessary and are then subject to approval.

30


One Examination Board at Hollings, MMU, will be convened to deliberate on Partner Institutes students’ achievements. Subsidiary Examination Committee (see 4.1.4) will be formed in the Partner Institutes in order to finalise the marks prior to the examination board. The awards for the students will be recommended by the Link Tutor in the Examination board, where the board of examiners will make the appropriate decisions regarding each student.

4.2.1: Membership

The Board of Examiners shall comprise:

Head of Department of Food and Tourism Management or Dean of Faculty (ex-officio).

Partner Programme Leaders . MMU Link Tutor for Partner Institutions. Internal Examiners (defined as those staff, both full and part-time associated with

assessment which are the responsibility of the Board). The External Examiners appointed for the programme.

4.2.2: Responsibilities

i The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.

ii In exercising its responsibilities, the Board of Examiners has the discretion, subject to the provision of the regulations of the University, to reach such a decision in respect of candidate’s assessment(s) and award as it may deem appropriate having regard for the need to ensure that justice is done to individual students and that the standards of the University’s awards are maintained.

4.2.3: Functions

The Board’s functions shall include:

i recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award.

ii determining the award, including the level of Honours where applicable, to be recommended under (i) above.

iii applying the University’s examination and assessment regulations to the programme.iv considering, moderating and approving examination papers, and marking schemes, if

any, for all assessed examinations relating to the programme.v consider and approving and assignments or projects which form part of the scheme

of assessment.vi assessing written or oral examinations.vii assessing any project or coursework which forms part of the scheme of assessment.viii receiving and considering any communication relevant to tits functions.ix reporting matters of policy and significance to the Academic board.x such other functions as the Academic board shall determine.

4.2.4: Sub-Committees

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The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners.

Partner Institutes will have sub-committees that includes all unit leaders and the Link Tutor, where draft examination papers and assignments, examination scripts and students’ assignments will be moderated to ensure learning outcomes and appropriate standards are achieved.

4.2.5: Subsidiary Examination Committees

The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decisions on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.

4.2.6: Duties of Board Members

i The duties of the Chair of the Board of Examiners shall include convening meetings, corresponding and communicating with External examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board.

ii The duties of the Internal Examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board.

iii The role, authority, duties and rights of External Examiners shall be defined in the regulations on external examiners made by the Academic Board.

4.2.7: Treatment of Extenuating Circumstances

It is the responsibility of the Board to ensure that student extenuating/mitigating circumstances are addressed according to University regulations. In accordance with University regulations within the Hollings Faculty there will be a Faculty Board dealing with Extenuating Circumstances allowing for an equitable and fair cross-faculty approach to the process. This will take place prior to the Exam Boards and will consider individual cases and make recommendations to the Board. Only in exceptional cases will details be revealed to the full Board and only with the student’s written permission.

4.3: Programme Leader(s)

The appointment and duration of the office of a Programme Leader shall be determined by the partner colleges. The Programme Leader is responsible for the day to day management of the programme including (with the assistance of a designated admissions tutor from within the programme team if desired) admissions decisions. The Programme Leader is also required to be responsible for producing the annual monitoring exercise with assistance from the programme team and reference to their Head of Department.

In summary a Partner Programme Leader (PPL) is responsible for: Chairing the Programme Sub-committee meetings

32


Liaising with the Link Tutor in the Home Department. All matters pertinent to the day-to-day operation of the programme Preparation of information required for the AME especially the Collaborative

Provision Quality Action Plan (QAP). Attendance at the central programme committee and exam board for their partner

college.

4.4: Other Staff Responsibilities

All academic staff who teach on the programme are members of the programme team and may be allocated specific responsibilities relating to the organisation of the programme. These might include group/year tutorship, admissions, presentations at open days etc.

The MMU Link Tutor is responsible for:

Providing advice to the programme sub-committee of the partner institutions as an MMU ‘critical friend’.

The Link Tutor will meet together with the PPLs at several strategic points throughout the year: during the summer term when planning assessment strategies for the coming session; during the autumn term prior to the start of the annual monitoring exercise so that matters of concern to all partners can be addressed through the University's quality enhancement processes; during the spring term to identify issues relating to programme modification or external examinership.

The role of the Link Tutor is to facilitate the smooth running of the programme across various partners. The role of the Programme Leader is to ensure that the programme as a whole operates efficiently and according to University regulations.

Year/Group Tutors are responsible for:

Ensuring induction programme and enrolment is carried out in an effective manner. General administrative and organisational management of their groups, reporting to

the Programme Committee via the Sub-committee. Collating student marks for presentation to the subsidiary board of examiners. Pastoral and academic counselling of their student group. Ensuring students have all relevant information regarding their programme of study,

their local Department, and their links to Manchester Metropolitan University. Preparing student feedback for inclusion in the Annual Monitoring and Evaluation

Exercise (AME).

The Admissions Tutor is responsible for:

Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee via the Partner Sub-committee.

Co-ordinating applications and making admission decisions.

4.5: Student Support Strategy

The colleges of the Cheshire HE Consortium are committed to provide excellent support facilities the students on the programme. All have been commended on the quality of student support in OFSTED and QAA reviews. The profile of students enrolling on the Programme is

33


likely to be diverse ranging from students recently having completed a Level 3 qualification in an associated subject, to adults without formal level 3 qualifications but appropriate work experience. The needs of the different students is provided for through a programme of tutorials. Flexible teaching and learning strategies allows students to progress at an appropriate rate, and allow additional support to students where necessary.

Students on the programme at college have access to professional Careers Guidance (careers guidance and support for personal development is also available through tutors and mentors at the students’ main study base), Study Skills support, Counselling facilities and Welfare and Financial advice are available at times convenient for FT and PT students. Access to childcare facilities is offered by the Colleges. These services are uniformly provided through College-based student services units.

The central college-based structures for student pastoral support and guidance are supplemented by support from individual tutors for both personal and career developments as well as for course related feedback on progress and assessments.

All Consortium colleges have comprehensive support systems in place for students and experience of dealing with a range of individual students needs. Each college has a detailed student handbook and provides access to general information via the college intranet. In all institutions the availability of support is clearly outlined at interview, enrolment, induction and throughout the Programme as necessary.

4.6: Student Evaluation

Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/ learning strategies.

Student observations are considered through the tutorial systems and through the student voice on Programme Committees. The colleges conduct an annual questionnaire survey takes place towards the end of term 2 which assesses the students’ opinions of the programme. Students are also strongly encouraged to take part in the National Student Survey. Both of these sources of information feed into the programmes Quality Action Plan.

4.7: Engagement with Employers

In undertaking the delivery of a vocational programme it is very important to develop and maintain links with employers. The programme team continually aims to develop employer links, by consulting and visiting potential employers and by inviting placement employers to give presentations to students. The development of the foundation degree in Travel and Tourism Management involved consultation with local employers where course content and employment opportunities were discussed. Relationships with employers have also led to short term employment/placement opportunities for students. Employers are also invited in regularly to provide guest lectures linked to specific subject areas in units and also career-related talks.

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PART THREE – CURRICULUM CONTENT

Unit Specification Templates

1 UNIT TITLE BUSINESS ACCOUNTING 2 BRIEF SUMMARY This unit introduces financial techniques to enable students

to plan effectively, organise, control and report on a business entity.

3 UNIT CODE NUMBER4 HOME PROGRAMME All BA (Hons) Event Management Programmes

All BA / BSc (Hons) Tourism Management Programmes

Foundation Degree Tourism Management

Foundation Degree Event Management

5 HOME DEPARTMENT Food and Tourism Management

6 SUBJECT AREA HLST

7 UNIT LEADER(S) Neil Symon8 CREDIT VALUE 20

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9CREDITS AT LEVEL: 4

TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

200

10 UNIT STATUS Mandatory Core Unit

11 PRE-REQUISITES None

12 CO-REQUISITES None

13 UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to:

1) Understand and interpret a set of final accounts using appropriate ratios.

2) Use financial Forecasting techniques.3) Organise data for input into a spreadsheet and

complete computerised accounting.

14 CURRICULUM OUTLINE

An introduction to business accounting Pricing techniques Costing: marginal and absorption Cash flow forecasts Basic book-keeping Final accounts: trading, profit and loss accounts Departmental accounts Balance sheets Adjustments to final accounts Performance indicators: Ratios Cash accounting Spreadsheet models

15 LEARNING & TEACHING ACTIVITIES

Class Contact:Lectures 19 x 1 hourTutorials 19 x 1 hourComputer workshops 5 x 2 hourThe unit leader will also make available online support via the Web CT Vista portal

36


16 ASSESSMENT STRATEGIES

Ass Number Outcomes Weighting Ass Type1 1,2,3 40 Course work

1500 words2 1,2 60 Exam

Students to complete a course work in groups of 3s and 4s mainly on spread sheet with a short report. A two hour exam, some of which may be multi-choice covering cash flows, cash accounts, ratios, and final accounts. This carries 60% of the overall grade for this unit.

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Detailed assessment criteria for this unit will be related to learning outcomes and will be included within the unit handbook.

18 INDICATIVE STUDENT LEARNING RESOURCES

Key Text: Fardon, M. and Cox, D. (2000) Accounting: An Introduction to the Principles of Accounting, 2nd edition, Bath: Osborne Books Ltd.

Other Books:Atrill, P, McClaney, E (2001), Accounting and Finance for Non-Specialists, 3rd ed., Harlow: Financial Times Prentice Hall

Atrill, P, McClaney, E (2002), Finance Accounting for Non-Specialists, 3rd ed., Harlow: Financial Times Prentice Hall

Atrill, P, McClaney, E (2002), Management Accounting for Non-Specialists, 3rd ed, Financial Times Prentice Hall

Drummond, D (1998), Purchasing and Costing for the Hospitality Industry, London: Hodder and Stoughton Educational

Wood, F. (2002), Frank Wood's Business Accounting. - 1. - 9th ed., Harlow: Financial Times Prentice Hall

Wood, F. (2002), Frank Wood's Business Accounting. - 2. - 9th ed., Harlow: Financial Times Prentice Hall,

Journals and Periodicals:These will be recommended by the unit tutor during the academic year.

Web sites and electronic resources:These will be recommended by the unit tutor during the academic year.

19 ANY ADDITIONAL NOTES AND COMMENTS

37


20 DATE OF APPROVAL21 DATE OF MOST

RECENT CONSIDERATION:

38


1 UNIT TITLE MARKETING FOUNDATION DEGREE2 BRIEF SUMMARY This unit is an introduction to marketing concepts. Marketing

is presented within the dynamic service industry sector through the introduction and application of theory to case study material of markets, companies and professional roles.

3 UNIT CODE NUMBER4 HOME PROGRAMME Foundation Degree Hospitality Management

Foundation Degree Events ManagementFoundation Degree Travel and Tourism Management


6 SUBJECT AREA HLST

7 UNIT LEADER(S) Thanasis Spyriadis

8 CREDIT VALUE 20 CREDITS AT LEVEL:

4

9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

200

10 UNIT STATUS Mandatory Core





1. Explain the concepts and principles of marketing

2. Understand the theory of services marketing in the context of the interface between customers and companies in the service industry sector

3. Identify and explain significant aspects of the business environment of the service industry sector and assess their impact on companies and their markets.

4. Demonstrate an understanding of the nature of marketing and the relevance of the marketing mix as applied to a relevant organisation.

14 CURRICULUM OUTLINE The consumer and business sectors of the service

39


industry marketplace. The marketing concept and the characteristics of

services marketing. The extended services marketing mix and customer

care. Market segmentation, targeting & positioning. Introduction to market research techniques and

consumer analysis. Influences on consumer buyer behaviour and models

of analysis. Market, segmentation and competitive analysis. The business and marketing environment. The SWOT marketing audit tool in marketing

planning. The marketing communications mix. Communication and consumer behaviour. Communications techniques and their assessment. Integrated marketing communications planning. Business to business marketing in the service

industry sector. Service development for competitive edge. Pricing and profit targets. Marketing ethics and company social responsibility Appropriate professional competencies for

experiential marketing.

40



Class Contact and learning and teaching activities:24 x 1 hours Lectures 24 x 1 hours Seminars / syndicate activities


Ass Number Outcomes Weighting Ass Type1 3 & 4 50% Report -

2000 word2 ALL 50% Exam (2hrs)




Key Texts:

Bowie, D. & Buttle, F. (2007), Hospitality Marketing: An Introduction, Butterworth-Heinemann, Oxford

Dibb S, Simkin L, (2006) Pride W M, Ferrell O C. “Marketing Concepts and Strategies” Fifth European Edition, Houghton Mifflin

Palmer, A., (2008),4th ed., Principles of Services Marketing, McGraw-Hill: London

Palmer, A. and Hartley, B. (2006) The Business Environment, 5th Edition, McGraw-Hill.

Schmidt, R A and Wright, H ( 1996). Financial Aspects of Marketing, Macmillan

Hospitality Marketing Research:MintelHospitality Company websitesJournals / PeriodicalsJournal of Hospitality and Leisure Marketing

Web sites www.marketingonline.comhttp://www.marketingteacher.com/


20 DATE OF APPROVAL

41

http://www.marketingteacher.com/

http://www.marketingonline.com/


21 DATE OF MOST RECENT CONSIDERATION:

42


1 UNIT TITLE PERSONAL AND ACADEMIC DEVELOPMENT FOUNDATION DEGREE

2 BRIEF SUMMARY This unit is designed to help students plan and develop improved strategies and techniques to support their studies by developing essential academic and related learning skills needed for their course of study. In addition students will develop academic learning in relation to their professional practice and career development.

3 UNIT CODE NUMBER4 HOME PROGRAMME Foundation Degree Event Management

Foundation Degree Hospitality ManagementFoundation Degree Travel and Tourism Management

5 HOME DEPARTMENT Department of Food and Tourism Management

6 SUBJECT AREA HLST

7 UNIT LEADER(S) Shaun Litler / Nicky Smith


4


100





On successful completion of this unit students will be able to:1. Produce an appropriately referenced academic piece of

work on a recent topical issue linked to the service industry sector by gathering, reading and evaluating information from a range of different sources

2. Effectively employ the self development approach to enhancing study skills

3. Evaluate vocationally related skills needed to enhance employability requirements within the Service Industries.


Introduction to unit – link to academic course and professional development

Note Taking Reading Skills Writing Skills – Report writing / essays Presentation Skills Referencing Critical thinking Evaluating personal skills and action planning Problem solving Learning styles Revision and examination techniques Interpersonal communication Time management

43


Portfolio building, Team building skills, Project construction and management Reflecting on experience Career management

44



Class Contact:

Lectures: 12 x 1 HoursSeminars: 12 x 1 Hours

Combination of formal tutorial and lectures and experiential learning throughout the duration of the first year. Methods of delivery will also include individual and group exercises, personal and group presentations, private study and e-learning.

The unit leader will also make available online support via the Web CT Vista


Ass Number Outcomes Weighting Ass Type1 1,2 40 Essay 1500 words2 3,4 60 Creation and

development of a PDP to include evidence of a Personal Skills Audit (PSA) and action plan




Books:

Bedford D and Wilson E (2006) Study Skills for Foundation Degrees, David Fulton Publishers Ltd

Burns T and Sinfield S (2002) Essential Study Skills: The Complete Guide to Success at University, Sage Publications Ltd

Burton, J and L (1994) Interpersonal Skills for Travel and Tourism, Longman, Essex

Buzan, T (1995) The Mind Map Book, BBC Books, London

Cottrell, S (1999) The Study Skills Handbook, Macmillan, London

Cottrell, S., (2003) The Study Skills Handbook, Palgrave Macmillan,

Cottrell, s., (2005) Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan

Drew,S and Bingham,R (1997) The Student Skills Guide, Gower, Hampshire

Greetham, B.,(2001) How to write better essays, Palgrave

45


Fisher, D & Hanstock, T (1998) Citing References, Blackwells Bookshops, Oxford

Holtom E (2007) Study Skills Galore, Park Publishing

Hindle, T (1998) Making Presentations, Dorling Kindersley, London

Payne, E & Whittaker, L (2000) Developing Essential Study Skills, Prentice Hall, Harlow

Peck, J & Coyle, M (1999) The Students Guide to Writing, Macmillan, London

Electronic resources:www.learningcommons.uoguelph.ca/index.htm

www.inspitation.com

www.mind-map.com

www.mindtools.com/pages/main/newMN_ISS.htm

www.owl.english.purdue.education/general

www.larnenglish.org.uk/grammar

www.aicpa.org/cpe/powerpt/htm

www.mmu.ac.uk/tips/presentations/index.php




46

http://www.mmu.ac.uk/tips/presentations/index.php

http://www.aicpa.org/cpe/powerpt/htm

http://www.larnenglish.org.uk/grammar

http://www.owl.english.purdue.education/general

http://www.mindtools.com/pages/main/newMN_ISS.htm

http://www.mind-map.com/

http://www.inspitation.com/

http://www.learningcommons.uoguelph.ca/index.htm

http://www.amazon.co.uk/Study-Skills-Elizabeth-Holtom/dp/1902984595/ref=sr_1_2?ie=UTF8&s=books&qid=1208779995&sr=8-2


UNIT TITLE INTRODUCTION TO THE TOURISM INDUSTRY (FD) BRIEF SUMMARY The unit introduces students to the sectors of the tourism industry

and associated management techniques. The skills of communication, planning and organisation are developed through the unit.

UNIT CODE NUMBERHOME PROGRAMME FdA Tourism Management

FdA Travel and Tourism Management

HOME DEPARTMENT Department of Food and Tourism Management

SUBJECT AREA N800 Tourism. Transport and Travel

UNIT LEADER(S)CREDIT VALUE 10 CREDITS AT LEVEL: 4

UNIT STATUS Mandatory Core

PRE-REQUISITES None

CO-REQUISITES None

UNIT LEARNING OUTCOMES


1. Identify the constituent components of tourism

2. Understand the significance of the regulatory and business environments within which tourism operates and key issues associated with the management of tourism enterprises

CURRICULUM OUTLINE Key concepts of tourism: industry, experience, trends,

statistics Key historical developments for tourism and the drivers

leading to its development Structure and nature of providers: commercial and non-

commercial, private and public sector. Introducing case studies on transport, accommodation, visitor attractions, intermediaries and destination organisers.

Issues in the management of tourism-related enterprises such as human resource issues, marketing, the impact of information technology.

TEACHING AND LEARNING STRATEGIES

Recommended Class Contact:


Formal lectures will be supported by seminars, group work, visits and guest lectures (as appropriate), research and practical investigations.

ASSESSMENT Ass Number Outcomes Weighting Ass Type

47


STRATEGIES 1 1,2 100 Essay1500 – 2000 words

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Detailed assessment criteria for this unit will be related to learning outcomes and will be included within the unit handbook. These criteria will be derived from the Programme Specific Criteria contained in Section 2.3.2 of the Definitive Document.

INDICATIVE STUDENT LEARNING RESOURCES

Cooper, C., Fletcher, J., Fyall, A., Gilbert, D. and Wanhill, S. (2005) Tourism Principles and Practices, 3rd Edn. Harlow: Financial Times/Prentice Hall.

Davidson, R. (2003) Business travel: Conferences, incentive travel, exhibitions, corporate hospitality and corporate travel. Harlow: Financial Times/Prentice Hall.

Goeldner, C.R and Brent-Ritchie, J.R., (2006) Tourism: Principles, practices, philosophies, 10th Edn. Hoboken, NY: Wiley.

Holloway, J.C. (2006) The business of tourism, 7th Edn. Harlow: Financial Times/Prentice Hall.

Lickorish, L. and Jenkins, C. (1997) An introduction to tourism. Oxford: Butterworth-Heinemann.

Lumsdon, L. (1997) Tourism Marketing. London: International Thomson Press.

Middleton, V. and Lickorish, L.J. (2005) British tourism: A remarkable story of growth. London: Elsevier Butterworth-Heinemann.

Mill, R. & Morrison, A. (2006) The Tourism System, 5th Edn. Dubuque, Iowa: Kendall/Hunt.

Page, S. (2007) Tourism management: Managing for change, 2nd Edn. London: Butterworth-Heinemann.

Page, S. (2005) Transport and tourism: Global perspectives, 2nd Edn. Harlow: Pearson/Prentice Hall.

Page, S. and Connell, J. (2006) Tourism: A modern synthesis, 2nd Edn. London: Thomson Learning.

Pender, L. and Sharpley, R. (2004) The management of tourism. London: Sage.

Poon, A. (2002) Tourism, technology & competitive strategies. Wallingford: CAB International.

Ryan, C. (2003) Recreational tourism: Demand and impacts, 2nd Edn. Clevedon: Channel View.Ryan, C. (2002) The tourist experience, 2nd Edn. London:

48


Continuum.

Sharpley, R. (2003) Tourism, tourists and society, 3rd Edn. Huntingdon: Elm.

Swarbrooke, J. (2002) The development and management of visitor attractions, 2nd Edn. Oxford: Butterworth-Heinemann.

Swarbrooke, J. and Horner, S. (2001) Business travel and tourism. Oxford: Butterworth-Heinemann.

Journals/PeriodicalsAnnals of Tourism ResearchTourism ManagementCurrent Issues in TourismInsightsJournal of Travel ResearchTravel Trade Gazette and Travel Weekly

Electronic resources: World Tourism Organisation: http://www.world-tourism.org/ United Nations Educational, Scientific and Cultural Organization (UNESCO): http://www.unesco.org/UK tourism statistics: http://www.staruk.org.ukTravelmole: http://www.travelmole.com/ Tourism Industry Digest: http://www.e-tid.com

ANY ADDITIONAL NOTES AND COMMENTS

DATE OF APPROVALDATE OF MOST RECENT CONSIDERATION:

49

http://www.e-tid.com/

http://www.travelmole.com/

http://www.staruk.org.uk/

http://www.unesco.org/

http://www.world-tourism.org/


1 UNIT TITLE INVESTIGATING TOURIST DESTINATIONS (FD)2 BRIEF SUMMARY This unit aims to enable students to develop a critical

understanding of the components and attributes of tourist destinations, the range of impacts of tourism there, and their management for sustainability.

3 UNIT CODE NUMBER 33IT1003

4 HOME PROGRAMME Foundation Degree Tourism Management

Foundation Degree Tourism Management with Events


6 SUBJECT AREA N800 Tourism. Transport and Travel

7 UNIT LEADER(S) Dr Chris Stone (MMU)Laurie Noble (SCC)


4


200

10 UNIT STATUS MANDATORY CORE




On successful completion of this unit students will be able to

1. Define key terms – tourism, the tourist, types of tourism, the destination.

2. Describe the nature and general characteristics of tourist destinations, their ‘life cycles’ and futures, with reference to appropriate conceptual models, and apply these to case study destination(s) .

3. Identify the common characteristics of a range of destination types, and the impacts of tourism - economic, socio-cultural, and environmental - at developed and developing destinations.

4. Describe the roles and organisation of elements of the tourism ‘supply sectors’ at the destination.


the nature of destinations; tourism ‘supply’ sector; destination models: Plog & Butler; destination image and marketing; destination image & service quality; destination design; the destination life cycle; urban and rural destinations; seasonality in tourism; tourism impacts at destinations – developing &

developed countries; the environmental impacts at

50


destinations; the economic impacts of tourism; the cultural and social impacts of tourism;

mature destinations - regeneration; the DMO; developing countries - emerging resorts; coastal & resort tourism; the ‘sustainable destination’; future destinations.

51



Lectures: 24 hoursSeminars/ Workshops: 24 hoursEducational Visit(s): 10 hoursPrivate Study: 142 hours

Lectures sessions will focus on the introduction of key terminology, core concepts, foundation knowledge and key issues of relevance. They will be illustrated with a variety of real-world examples utilising a range of appropriate media. Tutor-led seminar sessions will provide opportunities for students to discuss and explore the curriculum content in more depth, as well as providing an opportunity to introduce contemporary issues associated with tourist destinations derived from appropriate academic literature and current affairs media. Workshops will provide opportunities to discuss assignments in a small-group environment.


Summative assessment is though the combination of one individual assignment, one group presentation, and one two-hour exam:

1. 50% examination - 2 hours – addressing learning outcomes one to four

2. 50% coursework – 1500-word individual written assignment (40%), and a presentation (groupwork) (10%) - addressing learning outcomes one, two, and three, although not exclusively.

There will be opportunities for formative assessment during the semester.


Criteria used to determine the achievement of the unit’s intended learning outcomes are linked to those at programme level (see programme definitive document).


Core text books:Butler, R. W. (1980) The concept of a tourist area cycle of evolution: Implications for management of resources, Canadian Geographer, Vol. 24 (1), pp. 5-12

Cooper, C. Fletcher, J. Gilbert, D. Wanhill, S. and Shepherd, S. (2004) Tourism Principles and Practice. 3rd Edn., London: Pearson Group

Davidson, R. and Maitland, R. (1997) Tourism Destinations, London: Hodder and Stoughton

Font, X. (1996) Managing the tourist destination’s image, Journal of Vacation Marketing, 3 (2), pp. 123-131

Holloway, C. (2001) The business of tourism, London: FT Prentice Hall

Lumsdon, L. (1997) Tourism Marketing, London: International Thomson Press

52


Lumsdon, L. and Swift, J.S. (2001) Tourism in Latin America, London: Continuum

Morgan, N J & Pritchard, A (1999) Power and Politics at the Seaside: Development of Devon's Resorts in the 20th Century, Exeter: University of Exeter Press

Page, S, Brunt, P, Busby G. and Connell, J, (2001) Tourism: A Modern Synthesis, Thompson Learning, London

Page, S. & Hall, C. M. (2003) Managing urban tourism, Harlow: Prentice Hall

Pattullo, P. (1996) Last Resorts: The Cost of Tourism in the Caribbean, London: Cassell

Sinclair, M.T. & Stabler, M. (1997) The Economics of Tourism, London: Routledge

TEF (2004) Greening Scottish tourism, Inverness: TEF

VisitBritain (2003) Employment generated by tourism, VisitBritain: London

Wall, G & Mathieson, A. (2005) Tourism: Change, Impacts and Opportunities. London: Prentice Hall (2nd edn.)

Journals Include: Annals of Tourism ResearchCurrent Issues in TourismInsightsJournals of Travel ResearchTourism Management

Electronic Resources:Individual countries websites www.wttc.comWorld Tourism Organisation: www.world-tourism.org (Global forum for tourism policy issues and a practical source of tourism know-how.)Unesco: www.unesco.org (case studies)Trade Environment Database (TED): www.american.edu/TED/ (case studies of destinations)

53

http://www.american.edu/TED/

http://www.unesco.org/

http://www.world-tourism.org/

http://www.wttc.com/



The unit reflects academic interests of Hollings academic staff, and current research will underpin the course delivery.



54


1 UNIT TITLE Airline and Airport Operations (FD)2 BRIEF SUMMARY The content for Airline and Airport Operations will focus on

functions and procedures of departments and personnel, the roles of aviation organizations, leadership in the airline and airport industry.

3 UNIT CODE NUMBER4 HOME PROGRAMME Foundation Degree Travel and Tourism Management


6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mark Turner


4


200

10 UNIT STATUS Core Unit





1. Understand the functions and procedures of key Airline and Airport departments and personnel

2. Explain the key operational and marketing objectives for Aviation organizations

3. Identify current issues in the aviation industry in relation to customers’ needs and changing demands.

4. Describe the growth and impact of low cost airlines on the local and national aviation industry


Functions and Procedures of Key Departments and Personnel

Roles of Aviation Organisations Leadership skills in the airline and airport industry Current Issues in Airline and Airport Operations The growth of low cost airlines and regional airports Impacts of the industry on the local economy Marketing objectives for aviation organizations Operational objectives Customer needs and changing demands Airline planning and scheduling – route, fuel and

navigation planning

55







Ass Number Outcomes Weighting Ass Type1 1,2, 60 Essay 1500

words2 3,4 40 In class

assignment




Ashford, N. H. Stanton & Moore, C. (1997) Airport Operations. 2nd Ed. McGraw Hill

Graham, A. (2001). Managing Airports. An International Perspective. Oxford: Butterworth-Heinemann

Hanlon, P. (1999). Global Airlines: Competition in a Transnational Industry. 2nd Edition, Oxford: Butterworth-Heinemann

Heracleous, L., Wirtz, J. and Pangarkar, N. (2006). Flying High in a Competitive Industry - Cost Effective Service Excellence at Singapore Airlines, McGraw Hill

Stephen Holloway, (2008)Straight and Level: Practical Airline Economics. Farnam, Ashgate

Dawna L. Rhoades, (2008) Phoenix Rising: Evolution of International Aviation. Farnam, Ashgate

Alexander T. Wells, Seth Young (2004) Airport Planning & Management 5th Edition. NY: McGraw Hill.

Richard de Neufville, Amedeo Odoni (2003) Airport Systems: Planning, Design, and Management. NY: McGraw Hill.


Web sites and electronic resources:

56


These will be recommended by the unit tutor during the academic year.




57


1 UNIT TITLE The Cruise Sector FD2 BRIEF SUMMARY The Cruise Industry is one of the fastest growing sectors in

the Travel and Tourism Industry and represents a potential area of future employment for students. The module will focus on the structure and development of the sector initially and lead into management roles in the cruise industry.



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Melanie Bishop


4


200






1. Understand the structure and development of the Cruise Industry

2. Explain the impacts of the Cruise Industry on leading destinations.

3. Recognise the changing face of the Cruise market in terms of consumer types and service delivery.

4. Describe the management roles in the Cruise industry


Structure of the Cruise Industry The impacts of the Cruise Industry on leading

destinations Development of the Cruise Industry Consumer types and customer service delivery The changing face of the cruise market Onboard Operations Management Cruise Tour Operations Management



Lectures: 24 x 1 Hours

58


Seminars: 24 x 1 Hours



Ass Number Outcomes Weighting Ass Type1 1,2, 50 Essay2 3,4 50 Case Study

Report




Cartwright, R., & Baird, C. (1999) Development and Growth of the Cruise Industry, Butterworth Heinemann

Dickinson, B. & Vladimir, A. (2008) Selling the Sea: An Inside Look at the Cruise Industry. Wiley.

Gibson, P. (2006). Cruise operations Management. Butterworth Heinemann

Goeldner, C.R. & Ritchie, J. R. B. (2003) Tourism: Principles, Practices, Philosophies. 2nd Edition. Wiley

Mancini, M. (2004) Cruising: A Guide to the Cruise Line Industry. Delmar Learning.






59


1 UNIT TITLE BUSINESS PLANNING FD2 BRIEF SUMMARY Students will learn the process that underpins the

entrepreneurial journey from the identification, evaluation and shaping of a business idea right through to eventual creation and running of a service industry based company.

3 UNIT CODE NUMBER4 HOME PROGRAMME Foundation Degree Hospitality Management

Foundation Degree Events ManagementFoundation Degree Travel and Tourism Management


6 SUBJECT AREA HLST

7 UNIT LEADER(S) Shaun Litler


5


200





On successful completion of this unit students will be able to:1) Identify and critically evaluate the factors needed to

set-up, develop and resource a sustainable business in a relevant service industry

2) Develop business planning skills with particular reference to marketing and operational planning.

3) Evaluate and apply the concepts of entrepreneurial financial management

4) Develop and resource a business plan for a relevant service industry business


Introduction to business planning and the importance of the business plan, sources of advice

Generating business ideas, skill profiles, legalities for forming and naming business

Market Research - competitor analysis, internal and external factors, use of research tools

Marketing Plan Operational Issues – staffing and human resource

implications, physical resources. Costing, Pricing, Breakeven, Budgeting and Control Forecasting sales, Cash Budgets, Profit & Loss A/C

and Balance Sheet Taxation, VAT & Insurance, Contingency Plans


Class Contact:Lectures 24 x 1HoursSeminars 12 x 1 HoursComputing 12 x 1 Hours

60


This unit will be delivered through a combination of lectures, seminars and computer workshops. Lectures will introduce key fundamental points whilst seminars and workshops will provide the opportunity to discuss and analyse issues and develop material through case study examples and student input.

61



Ass Number Outcomes Weighting Ass Type1 All 70% Business

Plan2 All 30% Presentation

(Pitch of idea)




Atrill P (2003), Financial Management for Non-specialists, Prentice Hall

Atrill, P and McLaney, E (2006) Accounting and Finance for Non-Specialists. Financial Times/ Prentice Hall

Barringer B, Ireland R (2008) Entrepreneurship, Successfully Launching New Ventures, Pearson Prentice Hall

Barrow, C, Burke, G, Molian, D and Brown, R (2005) Enterprise Development, The Challenges of Starting, Growing and Selling Businesses. London: Thomson Learning.

Bridge, S, O’Neill, K, Cromie, S (2003) Understanding Enterprise, Entrepreneurship and Small Business (2nd edn). Basingstoke: Palgrave MacMillan.

Burns, P (2006) Entrepreneurship and Small Business (2nd edn). Basingstoke: Palgrave MacMillan.

Dyson J (2007) Accounting for Non-Accounting Students (7th edn).Financial Times/ Prentice Hall.

Ehrenfeld, T (2002) The Start Up Garden; how growing a business grows you. New York: McGraw-Hill.

Fardon, M and Cox, D. (1998) Accounting: An Introduction to the Principles of Accounting ( 2nd ed). Osborne Books Lmt.

Finch (2006) How to Write a Business Plan Kogan Page Ltd

Harris, P, and Mongiello, M, (2006) Accounting and Financial Management: Developments in the International Hospitality Industry, Butterworth-Heinemann

McLaney, E and Atrill, P (2008) Accounting, An Introduction. (4th ed) FT Prentice HallOwen, G (1994) Accounting for Hospitality Tourism & Leisure. Pitman Publishing

62

http://www.amazon.co.uk/Accounting-Financial-Management-Developments-International/dp/075066729X/ref=sr_1_2?ie=UTF8&s=books&qid=1202892844&sr=1-2



http://www.amazon.co.uk/Accounting-Non-Accounting-Students-John-Dyson/dp/0273709224/ref=sr_1_2?ie=UTF8&s=books&qid=1202893441&sr=1-2

http://www.amazon.co.uk/Accounting-Finance-Non-Specialists-Peter-Atrill/dp/0273702440/ref=pd_bbs_sr_2?ie=UTF8&s=gateway&qid=1202891988&sr=8-2

http://www.amazon.co.uk/Accounting-Finance-Non-Specialists-Peter-Atrill/dp/0273702440/ref=pd_bbs_sr_2?ie=UTF8&s=gateway&qid=1202891988&sr=8-2


Rae, D (2007) Entrepreneurship from opportunity to action. Palgrave Macmillan

Stutely R (2006) The Definitive Business Plan: The Fast Track to Intelligent Business Planning for Executives and Entrepreneurs: Financial Times/ Prentice Hall.

Williams, S (2003) Small Business Guide (16th edn). Lloyds/TSB Presse Vitesse.

Wood, F and Sangster, A (2005) Business Accounting: v. 1 (10th edn.) Financial Times/ Prentice Hall.

Journals

Enterprise and Society

European Enterprise Journal

Journal of Small Business and Enterprise Development

Entrepreneurship and Regional Development

Entrepreneurship Theory and Practice

International Journal of Entrepreneurship and Innovation

www.businesslink.gov.uk www.hmce.gov.uk HM Revenue & Customswww.cii.co.uk/knowledge/ Chartered Institute of Insurers

MMU WebCT vista resources




63

http://www.cii.co.uk/knowledge/

http://www.hmce.gov.uk/

http://www.businesslink.gov.uk/

http://www.ippublishing.com/general_entrepreneurship.htm%20

http://www.blackwellpublishing.com/journal.asp?ref=1042-2587

http://www.tandf.co.uk/journals/titles/08985626.asp%20

http://miranda.emeraldinsight.com/vl=3927756/cl=133/nw=1/rpsv/academic/index.htm

http://www.european-enterprise.org/%20

http://es.oupjournals.org/

http://www.amazon.co.uk/Definitive-Business-Plan-Intelligent-Entrepreneurs/dp/0273710966/ref=sr_1_2?ie=UTF8&s=books&qid=1202816972&sr=1-2




64


1 UNIT TITLE TOURISM & GLOBAL SUSTAINABILTY FD2 BRIEF SUMMARY The unit explores concepts of sustainable development and

their links to tourism management. Tourism is an expanding and increasingly pervasive globalised industry, and must respond to the issues presented by the global sustainability agenda. The subject is addressed from both 'business' and 'conceptual' standpoints, examining tourism’s environmental and social context, changing markets for tourism, and strategies and techniques.



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Dr Chris Stone


5


200

10 UNIT STATUS MANDATORY CORE




On successful completion of this unit students will be able to :

1. Describe relationships between the development and operation of the tourism industry and principles of sustainability.

2. Examine links between and impacts of individual decisions about tourism consumption and global sustainability.

3. Describe techniques and strategies to apply sustainable development principles to the development and operation of tourism businesses, destinations, and flows.

4. Discuss the application of the principles of sustainability as applied to international tourism development and management.

65


66



Key concepts associated with tourism and sustainability Definitions of sustainable development and sustainable

tourism development and management Tourism, economics and environments; externalities; the

‘triple bottom line’ of sustainability Climate change – implications for tourism flows,

destination management and adaptation, carbon footprints, winter tourism (eg ski destinations)

Environmental management systems and tools; environmental reporting; environmental impact assessment; environmental auditing; corporate social responsibility

Markets - mass & niche – and tourism marketing, transport, and destinations. Case studies from developed and developing countries

Environments for tourism; environmental ethics Managing tourism – destination management;

attractions ; area protection; visitor management; carrying capacities and limits of acceptable change; consultation & participation; sustainability indicators

Principles into practice - ‘sustainable tourism’, ‘the responsible tourist’, ‘ecotourism’/’nature tourism’, ‘community tourism’, fair trade, ethical product development and labelling; ‘tourist codes’, individual carbon budgets

The future – making tourism sustainable?






Ass Number Outcomes Weighting Ass Type1 1,2,4, 60% Assignment on

an aspect of tourism in relation to global sustainability issues. 2000 words

2 3,4 40% Presentation


Coursework will assess research ability and analytical and evaluative skills related to the academic base on the relationships between tourism and global sustainability.

67


68



Core text books:Becken, S. & Hay, J. (2007) Tourism and Climate Change: Risks and Opportunities, Clevedon: Channel View Publications

France, L.A. (Ed.) (1997) The Earthscan Reader in Sustainable Tourism, Earthscan Publications Ltd

Gossling, S. & Hall, M. (2006) Tourism & Global Environmental Change: Ecological, Social, Economic and Political Interrelationships, London: Routledge

Hall, C M & Higham, J (Eds.) (2005) Tourism, Recreation and Climate Change, Clevedon: Channel View Publications

Holden, A. (2007) Environment and Tourism, 2nd edition, London: Routledge

Ioannides, D. et. Al. (2001) Mediterranean Islands and Sustainable Tourism Development. London: Continuum

Middleton, V. (1998) Sustainable Tourism: A Marketing Perspective, London: Butterworth-Heinemann

Pattullo, P. (2006) The Ethical Travel Guide: Your Passport to Exciting Alternative Holidays, London: Earthscan Publications Ltd

WTO-UNEP (2006) Making Tourism More Sustainable, Madrid: WTO

Journals Include:Annals of Tourism ResearchCurrent Issues in TourismEnvironmental ConservationInsightsJournal of Sustainable TourismJournal of Travel ResearchTourism Management

Electronic Resources:www.Enviro.aero - the air transport industry is making efforts to limit its environmental impactEthical Traveler - http://www.ethicaltraveler.org/ The Responsible Tourism Partnership - www.responsibletourismpartnership.org



RECENT

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http://www.responsibletourismpartnership.org/


CONSIDERATION:

70


1 UNIT TITLEWORK BASED UNIT (FD)

2 BRIEF SUMMARYThis unit provides learners with a real life opportunity to engage in current working practices delivered in the workplace linked to an academic piece of work

3 UNIT CODE NUMBER

4 HOME PROGRAMME

Foundation Degree Hospitality Management

Foundation Degree Event ManagementFoundation Degree Travel and Tourism

5 HOME DEPARTMENT

Department of Food and Tourism Management

6 SUBJECT AREA HLST

7 UNIT LEADER(S)Shaun Litler


5


400

10 UNIT STATUSMandatory Core

11 PRE-REQUISITESNone

12 CO-REQUISITESNone


Detailed learning outcomes will depend on Learning Agreement negotiations between student, tutor and workplace mentor.

However, on completing this module students will be able to:

1) Identify priorities and plan for continuing personal and professional development

2) Use a range of methods to arrange a work based experience that will support the development of a written report and reflective commentary in an appropriate service industry context

3) Design, negotiate and manage a programme of study which meets student, employer and University requirements

71


4) Complete a work assessment period and provide a detailed analysis of a selected work based issue

5) Use a range of research methods and sources to investigate and make recommendations on a selected work based issue

6) Demonstrate an understanding of reflective processes by reflecting on learning from the workplace in relation to personal and professional experience.

72



Organisational structure and profile of businesses including customer / public awareness and needs.

Aims and objectives

Impacts of external/internal influences on businesses

Researching and analysing data

Applying knowledge to solutions for practical problems within the business.

Learning styles and models and theories of work based learning.

Reflection, experiential and action learning.

LEARNING & TEACHING ACTIVITIES

Class Contact: Lectures: 12 HoursTutorials: 12 HoursComputer Workshop: 24 Hours

The learning outcomes for the unit will be developed and evaluated by the student completing a negotiated work-based project. The project will involve the Student, University work based learning (WBL) tutor and a Workplace Mentor.

Students will have responsibility for building individual programmes of learning around a theme, problem, innovation or other form of development of relevance to the broad aims of the programme.

It is the responsibility of the student to arrange a work based experience. Examples of work based experiences could be:

1) Work experience gained by the student over the summer break between Year 1 and 2 or where students are working part time for a prolonged period in a relevant service industry field.

2) Previous work experience prior to the course - this option will probably be most suitable for ma-ture students who have worked in the relevant industry in a supervisory or management posi-tion for a significant period of time. Evidence must be provided.

The unit builds on the knowledge and skills delivered in Year 1 as part of the Personal and Academic development unit. Therefore the specification will be issued and discussed with the students in year 1

Prior to the student starting their work experience a

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Learning Agreement must be submitted. This will be discussed with the WBL tutor and Workplace mentor and formulated into an agreement to ensure the student has a rewarding work experience and has access to a range of information sources to enable completion of research into the work based organisation and subsequently the work based report.

In addition students will need to complete a personal development plan linked to the work based experience which will build upon the PDP submitted in Year 1 as part of the Personal and Academic development unit.

Lectures will cover key fundamental points linked to learning in the workplace. Whilst tutorials will allow students the opportunities to meet with tutors and fellow students on campus to review progress.

74



Ass Number

Outcomes Weighting Ass Type

1 1, 2, 4, 5 50% Written Report 3000 words

2 1,2, 3, 6, 20% Reflective commentary 1000 words and Presentation

3 1, 2, 3 30% Submission of Personal Development Plan




Key Texts:

Altinay L and Paraskevas A (2008) Planning research in hospitality and tourism, Butterworth Heinemann

Blaxter, L, Hughes, C and Tight, M (2006) How to Research, Open University PressBoud, D, Keogh, R and Walker, D (1985) Reflection: Turning Experience into Learning. London Kogan Page

Cunningham, I, Dawes, G, and Bennett, B (2004) The Handbook of Work Based Learning, Gower Publishing Ltd

Denscombe M (2007) T he Good Research Guide , Open University Press

Gray, D, Hay, D, Cundell, S, and O,Neill, J (2004) Learning Through the Workplace.: A guide to work based learning Nelson Thornes

Cottrell S (2004) Skills for Success, Palgrave Macmillan

Cottrell S (2003) The Study Skills Handbook, Palgrave Macmillan

Jasper M (2003) Beginning Reflective Practice, Nelson Thornes Ltd

Moon, J (2000) Reflection in Learning and Professional Development: Theory and Practice Routledge Falmer

75

http://www.amazon.co.uk/Reflection-Learning-Professional-Development-Practice/dp/074943452X/ref=sr_1_1?ie=UTF8&s=books&qid=1203064909&sr=8-1

http://www.amazon.co.uk/Reflection-Learning-Professional-Development-Practice/dp/074943452X/ref=sr_1_1?ie=UTF8&s=books&qid=1203064909&sr=8-1

http://www.amazon.co.uk/Learning-Through-Workplace-learning-Work-based/dp/0748765042/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1203064322&sr=8-1

http://www.amazon.co.uk/Learning-Through-Workplace-learning-Work-based/dp/0748765042/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1203064322&sr=8-1

http://www.amazon.co.uk/Good-Research-Guide-Martyn-Denscombe/dp/0335220223/ref=pd_bbs_8?ie=UTF8&s=books&qid=1203504607&sr=8-8

http://www.amazon.co.uk/Handbook-Work-Based-Learning/dp/0566085410/ref=pd_bbs_sr_2?ie=UTF8&s=books&qid=1203064322&sr=8-2

http://www.amazon.co.uk/Handbook-Work-Based-Learning/dp/0566085410/ref=pd_bbs_sr_2?ie=UTF8&s=books&qid=1203064322&sr=8-2

http://www.amazon.co.uk/How-Research-Lorraine-Blaxter/dp/033521746X/ref=pd_bbs_4?ie=UTF8&s=books&qid=1203504607&sr=8-4

http://www.amazon.co.uk/How-Research-Lorraine-Blaxter/dp/033521746X/ref=pd_bbs_4?ie=UTF8&s=books&qid=1203504607&sr=8-4


Boud D and Soloman N (2001) Work-based Learning: A New Higher Educations, O U Press

Schon D A (1984) The Reflective Practitioner, Josey Bass

Schon D A (1987) Educating the Reflective Practitioner, Josey Bass

Honey P and Mumford A (2000) The Learning Styles Questionnaire: 80 Item Version, Peter Honey Publications




20 DATE OF APPROVAL


76


1 UNIT TITLE Human Resource Management (FD)2 BRIEF SUMMARY Managers in vocational areas of industry need skilled

and competent employees to drive their business and the economy forward.

This unit provides students with an appreciation of the key issues and activities that are involved in managing human resources effectively within a competitive vocational environment.

3 UNIT CODE NUMBER

4 HOME PROGRAMME

Foundation Degree Event Management Foundation Degree Hospitality Management

Foundation Degree Travel and Tourism Management

5 HOME DEPARTMENT

Food and Tourism Management

6 SUBJECT AREA HLST

7 UNIT LEADER(S) Miriam Firth

8 CREDIT VALUE 20 Credits at Level

5


200




77



On successful completion of this unit students will be able to demonstrate:

1. Examine the HRM function and assess its importance for managers in today’s economy,

2. Investigate and discuss HRM legislation present in UK employment,

3. Evaluate strategies for people management and development within employment.


INTRODUCTION TO HRM HRM responsibilities of management and HRM

process. Importance of the human resource to the service

industry experience. Context of labour markets, employment and

workforce characteristics;

RESOURCING Legislation and key management policy on equal

opportunities and managing diversity, Volunteer management, HR planning, recruitment and selection, Induction & orientation process; “psychological”,

economic and legal contracts, Managing absenteeism and turnover.

PERFORMANCE AND DEVELOPMENT The learning and training process. Performance management process, motivation,

remuneration and reward. Individual performance assessment and appraisal. Team performance and group dynamics. Management of health and safety at work

EMLOYMENT RELATIONS Approaches to leadership, management and culture. Communication, representation and involvement Conflict, grievances and organisational justice. Discipline and termination


Class Contact:Lectures: 24 x 1 hourTutorials / workshops: 24 x 1 hour

1 hour lecture per week to present the core cognitive elements.

1 hour group tutorial per week, including discussion, seminar presentation, case studies and practical exercises, providing an opportunity for the application of theory in a variety of related contexts.

Independent study and reading as appropriate. The unit leader will also make available online support via the Web CT Vista

78



Ass Number


1 1 40 Assignment2 2 and 3 60 Exam (2hrs)




Baum, T (2006) Human Resource Management for Tourism, Hospitality and Leisure, Thompson, London

Bowdin, G., Allen Allen, J., O’Toole, W., Harris, R and McDonnell, I (2006) Events Management, 2nd edn. Butterworth-Heinemann, Oxford.

D’Annunzio Green, N. (1997) ‘Developing international managers in the hospitality industry’, International Journal of Contemporary Hospitality Management, Vol. 9:5/6, pp199-208

D’Annunzio-Green, N. (2002) ‘An examination of the organizational and cross-cultural challenges facing international hotel managers in Russia’, International Journal of Contemporary Hospitality Management. Vol.14:6, pp 266 –274

D’Annunzio-Green, N., Maxwell, G. A. and Watson, S. (2002) Human resource management: International perspectives in hospitality and tourism, Thompson Learning, Padstow

French, R. (2007) Cross-cultural management in work organisations CIPD, London.

Groeschl, S. (2003) ‘Cultural Implications for the Appraisal Process’, Cross Cultural Management. Vol. 10: 1

Hollinshead, G., Nicholls, P., and Tailby, S., (2003) Employee Relations, 2nd Edition, Pearson Education, Essex.

Lewis, D and Sargent, M (2008) Essentials of Employment Law, Chartered Institute of Personnel and Development, London

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Lewis, P., Thronhill, A., and Saunders, M., (2003), Employee Relations; understanding the employment relationship, Pearson Education, Essex.

Lucas, R. E. (2004) Employment Relations in the hospitality and tourism industries, Routledge, London.

Lucas, R., Lupton, B and Mathieson, H. (2006) Human resource Management in an International Context. Chartered Institute of Personnel and Development, London

Mullins, L. (2007) Management and Organisational Behaviour. 8th ed. Financial Times Prentice Hall, Harlow

Nickson, D. (2007) Human Resource Management: for the Hospitality and Tourism Industries. Butterworth-Heinemann. Oxford

Taylor, S (2008) People Resourcing. 4th ed. Chartered Institute of Personnel and Development, London

Torrington. D., Hall. L and Taylor. S (2008) Human Resource Management. 6th edn. Prentice Hall, Harlow Baum, T (2006) Human Resource Management for Tourism, Hospitality and Leisure, Thompson, London

Tum,J., Norton,P and Nevan Wright,J (2006) Management of Event Operations. Butterworth-Heinemann, Oxford

Van der Wagen, L (2007) Human Resource Management for Events. Butterworth-Heinemann, Oxford

Journals.Event ManagementHuman Resource Management Journal Incomes Data Services, (Briefs, Focus, Studies, European Reports) International Journal of Contemporary Hospitality Management;Journal of Convention and Event TourismJournal of Human Resources in Hospitality and Tourism Journal of Sport and TourismLabour Market Trends Leisure ManagementPeople Management Tourism ManagementHotel and Restaurant Administration QuarterlyInternational Journal of Hospitality ManagementInternational Journal of Human Resource ManagementInternational Journal of Selection and AssessmentJournal of Human Resources in Hospitality and Tourism

80


Websites www.acas.org.uk Advisory, Conciliation and Arbitration Service www.cipd.co.uk Chartered Institute of Personnel and Developmentwww.culture.gov.uk Department of Culture, Media & Sportwww.dti.gov.uk Department of Trade and Industrywww.equalityhumanrights.com Equality and Human Rights Commission www. eventsreview .com Events review www.hse.gov.uk Health and Safety Executive www.open.gov.uk Government statistics and policieswww.people1st.co.uk Sector Skills Council: Hospitality, Leisure, Travel & Tourism www.peoplemanagement.co.uk People Managementwww.personneltoday.com Personnel Today www.tuc.org.uk Trades Union Congress


20 DATE OF APPROVAL


1 UNIT TITLE Tour Operations Management FD2 BRIEF SUMMARY This unit will prepare students for progression into the tour

operating environment and help them understand the skills necessary for management in this sector.



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mark Turner


5


200

81

http://www.tuc.org.uk/

http://www.personneltoday.com/

http://www.peoplemanagement.co.uk/

http://www.people1st.co.uk/

http://www.open.gov.uk/

http://www.hse.gov.uk/

http://www.eventsreview.com/

http://www.dti.gov.uk/

http://www.culture.gov.uk/tourism

http://www.cipd.co.uk/






On successful completion of this unit students will be able to:1. Discuss the structure and functions of the tour operating

industry

2. Analyse the challenges facing the tour operating industry in relation to the changing face of the industry

3. Examine the procedures used by the tour operating industry in the design and operation of the Package Holiday.

4. Evaluate the key management strategies applied in the tour operating industry


Structure of the tour operating industry Functions and Procedures of key departments and

personnel Challenges facing the sector Managing operating capacity – supply and demand

issues Planning and processing the package holiday Marketing objectives Changing face of the tour operating industry Management strategies Monitoring and appraising system performance Overseas operations management






Ass Number Outcomes Weighting Ass Type1 1,2 40 Essay 2 2,3,4 60 Case Study

Report




Bray, R. and Raitz, V. (2001). Flight to the Sun. The Story of the Holiday Revolution. London: Continuum.

Hilling, D. (1996). Transport and Developing Countries.

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London: Routledge.

Laws, E. (1997). Managing Packed Tourism. London: International Thomson Publishers.

Page, S. J. (1999). Transport and Tourism. London: Longman.

Pender, L. (2001). Travel Trade and Transport. London: Continuum.

Simon, D. (1996). Transport and Development in the Third World. London: Routledge






APPENDIX 1

ASSESSMENT MATRICES

TRAVEL & TOURISM MANAGEMENT FOUNDATION DEGREE

LEVEL 4: YEAR 1PERSONAL AND ACADEMIC DEVELOPMENT (FD)10 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1,2 40% Essay 1500

words2 3,4 60% Creation and

development of a PDP to include evidence of a PSA and action plan

BUSINESS ACCOUNTING 20 CREDITS

Ass Number Outcomes Weighting Ass Type1 1,2,3 40% Course work

1500 words

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MANDATORY CORE UNIT 2 1,2 60% ExamMARKETING (FD)20 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 3 & 4 50% Report -

2000 word2 ALL 50% Exam (2hrs)

AIRLINE & AIRPORT OPERATIONS (FD)20 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1,2 50% Essay: 1500

words.2 3,4 50% In class

Assignment INTRODUCTION TO THE TOURISM INDUSTRY (FD) (FD)10 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1,2 100 Essay

1500 – 2000 words

INVESTIGATING TOURIST DESTINATIONS(FD) 20 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1,2,3 50% Individual

written assignment, and a presentation (groupwork)

2 1,2,3,4 50% ExamTHE CRUSIE SECTOR(FD) 20 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1,2 50% Essay2 3,4 50% Case Study

Report

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TRAVEL & TOURISM MANAGEMENT FOUNDATION DEGREELEVEL 5: YEAR 2WORK BASED UNIT (FD)40 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1, 2, 4, 5 50% Written

Report 3000 words

2 1,2, 3, 6, 20% Reflective commentary 1000 words and Presentation

3 1, 2, 3 30% Submission of Personal Development Plan

BUSINESS PLANNING (FD)20 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 All 70% Business

Plan1500 words

2 All 30% Presentation (Pitch of business plan)

HUMAN RESOURCES MANAGEMENT (FD)20 CREDITSMANDATORY CORE UNIT

Ass Number


1 1 40 Assignment2 2 and 3 60 Exam (2hrs)

TOURISM & GLOBAL SUSTAINABILITY (FD)20 CREDITSMANDATORY CORE UNIT

Ass Number


1 1,2,4, 60% Assignment on an aspect of tourism in relation to global sustainability issues. 2000 words

2 3,4 40% Presentation TOUR OPERATIONS MANAGEMENT (FD) 20 CREDITSMANDATORY CORE UNIT

Ass Number Outcomes Weighting Ass Type1 1,2 40 Essay2 2,3,4 60 Case Study

Report

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APPENDIX 2

PERSONAL AND PROFESSIONAL DEVELOPMENT MATRICES

FdA TRAVEL & TOURISM MANAGEMENT

PDP SKILLS MATRIX

Level 1: Mandatory Core Units

Unit 1: Personal & Academic Development (FD)Unit 2: Business Accounting Unit 3: Marketing (FD)Unit 4: Intro to Tourism IndustryUnit 5: Airline & Airport Operations Unit 6: Investigating Tourist DestinationsUnit 7: The Cruise Sector

Personal skill U1 U2 U3 U4 U5 U6 U7

Demonstrate self management of learning

X X X X X X X

Communicate effectively X XD X X X X X

Participate in teamwork X X

Engage in problem solving X

Demonstrate appropriate numerical skills

X X

Use information technology competently

X X X

Level 2: Mandatory Core Units

Unit 8: Work Based Unit (FD)Unit 9: Business Planning (FD)Unit 10: Human Resources Management (FD)Unit 11: Tourism & Global Sustainability (FD)Unit 12: Tour Operations Management (FD)

Personal skill U1 U2 U3 U4 U5

Demonstrate self management of learning

X X X X

Communicate effectively X X X X X

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Participate in teamwork X X X

Engage in problem solving X X X

Demonstrate appropriate numerical skills

X X X

Use information technology competently

X X

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