Link12_jan_05_kb 31/1/05 1:48 pm Page 1 LINK 12 Contents The Future of 2 Differentiation and ‘Homelessness’ in Hospitality, Leisure, Sport and Tourism - some reflections Hospitality, Leisure, 4 Collaborations in the Curriculum - Sport and Law: an emerging area?

6 Events Management: An Emerging or Sport and Tourism Established Subject Area? 8 Accepted Students and Applications 2003-2004 in Hospitality, Leisure, Sport & Tourism in Higher Education 9 eLearning Initiative for Hospitality Professionals

Clive Robertson - Hospitality, Leisure, Sport and Tourism Network 10 Responding to Change in Higher Education Hospitality Provision: Two Two significant initiatives form the curricula prompted by: fluctuations in the Universities’ Approaches backdrop to this issue of LINK. The first is popularity of, and demand for, programmes 12 The Role of Professional Bodies in the launch by the Quality Assurance of study; competition between subjects and Accreditation - Engagement with Agency, in November 2004, of its institutions to recruit students; issues Higher Education Recognition Scheme for Subject related to the image of subject areas; 14 The Future of Tourism in Higher Benchmark Statements. This will provide continuing lack of concrete support from Education opportunities for the review of existing employers in some sectors for vocational Benchmark Statements in light of changes higher education programmes, and the 17 Sport and Exercise Science: Past, and developments since the first demands of the RAE and subject credibility Present and Future statements were drafted in 1999, as well through scholarship. Governmental policies 19 Whither the Hospitality Profession? as the development of statements in areas and legislation also stimulate change and not already covered, including new areas so in future, subjects are likely to need to 20 Real-life Business Projects in Multicultural Student-Centred Learning of study. In the latter cases, subject identity make explicit their position regarding (RePro): Leonardo Da Vinci Socrates and sufficiency must be clearly inclusivity and widening participation, Exchange Partnership demonstrated. The approach to developing sustainability, international dimensions Benchmark Statements remains the same including the European harmonisation, and 21 Content Language Integrated Learning (CLIL) - AXIS Team Teaching - that they should make clear the nature regional dimensions including lifelong and standards of awards and reflect the learning opportunities. Not least should we 22 Back to the Future? views of the subject community, explain also consider the implications to 24 Curriculum Developments in Playwork the conceptual framework which gives curriculum design of new higher education coherence and identity to a subject area, funding models, financial and resource 26 Management Training for the Leisure and set out the attributes of graduates as a constraints, and the need for efficiency and Industry representation of standards in awards. effectiveness in our approaches to learning 28 Curriculum Developments in Sport and teaching. Development Since the original Benchmark Statements 30 The Student Course Experience Survey: were drafted for our subject areas there The second significant development is a A National Survey of Final-year has been much debate about the nature of review, currently underway, of the Joint Students on Hospitality, Leisure, Sport and Tourism Degree Courses www.hlst.heacademy.ac.uk 1 Link12_jan_05_kb 31/1/05 1:48 pm Page 2

Academic Coding System (JACS) by the In seeking clarity over some of the key connections that exist between hospitality Instead of such a divisive conceptualisation Universities and Colleges Admissions issues I turned to the Subject Benchmark and tourism in the ‘management of … of the subject, it is valuable and instructive Service (UCAS) and the Higher Education Differentiation and Statements for HLST (QAA, 2000). Here, at accommodation in a service encounter’ to consider the commonality across it. Statistics Agency (HESA). The JACS is used least, it might be expected to find some (p.3) and ‘… phenomena and relationships Leaving aside the absence of sharp in the collection and presentation of data careful and precise mapping of the terrain. arising from the travel and stay of people conceptual boundaries to frame the scope regarding student numbers. The current The development of the Benchmark away from their normal home of subject fields, and the inevitable overlap coding does not recognise or promote the ‘Homelessness’ in Statements, it was noted, was the result of environments’. Further linkages are clear that follows from that, there are also cognate relationships between these ‘five, diverse subject associations working between sport and leisure in the way that pedagogic similarities within the subject. subjects which have been demonstrated in together for the first time’ (p.1). In the indicative list associated with the latter The Subject Overview Report for HLST Benchmark Statements, recognised in articulating the scope of the territory, the includes the former. The same is true of (QAA, 2001) opens with the observation subject review and which are apparent Hospitality, following explanations are provided: tourism and leisure. that the provision amongst the 109 within organisational structures in many providers across the subject was institutions. It does not reflect ‘footprints’ of • Hospitality: ‘characterised by a core There is, therefore, still significant ‘characterised by its diversity’ (p.1). There the Sector Skills Councils in our area, and which addresses the management of commonality amongst the subject fields, was also, however, explicit it also contains historical subject titles Leisure, Sport and food, beverage and/or accommodation and by seeking to differentiate amongst acknowledgement of many shared which are now obsolete. Partly due to in a service encounter’ (p.3) them, there is a serious risk of atomisation characteristics: relative maturity and rate of some prompting by the Subject Network, and fragmentation. This, in turn, is likely to growth; employability of graduates; flexible proposals for change have been • Leisure: ‘…can, but may not lead to a situation that may be foretold and coherent multidisciplinary curricula; developed, in discussion with the Network Tourism – some necessarily, encompass recreation, from the previous and current links to industry and the professions; and through our consultation with various countryside activities, popular leisure, arrangements for the Research theory-practice linkages. Importantly too, subject associations. The outcomes of this play, tourism, sport and the arts’ (p.4) Assessment Exercise in which neither there was a specific reference to ‘a general discussion will be circulated for wider leisure nor tourism are properly need to strengthen staff research and consultation shortly. The proposed coding reflections • Sport: ‘means all forms of physical accommodated (Tribe, 2003; Aitchison, scholarly activity’ (p.1). demonstrates differences as well as activity which, through casual or 2004). There is only one named subject similarities between subjects and provides organised participation, aim at field in Unit of Assessment (UoA) 46, One mechanism through which such a context for curriculum development, Scott Fleming - School of Sport and Leisure, University of Gloucestershire expressing or improving physical fitness ‘Sports Related Subjects’, and whilst some strengthening might occur is through the rather than what can be viewed as the or mental well-being, forming social leisure researchers may submit to that intellectual exchange stimulated around current coding obstacles. Furthermore, it relationships or obtaining results in UoA, it is not a natural intellectual home for common sets of interests within a subject. demonstrates to the world outside the During 2001, as member of the Quality difference rather than an competition at all levels’ (p.5) many others. As a result, some leisure For leisure scholars there are at least some scale and complexity of our subject areas. Assurance Agency for Higher Education acknowledgement of the shared research may become disenfranchised. shared interests with colleagues in (QAA) Subject Review teams, I remember commonality. Indeed, as the market for the • Tourism: ‘… phenomena and hospitality (including ‘events’), sport Opportunities for review and further vividly one particular discussion in which it provision of both undergraduate and relationships arising from the travel and Moreover, if this brand of thinking is (including ‘exercise’) and tourism. The development of Benchmark Statements was argued (not by me) that the ‘subject’ postgraduate programmes of study has stay of people away from their normal subjected to logical extension, even extent to which strengthening will occur is together with the recognition offered of ‘Hospitality, Leisure, Recreation, Sport proliferated (Aitchison, 2004) and become home environments for a variety of individual subject fields might be in a function of the willingness of those through a JACS which reflects the and Tourism’ was little more that a increasingly differentiated, there is a sense purposes’ (p.5) jeopardy. Consider, for example, the involved to engage in the discourses and contemporary nature of our subject “residual dustbin” for areas of Higher in which it has also become increasingly different origins of scholarship in leisure dialogue of that intellectual exchange – but grouping can be important facilitators for Education (HE) provision that could not fashionable and institutionally expedient Evidently then, the subject is characterised and (at least) two sets of emphases: the opportunities exist and have not been curriculum change and development. They easily be accommodated elsewhere. (especially for marketing and recruitment by a lack of sharply defined conceptual leisure studies and leisure management. created artificially. An alternative is the provide a context where the outcomes of (Interestingly, in terms of nomenclature, the purposes) to demarcate difference. boundaries. This is not surprising since They are informed by some different insular isolationism of subject fields that debates by subject communities about ‘subject’ included Recreation within such boundaries would be artificial, disciplines and research traditions; each will leave rich seams of scholarly future directions for our subjects and the Subject Review activities, but excluded it Discussions of this kind in Hospitality, contestable, unlikely to be based on has its own organisations and journals. It is endeavour unexplored and intellectually changing needs and expectations of our from the Benchmark Statements.) The Leisure, Sport and Tourism (HLST), as genuine consensus, and constraining therefore possible to construct an homeless. students can be expected to have real argument seemed to rest on the assertion elsewhere, are bedevilled by inconsistent rather than inclusive (see McNamee et al, argument that these have insufficient in impact on the future. This issue of LINK that this range of interests was too wide in use of vocabulary. For this set of personal 2000). There is also overlap between the common for them to be considered as a demonstrates the breadth and the depth of scope to have meaning and functionality as reflections I use the following: subject – subject fields. single field. And within, say, leisure studies, References the current debates. a single subject. When evidence was the full range of activities across all of the it is possible to argue that differences introduced that articulated the contrast individual subject fields of Hospitality, It is often, of course, an illuminating between disciplines when applied to leisure For more information on the QAA’s between, for example, applied experiential Leisure, Sport and Tourism. These are pedagogic task for undergraduate students make them uneasy bedfellows – there are, A full list of references associated with this Recognition Scheme for Subject learning in the biomechanics of sports informed by academic disciplines (some of to engage in an exposition of the after all, separate UoAs for history, article is available at Benchmark Statements, see: performance on one hand, and theoretical which may be thought to apply to all, eg. ‘necessary’ and ‘sufficient’ conditions of philosophy, psychology and sociology. This, models of service encounters in catering philosophy, psychology, and others which operational definitions of the subject fields, though, is absurd reductionism that would www.hlst.heacademy.ac.uk/resources/link1 www.qaa.ac.uk/crntwork/benchmark/Reco management on the other, the argument may be though to apply only to some, eg. but most of the time such a task is lead inevitably to the disintegration of a 2/fleming.html gnition/recognitionscheme04.htm had some superficial plausibility. The point physiology, marketing). confounded by a lack of operational subject field. seemed to rest on a contention of precision. Take, for example, the

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students in a more critical, ‘real-world’ interrogate the impact of sport searching, investigating, writing and Collaborations in the Curriculum - view of the legal aspects of sport, and specific, masculine sub-cultures, on referencing within a legal context. contribute to employability. normalising unacceptable conduct, from the games field to the law • The provision of information as to how Sport and Law: an emerging area? Example One: Law, ethics, doping courts. A critical examination of this aspect can contribute to rules and international sport policy consent and the normalisation of employability, and about the Hazel J Hartley - School of Leisure and Sport Management, Leeds Metropolitan University stick-fighting in ice hockey or opportunities for working and further punching in the game of rugby study in the area. In the early part of the module the union, not only engages students in ‘Graduates of all programmes in things, course rationale, external environment, staff expertise and research. A typical foundations for a critical the application of sociological • Collaboration between law and other Hospitality, Sport, Leisure and Tourism will engagement for students might include the following: engagement are laid out via the concepts, it forces them to revisit disciplines to provide a clear context of be able to demonstrate an understanding principles of natural justice, the case from the perspectives of sport and leisure participation, and critical awareness of moral, ethical, Core programme: international sport policy, power philosophy, deontological rights and management and policy to enhance a environmental and legal aspects which relations and harmonisation issues, duties, conceptions, values and ‘real world view’ for students, and to underpin best practice’ (from the Subject • A relatively practical approach to statutory duties, including risk assessment in health with a focus on doping rules, rules, which originally defined the encourage them to draw on their Benchmark Statement – SBS, p6). This and safety (linked to child protection in sport), the Sex Discrimination, Race Relations banned substances, testing sport contest. considerable tacit knowledge and aspect of the ‘generic’ knowledge base, and Disability Discrimination Acts procedures and strict liability rules. experience as both participants and expected to underpin all programmes, Key cases, such as Modahl v the informed observers. suggests that ‘legal aspects’, the subject of • Negligence in sport - principles, cases and issues arising from physical and British Athletic Federation 2001 and There are various challenges in terms of this article, should be a core and not an psychological harm, for participants, managers and policy makers the Alain Baxter skiing decision by teaching law to students on sport and Working with students on the legal aspects elective feature of curriculum design. the Court of Arbitration for Sport, leisure-related courses, including study of sport and leisure is a challenging but Furthermore, the phrase ‘critical Elective programme: can highlight the harsh reality of the skills, staffing, expertise, and cross- immensely rewarding experience; it is not awareness’ and not merely ‘an strict liability rule in doping, the school/faculty servicing. Apart from just about meeting the requirements of a understanding of’ indicates an expectation • Masculinity, violence, criminal assault-normalising risk in sport and leisure power relations and structural anything else, students can find it very Subject Benchmark Statement. Once of a more critical treatment of both black contexts; a socio-legal perspective arrangements in international sport, intimidating to engage with the legal students start to build up their confidence, letter law and its application to policy and as well as the central place of discourse, databases and referencing. become acclimatised to the study skills practice. • Natural justice rights, grievances and disciplinary hearings in the organisational, sports science in such legal Factors which may increase the chances of required, and realise how much they have national and international sports arenas; the Court of Arbitration for Sport; challenges. Engaging students in students accessing and positively engaging to contribute from their own experiences, This paper will focus on legal aspects of international human rights issues for sport simulations and role play, based on in the study of legal aspects of sport and they come to appreciate the central sport, as an emerging subject area, and real or hypothetical cases, can leisure include the following: relevance of the subject to their the potential for collaboration between law There is a need for a systematic, empirical review of sport, leisure and law teaching and contribute to their appreciation of employability, as well as being more able and other subject areas. It can be argued research provision, as well as some analysis of the factors affecting such implementation the challenges faced by • Strategic handling of a properly to interrogate and justify their own conduct that the first four areas of the ‘generic (or lack of it) in the curriculum. Over the last ten years there have been positive organisations and governing bodies resourced, multidisciplinary staffing as participants and managers in sport and knowledge’ base in section 3.2 of the developments in the areas of publishing, research, international courses and research in managing conflict, legal base, including careful construction of a leisure. Those in charge of curriculum Subject Benchmark Statement are all centres (for example, that at Griffith University, Australia challenges and grievances. For team (including practitioners) who have design, teaching and research would implemented effectively, but that the fifth more on this, see the Diane Modahl disciplinary, professional, personal or enhance the chances of curriculum area, of moral, ethical, environmental and www.griffith.edu/school/law/sportslaw/content.html doping case study, on the HLST voluntary experiences and who can development in sport/leisure and law, by legal aspects, varies considerably across network website contribute to the applied study of law in exploring cross-disciplinary/departmental programmes and its implementation has Although there have been some developments in publications of edited texts, single- sport and leisure. collaborations, as well as partnerships not been ‘ensured’ by curriculum designers authored texts and articles in journals such as Entertainment and Sport Law (to be between academics and practitioners in at ‘all levels’ (SBS, p6). relaunched online in January 2005), there is shortage of refereed journals in the subject www.hlst.heacademy.ac.uk/resources/c • Long-term planning and development of both fields. area, with only three or four worldwide. Much of the published material tends to cover ases/case47.html contextualised materials, principles, Programme structures in prospectuses and case updates, commentaries or issues, rather than theoretical and empirical research in cases, tasks, and links to other For a list of references related to this topic, directories appear to indicate that legal sport and law. Most texts (and conferences) are about sport, rather than leisure and are Example Two: Sociology, law and disciplines, using for example, module see aspects are notable by their absence in targeted at, and written for, law students studying a sport law elective, rather than sports philosophy - violence, masculinity readers, video catalogues, and course literature. Or, it may be that they students engaging in legal issues for the first time. There are, however, some exceptions and criminal assault -normalising international and governing body www.hlst.heacademy.ac.uk/resources/ are included in electives, a permeation in contributions to mainstream sport texts. risk on the sports field websites. sport_law.html model, or applied within other areas such as work placement, research methods, ‘An understanding of the need for a multi-disciplinary and inter-disciplinary approach to • Engaging students in monitoring, Join us at Leeds Metropolitan University on event management, service delivery, study, drawing, as appropriate, from service, research and professional contexts’ (SBS, p6) Locating criminal law in a broader collecting and commenting on current 18 May 2005, for an HLST Network professional practice etc. Institutions will is, as a generic knowledge base, well established in courses across our subject area. context which embraces sociology legal issues, news and incidents in sport seminar on ‘Teaching Legal Aspects of naturally make their own decisions about Collaborations between law and other disciplines and fields, such as sociology, philosophy, and philosophy, gives students the and leisure contexts. Sport and Leisure’ – email the inclusion of legal aspects of sport in ethics, policy and applied management, have the potential to engage and motivate tools to not only define and identify, [email protected] the curriculum, based on, amongst other for example, criminal assault, but to • The provision of applied study skills in for more information.

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refereed events-related research Textbooks in the past have tended to focus Events Management: An conferences have been announced already on the broad area of events management, Sports Science and the for 2005 (for details see catering for modules and courses in this area. However, an increasing range of texts Emerging or Established www.hlst.heacademy.ac.u/events/ is being developed that will enable core Bologna Declaration: events/html subject areas and aspects of events management to be explored in depth and Subject Area? The value of conferences such as these is through different levels of development. AEHESIS Project that they not only allow networking with The HLST Network’s Resource Guide on Glenn Bowdin - Hospitality and Events School, Leeds Metropolitan University other academics, researchers and industry Events Management professionals, thus increasing the (www.hlst.heacademy.ac.uk/resources/eve The Aligning a European Higher Education Structure in Sport Science (AEHESIS) project Introduction offered (but not listed under the events contributors to the field, but they also nts.html) may provide a useful starting aims to develop innovative guidelines, specifically for the sport sector, for the development subject keyword) or in development. In encourages research to enter the public point when considering the literature of curricula and quality assurance systems that will help programmes to address the When considering the theme for this addition, six universities are known to be domain, informing and strengthening available; however, for the subject to go issues raised by the Bologna Declaration and its imperative to develop a comparable article, ‘exploring emerging or niche offering masters level courses in the UK existing curricula and potentially forward, further resources need to be structure for higher education programmes across Europe. The project is building on the subjects’; a number of issues arose that (though most of these also offer highlighting new or niche areas for course developed. results and methodologies of previous work (The Tuning Project) which recognised the are worthy of comment. The overarching undergraduate courses and are therefore development. In addition to these refereed need to identify subject specific competences and processes for integration of higher theme for this edition of LINK is The Future included above). Courses range from conferences, the past year has seen event Conclusions and Implications education across Europe. of Hospitality, Leisure, Sport and Tourism in events management and leisure, tourism educators forums take place in the UK and for Future Development Higher Education. It may therefore come as and/or hospitality with events, through to Australia, with further events planned for Given the complexity of what is called ‘sport and physical activity’, the three year project a surprise for some that the study of an increasing number of specialised the future. In this brief overview of events (2003 – 2006) focuses on four main areas in the sports science sector: Sport events, or events management, is being courses in specific events sectors, such as management education and research, it Management, Physical Education, Health and Fitness, and Sport Coaching. considered, while others may question conference/convention management, One of the features of research in events has been illustrated that there have been, whether events management is emerging festivals, exhibitions, or sports events. management has been the depth of and continue to be, a number of The outcomes of the project will include: or indeed niche. However, by briefly looking research emerging from overseas, developments that are taking the subject at the development of this subject area, it The UK market is different in some particularly from Australia, the USA and from what some may consider a niche • A commonly accepted framework of professional and learning outcomes in the area of becomes clear that although events respects to developments overseas – Canada. Although this has driven forward area of study to one that is established as Sports Science management as a subject area is only although events-related courses have been the research agenda and encouraged a subject area to sit alongside established recently gaining acceptance, the subject developed in Australia, the USA and development of the subject area, this hospitality, leisure, sport and tourism • A range of pan-European employer groups in the area of Sports Science itself has been in development for many elsewhere, relatively few of these have development has not been fully reflected in subject areas. These developments include years and is a recognised area of study been focused at an undergraduate market, published research from the United course development, research and • Case studies of good practice and innovation and research in the UK and elsewhere. with developments predominantly in the Kingdom or European context. However, publications. However, there remain postgraduate or professional development with the growth of events management challenges ahead, as with other related • A model curriculum structure for each identified area, enhancing the recognition and Education markets. Events management courses courses in higher education and the subject areas, including maintaining European integration of diplomas and incorporating elements of elearning have also been developed in recent years, increasing number of academics delivering student numbers for the increased range No comprehensive studies have yet taken at mainly undergraduate level, in other these courses, the situation is beginning to of courses available, enhancing the student • A methodology for analysing and comparing university programmes across Europe place to establish the number and content European countries, including Ireland, change. experience, and the role of industrial work of event courses worldwide, though a France, Germany and the Netherlands. In placement, together with increasing The establishment of a Forum of independent associations to secure quality control and number of authors have explored aspects addition to entire courses, many hospitality, Publications recognition of the events subject and European accreditation in the four main areas in sport science of events management education, training leisure and tourism courses at various developing research, including pedagogy, and research. A scan of university, college, levels include at least one module relating Research related to events management is to underpin all aspects of the curricula. In An electronic communication environment and service database prototypes in the four association and associated industry course to event, conference, festival, or venue published in a range of established order to facilitate, encourage and support main areas in sport science, with the related web services materials, together with events-related management. journals in the hospitality, leisure, sports this development for the future, AEME (the textbooks and journal articles, reveals an and tourism subjects. In addition, there are Association for Events Management A set of recommendations to be offered to the Ministries, the Conferences of Rectors, increasing range and volume of courses at Research currently two dedicated journals focusing Education, www.aeme.org) has been Universities and the European Commission all levels since the mid-1990s. The on this area, Events Management (formerly established as a new subject association. Universities and Colleges Admissions Another indication of growing acceptance Festival Management & Event Tourism) and This will not only enable events In the UK, work on the project is being undertaken by Leeds Metropolitan University, Service (UCAS, 2005) currently list 32 of events management education is the the Journal of Convention and Event management educators to work together Staffordshire University, University College Worcester, SkillsActive, Sports Coach UK and colleges and universities offering increasing number of education Tourism (formerly the Journal of effectively for the development of the SPRITO. The project website includes a report on the end of the first year’s work, a undergraduate events-related courses in committees within industry associations, Convention and Exhibition Management), subject area, but also ensure that the database of education providers which shows the extent to which they have implemented the UK, with anecdotal evidence and educational or professional with a new ejournal, the International events subject is represented and involved the Bologna Declaration, and an online survey so that others can include their institution’s suggesting that this figure is likely to be on development conferences. In addition to Journal of Event Management Research, in discussions at appropriate fora. details. the conservative side when taking into the many national and international launching in April 2005. account additional courses already being industry association conferences, six For more information about the project, visit www.aehesis.com

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• The most significant decrease has been • ‘Coaching’ experienced the highest rate LEISURE Change 2003-2004 2003 2004 Actual % Accepted for ‘License’ courses (39% drop in of growth (2.8% increase in Leisure accepted places; 33% drop in applications; 12% increase in accepted Accepted 2,236 1,883 -443 -19.0 eLearning Students and applications) places) Applicants 7,323 5,967 -1,356 -18.5 Recreation • ‘Culinary’ has been the only area of • ‘Equine’ and ‘Golf’ both experienced Accepted 435 392 -43 -9.9 Applications growth, although in real terms, the relatively large decreases in both Applicants 1,722 1,331 -391 -22.7 Initiative for change is small applications and accepted places Outdoor between 2003 and 2004 Accepted 528 505 -23 -4.4 Applicants 1,339 1,294 -45 -3.4 2003-2004 in • Numbers of applications and Event Hospitality acceptances for ‘Catering’ courses are • ‘Coaching’ (4.07), ‘Fitness’ (3.5) and Accepted 534 882 348 65.2 Hospitality, now too low to feature in the statistics ‘Physical Education’ (3.27) have the Applicants 1,136 2,068 752 57.1 highest ratios of applications to Adventure • ‘Hotel’ is the area where there is the acceptances Accepted 271 299 28 10.3 Professionals Leisure, Sport highest ratio of applicants to accepted Applicants 655 763 108 16.5 Country Li Li - Hotel and Catering International Management Association places (3.69 in 2004) Tourism – See Table 4 Accepted 341 304 -37 -10.9 eLearning is becoming an increasingly important element of education. Universities, & Tourism Applicants 692 619 -73 -10.5 Leisure – See Table 2 • ‘Tourism’ and ‘Travel’ both experienced Table 2: Leisure Applications and Accepted Places, 2003-2004 colleges and other learning providers, such as learndirect and the National Learning Recruitment of students is of increasing decreases in applications and Network, are the pioneers in utilising various technologies to enhance the quality of

concern for academic departments • Leisure as a subject grouping is acceptances between 2003 and 2004 SPORT Change 2003-2004 academic studies. Many of them have developed good practices, such as the University of delivering courses in Hospitality, Leisure, experiencing both growth and decline in 2003 2004 Actual % Surrey and Thames Valley University who offer a range of courses in tourism electronically, Sport and Tourism across the UK. Whilst different areas. • ‘Tourism’ remains significantly larger Sport to both campus students and distance-learners. some areas seem to be in decline, other than other aspects of the subject Accepted 12,962 13,158 196 1.5 aspects of the subjects are experiencing • ‘Leisure’ applications and acceptances grouping (3,766 accepted places in Applicants 22,507 22,675 168 0.7 However, in hospitality, eLearning applications remain very limited, although this shortage growth. In order to provide some have decreased between 2003 and 2004) Physical Education has started to attract attention. For instance, the National Extension College is introducing Accepted 1,891 1,923 32 1.7 indication of where the subject areas are 2004, although the drop in demand a Key Skills in Hospitality course, which is delivered through CD-ROM. The Hotel and Applicants 6,145 6,288 143 2.3 heading, and which aspects are appears to have been matched by an • ‘Adventure’ is the only area of overall Exercise Catering International Management Association (HCIMA), the main professional body for experiencing the most change, the data almost equal drop in supply (18.5% growth (17% increase in applications; Accepted 3,645 3,722 77 2.1 the hospitality and catering industry in the UK, has been receiving requests for eLearning below, taken from UCAS, shows how reduction in application; 19% drop in 10% increase in acceptances), although Applicants 10,369 10,106 -263 -2.5 programmes from individual learners and corporate clients. Responding to those requests applications and accepted student places acceptances) ‘Heritage’ had a slight increase (2.8%) Fitness and the changing educational market, the Association initiated an eLearning project, in have changed between 2003 and 2004. It in accepted places Accepted 250 300 50 20.0 partnership with the University of Surrey, in October 2004. The aim of the project is to is recognised that changes within one year • ‘Leisure’ remains the largest area Applicants 1,072 1,050 -22 -2.1 develop an eLearning strategy for the HCIMA. The project is led by Kathryn Benzine, Coaching can be attributed to a wide range of • ‘Travel’ has the highest ratio (3.31)of HCIMA Director of Professional Development Services, and Professor Andrew Lockwood Accepted 1,268 1,420 152 12.0 factors, and cannot signify any real shifts • ‘Event’ is the most significant growth applications to accepted places Applicants 5,623 5,778 155 2.8 and Dr Dimitrios Buhalis from the University of Surrey. in patterns of recruitment. Subject staff area, with a 57% increase in Equine may, however, find this information of applications and a 65% increase in HOSPITALITY Change 2003-2004 Accepted 889 764 -125 -14.1 The project will examine the vocational qualification and eLearning markets for the

interest within the context of their own accepted places 2003 2004 Actual % Applicants 1,554 1,464 -90 -5.8 hospitality and tourism industries, and investigate the needs of e-learners. Through Golf experiences and other anecdotal evidence. Hospitality cooperation with the HCIMA’s members across the UK, the project work will identify the Accepted 189 162 -27 -14.3 (The data related to ‘Adventure’ appears • ‘Recreation’ is the area with the highest Accepted 2,327 2,101 -226 -9.7 skills that are relevant to the industry and the requirements of organisations in adopting under both Leisure and Tourism due to the ratio of applications to acceptances (3.4 Applicants 401 320 -81 -20.2 eLearning for staff development training. Applicants 4,315 3,969 -346 -8.0 Table 3: Sport Applications and Accepted Places, 2003-2004 different approaches that courses in this in 2004) and ‘Countryside’ is the lowest Hotel area might take.) (2.04) TOURISM Change 2003-2004 In addition to that, e-pedagogy forms an important part of this research project. eLearning Accepted 278 230 -48 -17.3 2003 2004 Actual % is not about technology, but education. Internet-based technologies enable educators to Applicants 1075 848 -227 -21.1 Please note that all course categories must Sport – See Table 3 Tourism blend various pedagogies in a way that could not be done before. A blended learning be treated separately and cannot be added Catering Accepted 4,139 3,766 -373 -9.0 approach is to be employed in the project’s pilot modules, which will seek to apply the up, as a course title containing several • ‘Sport’ remains, by far, the largest Accepted - - - - Applicants 8,872 7,675 -1,197 -13.5 adaptive and effective use of eLearning for vocational hospitality studies. A selection of categories eg, Sport and Exercise Science keyword within the subject grouping, Applicants - - - - Travel international hotel chains will be participating in the pilot study. Accepted 885 776 -109 -12.3 will appear under both headings. and the Sport subject grouping remains License Applicants 2,962 2,568 -394 -13.3 Accepted 102 62 -40 -39.2 the largest in the HLST grouping. Adventure The primary research will be carried out in 2005. To get involved in this project, please Hospitality – See Table 1 Applicants 268 180 -88 -32.8 Accepted 271 299 28 10.3 join the online discussion forum by visiting our website at

• ‘Sport’, ‘Physical Education’ and Culinary Applicants 655 763 108 16.5 www.hcima.co.uk and clicking on ‘project’”. Heritage • In general, both applications and ‘Exercise’ were all relatively stable Accepted 130 140 10 7.7 accepted places have declined between between 2003 and 2004, with Accepted 141 145 4 2.8 Alternatively, you can email Li Li, eLearning Research and Development Officer, at Applicants 238 242 4 1.7 2003 and 2004 in the Hospitality percentage changes of less than 3% Applicants 360 344 -16 -4.4 [email protected] for further information. Table 1: Hospitality Applications and Accepted Places, 2003-2004 grouping. Table 4: Tourism Applications and Accepted Places, 2003-2004 8 www.hlst.heacademy.ac.uk www.hlst.heacademy.ac.uk 9 Link12_jan_05_kb 31/1/05 1:48 pm Page 10

strengths of the previous course design retained as a core element of the redeveloped and replaced by the Centre for academic journals, the popular press Responding to Change and delivery, ie, a desire to reflect industry course provision Social Interaction and Culinary Arts and trade magazines practice within real commercial (CENSICA), a hospitality laboratory. environments and to reflect the diversity of • Customer service, communication and • Develop links between academia and the industry. The imperative therefore, was the development of other interpersonal The laboratory will offer a flexible the commercial worlds of food and in Higher Education to develop a working environment that skills remain a core element of the environment which will allow the facility to cooking enabled the development of the wide range course provision be reconfigured as needs arise. If for of skills needed. The learning outcomes example, students are to observe human • Attract commercial and academic continue to be set against the Subject • The students are active in the area for interaction with food, seating and research funding Hospitality Provision: Benchmark Statements and the Hotel and two years and therefore, other units can preparation areas can be adjusted to suit. Catering International Management link into a standard model for This can then be observed using video and • Influence the consumption of food Association’s Corpus of Management application of finance, marketing etc. web cameras. If, on the other hand, a new through empirically-based findings Two Universities’ Excellence. Other factors that required piece of kitchen equipment is to be tested, which support healthy eating and consideration in relation to any physical • The environment allows for problem- then the laboratory can be adjusted positive attitudes changes were: the ability to exploit solving and decision-making on a day- accordingly and so on. workshop and consultancy opportunities, to-day basis • Raise the academic, commercial and Approaches the capacity to participate in knowledge- The decision to support a hospitality public understanding of food cultures transfer programmes, provision of a • Retaining core operations allows laboratory is based on the realisation that, learning environment for short courses, legislation such as health and safety at as a modern university, Brighton should • Develop an appreciation of client needs Chris Dutton, University of Brighton and and the flexibility to add new courses or work, food hygiene and safety, to be offer its community of learners the tools from an Occupational Therapist Crispin Farbrother, Bournemouth University respond to changing demands in the directly applied within the learning appropriate for lifelong, flexible education perspective, using cookery as a future. With the traditional training environment in an information-rich age, and provide rehabilitation medium For some time now, both the School of delivery in the area of hospitality, as, for a restaurant being replaced by the staff learners with equality of opportunity in an Services Management at Bournemouth number of reasons, the decision was taken dining facilities, the supporting general • Added value courses such as Welcome environment designed to encompass • Influence individual, corporate and University and the School of Service to close the training restaurant. The laboratories, consumer behaviour sensory Host and the Wine and Spirit Education students with disabilities and, in turn political policy concerning food and Management at the University of Brighton, process began with a review of what is booths and the microbiology lab continue Trust’s continue to be offered encourage widening participation. CENSICA eating amongst other departments across the UK, needed to achieve the vocational learning to be retained as essential elements of the will provide the physical infrastructure for have been challenged to reconsider and demands of the programmes offered by learning environment. • Linking with Scolarest, the present food the development of a highly innovative Specifically from the students’ perspective, reconfigure the skills-based learning of the school, and subsequently, a working services management contactor, allows teaching and research approach. This the opportunity to observe consumer food their hospitality students. For both group was set up. The chosen route taken Operation of the University’s staff dining access to state of the art, IT-based facility is also designed to encourage behaviour in a live, but controlled institutions this has been prompted by a was a three-pronged approach to be service helped the School to achieve control and operating systems learners to engage and participate to the environment is significantly enhanced. number of drivers, not least the growing phased in over two years. The three prongs learning outcomes and operate within the maximum, creating a mutually beneficial Similarly, CENSICA will allow students to evidence that a modern university must were: above factors. The building works were In addition to the above, what is also of relationship between research, learning learn about the social significance of food acknowledge the demands of an carried out in the summer of 2004 and the interest is the significant increase in and the relevant economic sectors. The and eating, the interaction of guests with increasingly diverse cohort of learners. The • running the University’s staff dining completed kitchen was handed over in general awareness of the course and the new facility will also be utilised by other employees, the reactions of customers to closure of traditional training restaurants facilities Fresher’s week of 2004/05. In order to students across the university. The change schools and faculties for their teaching and service delivery variation, the reaction to a has also been prompted by other factors, enhance the students’ skills development, in operations has raised the course profile training. Occupational Therapy, for variety of cookery scenarios, the such as the growing demand on resources, • enhancing the HAVE project to a the further two prongs of reflection and and enhanced the quality of staff dining at example, already has a keen interest in development and application of space and budgets, exacerbated by a compulsory status – this allows learning from paid employment via the the university. A welfare benefit for all! exploiting the potential for this facility. From management strategies, culinary reduction in undergraduate funding in the students to reflect on and learn from HAVE materials, and the computer the outset, academics, technicians, demonstrations and the subliminal effect relevant bands. Both of the schools their part-time paid employment in the simulation are planned for October 2005 The Brighton Experience designers, participants and other on customers of subtle changes in the discussed here have independently looked sector (see commencement. stakeholders established a series of studio environment, amongst many others. at a variety of alternative delivery models www.hlst.heacademy.ac.uk/HAVE/index. The University of Brighton’s School of objectives for CENSICA, namely to: and this article demonstrates how each html The new method for developing vocational Service Management (SSM) considered a Other departments may be considering school has taken a different approach for more information) food and beverage skills has brought about number of models, including one not • Stimulate research into aspects of social other options for alternatives to traditional towards the delivery of their practical significant benefits, including: dissimilar to that presented by interactions created during the training restaurants – these are just two, curriculum over the coming years. • operating a computer simulation Bournemouth University. However, the preparation and service of food very different examples of how practical exercise to support management • Students are provided with a protected, chosen route for SSM has been to rethink hospitality skills can be developed in the The Bournemouth Experience decision-making. yet real, food service environment for and redesign its approach to teaching and • Investigate the socio-psychological face of changing demands from the skills development across practical and learning and to present a more scientific meaning of meals internal and external environments, whilst During early 2004, the School of Services The first prong commenced in 2004. interpersonal areas solution. Supported by funds from HEFCE’s also continuing to provide students with a Management at Bournemouth University Whilst the approach to learning has been Project Capital Round 3, during the • Disseminate research findings through reality-based, challenging learning was forced to consider a number of completely redesigned, this has been done • Product knowledge, development and summer of 2005, the traditional teaching varied teaching and learning experience. different models for its practical skills with an ongoing focus of retaining the food production skills have been kitchens and restaurants will be experiences along with publication in

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• The National Association of Sports Scientific Support Total No of BASES Scientific Support Research The Role of Professional Development (NASD) - aims to provide Section & Research Accredited Sport and (Re)Accreditation (Re)Accreditation support, advocacy and professional (Re)Accreditation Exercise Scientists development for those involved in the Bodies in Accreditation – development of sport. Biomechanics 3 - - 22

The other main professional body which Engagement with Higher operates within sport is the British Interdisciplinary 3 - - 22 Association of Sport and Exercise Sciences (BASES) - the professional body for all Physiology 17 7 1 124 Education those with an interest in teaching, research and delivery of sport and exercise science. Psychology 26 3 3 140 Karen Bill and Ian Arnott - School of Sport and Exercise Science, University College Worcester Accreditation Total 49 10 4 308 This article reviews the present practices of various professional bodies which operate For those teaching the subjects in HE, one within leisure and sport, and aims to identify the current and future roles, including that of of the main contributions made by these Table 1: BASES’ Accreditation and Re-accreditation Figures for 2003-2004 accreditation, that these organisations should or could play in subject development within professional bodies is in accreditation, Higher Education Institutions (HEIs). The information included is based on email questions whereby the professional body gives formal are now 308 BASES accredited sport and academic personnel in its own structures, develop a framework for foundation targeted at relevant executive officers within each organisation. recognition that an organisation or person exercise scientists (see Table 1). for instance on its Professional degrees in the sector. This will be designed is competent to carry out specific tasks. In Development Board. ILAM also accredits to provide industry-based guidance on how Context this context there is a distinction to be ISRM individual programmes of study (HND and foundation degrees in the area should be made between ‘endorsement’ which is a degree) where again, elements of the structured and will help to ensure that In line with the Government’s drive towards a greater emphasis on vocational degree public statement of approval or support for ISRM’s strategic plan clearly involves course are mapped on to, and credit given students gain up-to-date and relevant skills courses has come increased encouragement for HE providers to engage with employers, something or someone, and ‘exemption’ engagement with HEIs, but this is currently towards, the PQS. The Institute’s through their studies. subject associations and professional bodies. Although it is recognised that in certain where someone or something may be under review due to the proposal to form Professional Development Strategy subjects, such as hospitality, a long tradition of this type of liaison already exists, a excused from a duty. Accreditation can one professional organisation for sport and undertakes to work with HE in a number of Potential Benefits to Students renewed emphasis on vocationalism is now being practically demonstrated in a variety of result in benefits for a number of leisure. ISRM accredits degree ways: ways across leisure and sport, eg. Sport England’s regional plan illustrates the need for stakeholders including employers, programmes wherever institutions map Ultimately though, it is important to more vocational qualifications to be developed and made available in sport, and the students, the awarding institution and the their programmes onto the ISRM syllabus. • Liaison with other institutions and consider what benefits to students may Government’s policy to reinvigorate vocational specialisms has been discussed within both professional body itself. The process aims The ISRM Higher Education Professional Further and Higher Education for occur through this type of collaborative the Department for Education and Skills and the Department for Culture, Media and Sport helps to create transparency in terms of Exemption Scheme has recently been professional input into foundation working. Through engaging with (2003). In the Quality Assurance Agency’s (QAA) subject reviews HEIs delivering sports- course content and levels, and support the launched to provide a framework for degrees professional bodies, and/or studying related courses were “...noted for their multi-disciplinary, flexible and coherent nature, raising and maintaining of standards in excellence in vocational teaching, and to accredited programmes, students may be together with their impressive links to industry and the sport professions” (UUK, 2004). curriculum developments and teaching. equip graduates with the skills and • Working with partners to carry out able to: Indeed, the mission statements of institutions delivering programmes in these subject knowledge required for careers in appropriate research programmes in areas often express the need to provide an extensive set of continuing professional BASES management within the industry. The topical areas • Gain accreditation for the professional development and accreditation opportunities (see UCW, 2003). process involves a three-stage evidence- body’s various certificates, augmenting BASES accreditation is now recognised by based process. Successful accreditation • Working with the Higher Education their vocational study at degree level Professional Bodies UK Sport and partner agencies in sport and endorses the vocational elements of the Academy (HLST Network) and with exercise science as the ‘gold standard’ in degree programme in terms of technical SkillsActive to promote and encourage • Gain graduate membership of the A move towards greater co-ordination and centralisation of professional bodies’ activity within service delivery. Such endorsement and functional quality, whilst ensuring higher standards and a coherent range professional body, which may be sport and leisure is currently occurring, as evidenced by the recent announcement of a new single schemes have not previously existed in industry relevance. The ISRM are hoping to of education and training across all recognised by employers as a hallmark professional body (still to be named) to play a major role in improving sport and culture. This new sport and exercise science although similar bring 20% of UK universities on board in areas of leisure. of distinction and, perhaps, as a body will be charged with the task of improving and advancing standards across the sector. The schemes have existed in other professional the next three years. pre-requisite to employment key professional bodies that this involves are: areas and in other countries, such as SkillsActive Australia. The endorsement scheme is ILAM • Gain direct access to jobs • The Institute of Sport and Recreation Management (ISRM) - the national body for sport and recognition that the identified programmes Although not a professional body like the recreation management, concerned with the management and operation of sport and meet the needs of the graduates preparing ILAM has an Institutional Accreditation other organisations above, SkillsActive will • Receive discount rates for conferences, recreation services in the UK. Its mission is to “lead, develop and promote professionalism in for entry into BASES supervised experience Scheme which offers accelerated access increasingly play an important role in and so, the opportunity to network the management of sport and recreation”. or other vocational training, potentially to its Professional Qualification Scheme raising standards and providing leading to accreditation. As well as (PQS). It recognises and values lecturers frameworks for qualifications and Access library and information services, • The Institute of Leisure Amenity Management (ILAM) - the professional body for the leisure endorsement at the programme level, who have an industry background and programmes in sport and leisure. An helpful for coursework and research industry and represents the interests of leisure managers across all sectors and specialisms. BASES also accredits individuals and there strives to include representation of example of this is their current work to

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Conclusion

Higher education institutions are increasingly undertaking roles and activities beyond what is seen as their The Future main function of teaching, through their engagement with industry, often via subject associations and professional bodies. Whilst the QAA and the Research Assessment Exercise are integral parts of the HE apparatus, accreditation via of Tourism professional bodies is not a prerequisite. However, it may be argued that some form of programme accreditation does serve a three-fold purpose: professional bodies use it as recognition of specialist training; employers use it as recognition of service in Higher delivery; and quality agencies and clients use it as recognition of an institution’s competence to certificate vocationally relevant degrees. However, the authors recognise the contentious nature of this area. As we engage with the concept of Education lifelong learning, the issue of the ‘professional broker’ has more Lyn Bibbings - Department of Hospitality, Leisure and Tourism Management, Oxford prominence. With the recent government Brookes University announcements aimed at a strategic Figure 1: Disciplinary approaches to tourism (taken from Hall, 2005:6) restructuring of sports and leisure-related The study of Tourism has been thrown into questions about what universities are for associations and professional bodies, it sharp relief by a rapidly changing UK and and how they are funded. (Botterill, 2004). importance of the advanced study of this research has been scattered across many sphere, are faced with the task of gaining remains to be seen how this will impact global higher education environment. aspect of human activity, but given the units of assessment – Business and recognition in both subject communities. upon engagement with the HE sector, and Pessimists talk of threats to its very Ironically, one of the key threats to the supercomplexity of tourism, crossing and Management Studies, Sports Related In fact, when the University of Strathclyde if there will be any wider implications. survival as a cohesive subject while a more subject area is its lack of visibility within sometimes meandering as it does, through Studies, Town and Country Planning as recently advertised (2004) an academic optimistic mindset reviews options and higher education – just at a time when a multidisciplinary, transdiciplinary, and well as within geography, anthropology etc. post in tourism/hospitality the job Our thanks go to the executive members of opportunities. The title for the 2003 tourism as an economic, environmental perhaps even a postdisciplinary terrain, This inevitably means that it is impossible description specified that the ideal the professional bodies who kindly Association for Tourism in Higher Education and social force has a higher international another irony arises in that these ‘travels’ to define a critical mass of tourism applicant would have published in both contributed information for this article: (ATHE) conference was telling: ‘Survival - Is profile than ever before. In particular since of tourism contribute to its rootlessness research and it remains very much the sector-specific and generic journals. Heather Lamb (ILAM), Claire Palmer Your Institution Tough Enough to Survive the terrorist attacks of September 11th and lack of a firm or disciplinary home. poor relation of discipline- based work. (BASES) and Martin Steer (ISRM). the Tourism Jungle?’, while the 2004 2001, there have been a series of tragic (Bull, 1991;Tribe, 1997, 2000; Meethan, This is exacerbated by the reward systems So what impact is this going to have on conference title was equally blunt, putting events and crises which has meant the 2001; Stuart-Hoyle, 2004; Hall, 2005) of academic research which favours how tourism is researched, studied and it simply ‘Critical Issues in Tourism tourism industry has been under much established disciplinary outcomes. taught? Is the imperative of recognition in References Education’. scrutiny and discussion. The foot and The lack of location within any one clearly the Business and Management Studies mouth outbreak in the UK; terrorist defined area and its typically low visibility Tourism departments are increasingly unit of assessment in the RAE going to act Changes, or proposed changes, are, of bombings in Egypt, Bali, Madrid and within institutional frameworks, contributes located within Business Schools and are as a straightjacket to the development of a DfES & DCMS (2003) A Sporting Future for course, nothing new – ‘Tourism has Mumbai; the SARS outbreak in Asia and to its vulnerability which is further answerable to them for research outputs, postdisciplinary approach to tourism which All: The role of further and higher developed against a backdrop of Canada; the war in Iraq and, most recently, reinforced by those outside the subject which will inevitably be submitted to the requires flexibility and creativity and the education in delivering the Government’s continuous change’ as Stuart-Hoyle (2003) the tsunami affecting tourist resorts in who persist in perceptions that tourism Business and Management panel. Amidst stripping away, rather than the imposition plan for sport. documents in her review of critical Indonesia, Thailand, Sri Lanka and the does not provide sufficient nutrition for the fears that tourism research will lack of, disciplinary boundaries? Or will this incidents in tourism education between Maldives have all led to loss of life and appetites of ‘serious’ academics. The credibility with panel members who have a increased presence of tourism in another Universities UK (2004) Participating and 1993 and 2003. Changes have continued subsequent negative impacts on the Research Assessment Exercise has strong business focus, tourism researchers subject community enable broader performing: sport and higher education in to come fast and furious and have defined tourism industry as mobilities, expenditure compounded this distortion. Despite are increasingly being put under pressure application and discussion? Will tourism the UK. three areas of engagement; teaching and and employment are affected. vigorous lobbying and representation from to publish in main-stream business researchers be able to make a relevant learning, research, and knowledge transfer, the ATHE, in its role as the representative journals rather than in tourism journals. response to an agenda generated by University College Worcester (2003) which continue to frame the overarching These events should perhaps raise scholarly body, the units of assessment do Researchers, reluctant to abandon changing world social, environmental and Strategic Plan 2004 – 2008. fundamental questions about the not recognise tourism explicitly. Tourism publishing their work in their own subject economic needs? Will this result in more

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or less visibility for the subject area, or So, what of industry? What does the Higher Education does specifically mention more or less institutional support? industry need from its tourism graduate tourism, but clearly details its expectation employees? The first issue of LINK which that academics will generate funding Presently, the only real area of visibility for looked at employability issues noted that through consultancy for industry as Sport and Exercise tourism is through its Higher Education key transferable skills were most important opposed to research. This is a particularly Academy Network, but the sphere of – to be able to think analytically and to problematic area for an industry where the influence does not extend beyond the write well (Bibbings, 2002). Helen Takla majority of businesses are micro- academic community to prospective from Thomas Cook recently stated that businesses with neither the resources nor students or industry. The location as a many of the graduates recruited on to their the perceived need to hire consultants. subject within institutions has always been training programmes have been business This has not, however, prevented Science: Past, varied, and often obscured, but with the students rather than tourism students, as institutions from making demands on their introduction of subject benchmarks and tourism students have not had the tourism staff to produce income as a key subject review by the Quality Assurance necessary business skills for them to be part of their role. In a recent advertisement Agency, tourism became firmly aligned able to use research to secure a for a Professor of Tourism at the University with hospitality, leisure and sport, although competitive advantage for the company. So of Hertfordshire (2004) a proven record in as more departments are managed by what will be the incentive for students to attracting research and consultancy Present and Future Business Schools, this alignment may study tourism rather than a generic income was a requirement. come into question. business degree? Fees are set to rise to Dr Richard Tong - School of Sport, Recreation and Physical Education, University of Wales Institute, Cardiff £3,000 per year, and although students So there are several paradoxical themes The number and type of tourism courses will not pay this until they graduate and are presenting themselves for the future of available to students grew enormously earning above a repayment threshold, tourism in higher education: the visibility between 1992 and 1997 (Airey and students are already aware of the debts and importance of tourism in society Sport and exercise science has rapidly courses tended to be dependent on now adequate provision to study sports Johnson, 1998) in response to the rapid they are building and their repayment versus the invisibility and relative become one of the most popular subjects laboratory-based elements of biochemistry, science in the UK. Continued growth in the growth that had taken place in commitments once they are working. UCAS unimportance of tourism in institutions; the to study at university. The increased biology and nutrition, naturally focusing on existing format is therefore likely to be international tourism and the recognition by promotes a university education based on move towards a postdisciplinary approach demand for sports-related courses has the scientific aspects of sport. Over more unsustainable. governments that tourism is an important the graduate premium – the promise of to the study of tourism versus the resulted in more than 40,000 applications recent years, universities with traditional tool for economic development and higher earnings; but pay within the sector invisibility of tourism as an area of study in per year for the 7,000 places offered by academic portfolios have developed sports Due to the increase in the number of employment generation in the face of the is often lower than in other areas of the RAE; the growth in tourism courses nearly 150 institutions in the UK. This science courses, including University of universities introducing degree rapid decline of manufacturing industry business activity, and so students may versus the decline in the number of article provides an overview of how sports Bath, Durham University and the University programmes, and the wider range of entry (Hall, 2005). However, at the same time the elect to take a generic business degree applicants; the imperative for universities science has evolved over the last thirty of Wales, Aberystwyth. The final pathway requirements that now exist for these total number of applications to courses has with the prospect of higher earnings and to charge higher fees to students in years and suggests how it might continue for the development of sports courses has courses, the level of interest in studying steadily fallen, raising concerns about the quicker repayment of their debts. exchange for premium pay on graduation to develop over the next decade. been from leisure or management sports science at HND level has decreased. ability of institutions to meet targets, and versus the relatively low pay of many departments, where the curriculum is more In 2004, there was a 23.2% drop in the therefore secure funding, and the level of The final area, of knowledge transfer, has employees in the tourism industry; the The Past focused on leisure and recreation, rather number of students accepted to study on qualification on entry (Stuart-Hoyle, 2004). been ‘a process of linking research, or need for students to engage with wider than on sports science. The result of this HNDs, in contrast to a 6.2% increase in knowledge creation, in the universities to social, environmental, political and Numerous courses have been developed process of evolution is that there is now a the number of students studying at degree Recent surveys of first year tourism the needs of industry. This is now widening economic agendas versus the need of over recent years as higher education wide range of curricula that make up sport level. It is recognised that Foundation students at Oxford Brookes University and to include the social and cultural business simply to be competitive; the institutions attempt to capitalise on the and exercise science degrees. Degree provision may account for some of the University of Gloucestershire highlight development agendas as well as the needs need of universities to raise money from popularity of sport and exercise science in this decrease in England as there are now some interesting issues with implications of industry’ (Botterill, 2004). The Lambert industry through knowledge transfer versus order to increase their student numbers. In The Present 15 Sport and Exercise Science Fd courses for the future (Bibbings and Wellings, Review of Business-University Collaboration the unlikelihood of tourism businesses the early 1980s there were only a few registered on the UCAS website 2004). Students most looked forward to recommends that so-called third stream being able to pay for consultancy. institutions offering degrees in sports- Although the UCAS website reports that two elements of their courses – learning funding should be substantial and related subjects, which were traditionally there are nearly 2,000 courses in the UK For several institutions, this rapid about the subject and the work placement. permanent and allocated in a way that References based in physical education teacher available to those who want to study sport expansion in the number of courses Their job aspirations, especially for owning enables universities to make long term training departments and the curriculum in 2005, a significant number of these are available has led to a fall in the number of or managing their own business means plans for these activities. However, as A full list of references associated with this was dominated by practical elements of not purely sports science programmes. The applications for some programmes which that there are implications for the study of Botterill expands, it is highly unlikely that article is available at sports science. The next avenue of number of applications for sports science now struggle to meet their high target entrepreneurship. The thing that students tourism or hospitality will be able to benefit development arose from science faculties has reached a plateau at approximately numbers. This has led to rebranding of are least looking forward to about from this funding because the emphasis is www.hlst.heacademy.ac.uk/resources/link1 and coincided with a reduction in the 37,000 - 42,000 with a slight increase in some programmes and in some cases, the university is the debt that they know they on linking research and industry, and 2/bibbings.html number of applications to science-based the number of students accepting places entire re-focusing of the department’s are going to accumulate during their because of the lack of visibility as courses. So, as sport and exercise between 1999 (5,224) and 2004 (7,260). academic portfolio. Some of this shift has course. A high proportion of female discussed earlier, it is likely that tourism developed, staff from science faculties In reality, as prospective students can been away from the more traditional sports students are attracted to the subject area will be excluded from this too. In fact, the were redeployed to lead and teach select up to six courses, but can accept sciences towards sports studies, so as to which may limit the market for recruitment. Government White Paper on the Future of programmes in sports science. These only one place, it is fair to say that there is reduce the high levels of expenditure

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which are associated with science-based prescription, health and exercise psychology, etc. The rise in student numbers has The academic standing of the subject has programmes and in order to attract the significantly influenced teaching, learning and assessment strategies, with more courses changed dramatically in the last 30 years, non-science based students. opting for lead lectures to the large cohorts supported by virtual learning environments with sport and exercise science now and use of computer-aided assessment. Furthermore, there are now a number of highly being firmly established and accepted as Whither In addition to meeting the requirements of specialised courses at both undergraduate and postgraduate level in areas such as Water an academic area of study. This view is the Subject Benchmark Statements, there Sports Science, Equine Sports Science and Sport Psychology. In addition, medical reinforced by the exponential growth in is a strongly-held view that students who students are also now able to complete an Intercalated Sport and Exercise Science degree academic sport and exercise science graduate with a sport and exercise degree at several institutions in the UK. textbooks. Furthermore, there has been should be required to wear a tracksuit and a five-fold increase in the number of put on a laboratory coat at some point Whilst this development of highly specialised courses at both undergraduate and peer-reviewed journals that accept sport- during their studies. This is not to say that postgraduate levels demonstrates a maturity of the disciplines and has been positive for related papers, and the quality of the all graduates have to be high level sports the future of the subject, there is a danger that if specialism occurs too early, then research in sports science has improved performers or exercise participants, but students will not have sufficient breadth of knowledge in sport and exercise science to during the various research assessment that they need to be familiar with applying fully appreciate their specialism and the knowledge and principles which underpin it. cycles, culminating in five departments sports science principles in a sport and Furthermore, rather than enhancing employability, too much specialism may restrict future achieving a five star rating in the last exercise setting. Likewise, it is not career opportunities in a sector where the number of graduates is beginning to overtake Research Assessment Exercise (RAE). The necessary that these students need to be the number of specialised jobs. Hence, it may be wise for departments to err on the side RAE overview report in 2001 also noted Hospitality able to perform complex, in-depth of caution before replacing a generic MSc in Sport and Exercise Science with a series of that a continued growth of the ‘Exercise laboratory analysis and data collections, pathway-specific degrees. Indeed, at UWIC, although pathways have been developed at Sciences’ as opposed to ‘Sports but they should be familiar with the both undergraduate and postgraduate levels, the BSc/MSc in Sport and Exercise Science Sciences’ was apparent which reflected scientific principles of data collection and has been retained. the increasing acceptance of ‘exercise as analysis in a laboratory environment. The medicine’. What all this points to is a direction in which the curriculum is biased An example of how the academic portfolio of a sports department has evolved is given subject area that has come of age and will obviously be dependent on the below. This example outlines the development of sports provision at UWIC over the last which can be confident in its future Profession? expertise and facilities of the department 25 years, during which time the number of students (full-time equivalents) has increased contribution to UK higher education, in and its academic staff. ten-fold. terms of both teaching and research. Richard Barnes - Robert Gordon University Changes to the Sport and Pre-1979 Postgraduate Teaching Certificate in Physical Education The Future? Exercise Science Curriculum 1979 BA (Hons) Human Movement Studies In summary, sport is, and is likely to So, you’re a hotel manager, an sleeping; it’s not rocket science or a Traditionally, sports science degrees were continue to be, a very popular subject to executive chef, a restaurant proprietor cure for cancer. Hospitality is life- very general (ie. Sports Science, Sports 1992 MA Sport and Leisure study at higher education level. There is – or even, dare I say, a hospitality enhancing not life-threatening. Tell that Studies, Human Movement Studies), now more opportunity than ever for lecturer – but are you a hospitality to the restaurateur who has had to deal whereas more recently the curriculum has 1993 BSc (Hons) Sport and Exercise Science students to undertake a wide range of professional? What, indeed, actually is with several cases of food poisoning or been developed to include a wider range of sports and related degrees at an a hospitality professional? the hotelier marshalling a real-life fire evacuation. elements, particularly in the areas of 1995 Undergraduate Scheme in Sports Studies including degrees in Sport and increased number of institutions. The Some years ago the Hotel and Catering exercise and health. Since 2000, the focus Exercise Science, Sport and PE, Sports Development, Sports Coaching challenge will be to identify which types International Management Association Of course, there is regulation in the of sport and exercise science degrees has of courses students are going to be (HCIMA) attempted, unsuccessfully, to industry. Food hygiene, fire regulations, begun to shift from a sport to an exercise 1995 BA (Hons) Sport and Leisure Management interested in the next decade and which gain chartered status, in an attempt to building and planning controls, liquor bias. This is perhaps, not surprising given of the current drivers (employability, improve the perception and reputation licensing and employment legislation, the level and significance of recent 1998-2004 Postgraduate Scheme in Sports Studies which now includes pathways in widening participation, research etc) will of the ‘profession’. Yet still we languish to name but a few. We have, however, government initiatives aimed at Sport and Exercise Science, Sports Coaching, Sports Development, Sport have the greatest impact on this. It may in the shadows of the ‘real’ arrived at this situation in a piecemeal encouraging healthy lifestyles and an Psychology, Performance Analysis, Therapeutic and Community Recreation involve a move towards highly specialised professions. way. Successive governments have active population, and the amount of and Sport and Society courses integrating new technologies, fought shy of regulating the ‘profession’ funding which is now flowing into this area. ergonomics, equipment design, genetics, I expect my doctor, my lawyer and in a holistic and structured way, no The curriculum in sports science has 2000 BSc (Hons) Science in Health, Exercise and Sport sports medicine, cardiac rehabilitation accountant to have achieved doubt citing sound economic reasons. changed substantially since the early etc, or a move towards specialist sports- professional status before they are The problem is that it is still possible 1980s when degrees were traditionally 2000 MSc in Sport and Exercise Medicine focused courses such as Football allowed to practice their skills on me or for anyone (with the requisite amount dominated by Physiology, Psychology and Studies, the Science of Swimming, on my behalf. I trust that the pilot of the of money and lack of criminal record – Biomechanics. Now many sport and 2003 BA (Hons) Dance Physiology of Endurance Performance plane, the drivers of the train and the sometimes) to set up a restaurant, exercise science courses offer students the etc. Whatever the future holds, it will bus, to achieve a certain level of hotel or bar. They can provide a poor opportunity to study modules in sports 2004 Intercalated BSc (Hons) in Sport and Exercise Science remain essential that there are courses competence before I allow them my product or service and get away with it. injuries, sports medicine, sports therapy, available to those who want to study trust to get me from A to B. But, it’s OK, so market forces may (hopefully) performance analysis, exercise sport and exercise science per se. only hospitality – eating, drinking and drive them out of business, but not 18 www.hlst.heacademy.ac.uk www.hlst.heacademy.ac.uk 19 Link12_jan_05_kb 31/1/05 1:48 pm Page 20

before they have tainted the • Leeds Metropolitan University ‘profession’ and those many people Real-life Business Tourism, Hospitality and Events within it who work to the highest Content Language School standards.

The Higher Education Academy aims to Projects in Multicultural The project will produce case study ‘be an authoritative and independent Integrated Learning examples of on-the-job situations related voice on policies that influence student to the application of language competence experiences and provide strategic Student-Centred and cultural knowledge of the countries advice to the HE community, within the project. The case studies will be government and other agencies’ compiled from educational and working life (CLIL) – AXIS Team organisations based in the respective (www.heacademy.ac.uk), therefore is it incumbent within the subject group to Learning (RePro): countries. Examples of tasks and lobby for proper ’professionalisation’ of assignments will describe both the industry? Surely, this more than Teaching professional and linguistic challenges. anything, will influence future student Leonardo Da Vinci experiences and help to inculcate a Motivation (from the Leeds Metropolitan structured (and professionally University team) to be part of this project is recognised) training ethos. This will Socrates Exchange Content teachers - Language teachers - Working experience tutors: three-fold. give clear signals to educators, Jointly preparing students for successful working life 25+ - A European operators, trainers, employers and Union Leonardo funded project 1. To develop the existing curriculum and other stakeholders that we take our Partnership approaches to language teaching of responsibilities to the economy of The aim of this project, which started in November 2003, is to develop new team teaching Hospitality and Tourism students within UKPLC seriously. Maybe our methods and models for bi- and multilingual professional education in the fields of the School and subject area. The ‘profession’ will then become more The challenge of supporting students’ Polytechnic (Finland), Berufsakademie business and service industries (initially tourism and hospitality) and social/health care. teaching of languages by language attractive to future generations as a professional learning and development has Mannheim (Germany), Instituto Technico The focus of the study is on the development of useful pedagogical practices and models specialists often produces comments by career of choice. been widely acknowledged. European Commerciale ‘Enrico Tosi’ (Italy), Rezeknes of how language learning and professional education can be integrated, especially within students that the language should be professional business education and its Augstskola (Latvia), the University of on-the-job situations. The project is designed to meet the needs of targeted vocational more focused towards and nearer to the Cynical? Yes. Tongue in cheek? learning processes have to be developed Gdansk (Poland) and Tekstrategy (UK). educators, who teach content (subject) through a foreign language; work placement main Hospitality or Tourism subject area Certainly. My attempt at provocation is as a part of the international professional tutors, who participate in the planning and implementation of work placement practices; they have chosen to study. A more tempered with recognition that the and academic community. In this context, The main advantage of this setting is that and language teachers, who teach foreign languages in professional education subject focused vocabulary is an hospitality industry has developed emphasis in professional education is put this will enable a wide body of students, institutions. example of how an aspect of the main positively beyond all recognition in the on skills for learning and high-level teachers and others to become aware of, subject can be integrated into the last 20 years. A great deal of this is professional knowledge. This means that for example, cultural differences as far as Partners in the project are: students’ chosen foreign language. due to enlightened and committed acquiring knowledge and its application in different aspects of business life and individuals in the commercial, public, a real international context has become learning are concerned. • Laurea Polytechnic, Finland 2To develop placement preparation that institutional and educational sectors. increasingly relevant. At the same time, has both a specific orientation to Maybe my idealism is misplaced – there is an increasing demand to support The main outputs of the project will be • Generalitat Valenciana,Consellería de Cultura y Educación, Spain overseas placements and an integrated maybe I have turned into a grumpy old entrepreneurship and promote regional tested case modules for student-centred and relevant language component for cynic, but I believe that those who work development. However, knowledge and learning, and guide books on how these • Adulta, International Development students who intend to work overseas. tirelessly to raise standards and provide expertise based on experiences of cases are constructed. The cases will link By teaching some of an overseas some of the best hospitality in the combining education, learning and real real companies and their business • Centre of Adulta, Finland placement preparation module in the world should be recognised for the true business activities, are still rarely shared problems with teaching processes, thereby student’s chosen language it is hoped to professionals they are. I would be and transferred in modern European combining consulting and learning to • Pirkanmaan Polytechnic, Finland give the student an advantage overseas interested in your views. education. provide new perspectives. The project will and to instil a measure of confidence for also produce reports that describe the • Seinäjoki Polytechnic, Finland the student to look for interesting If you would like to respond to this article, The aim of this project is to develop an content and process of the different placements overseas. please send your comments to international model for producing, testing phases of the project. • The Latvia University of Agriculture [email protected] and they will be and using business-oriented cases and 3Work on a European Business Practice forwarded on. problems in a multicultural learning The results and outcomes of the project • Ventspils University College, Latvia and Culture module involving groupwork environment. This is will be done by will be spread and communicated to all between students in Leeds, Finland and combining educational problems with partners and organisations interested in • Academy of Humanities and Sweden has already interested the team actual business problems. The project is a them. The above mentioned results will in pedagogies involving modules taken partnership between Savonia Polytechnic also be disseminated to the partners’ • Economics in Lodz, Poland by students in a foreign language. (Finland), Oxford Brookes (UK), Häme networks of firms and other organisations.

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Lessons from the past continues to be assaulted with ever more requirements for doctoral study, it is interesting to reflect that the collective capacity of initiatives in order to lock it into its new education to deliver skills has never been lower. Research into skill acquisition and Such a position has not arisen overnight. role; Sector Skills Councils continue to deployment continues to indicate that skill acquisition is proportionate to exposure and Back Indeed, the demands on education to report fundamental skill shortages (as do practice. Definitive studies show that it takes over 3,000 hours of purposeful study, provide ‘what industry wants’ and ‘what employers), despite the rather practice and repetition to acquire skill to a level commensurate with higher level the country needs’ can be traced as far embarrassing fact that national targets qualifications. Our current system on the other hand requires students to engage with back as 1867 through a whole succession (NETTS) set for increasing vocational large numbers of subjects over vanishingly small timescales before moving on to the next of governmental reports, commissions and qualifications in the workforce and collection of subjects the following semester. The sum of these increasingly ‘atomised’ to the enquiries, all of which have sought to steer announced as the ‘solution to our skills portions of time that the average undergraduate student receives is less than one third of education in a more vocational/technical needs in the 21st century’ appear not to the amount of time needed to acquire an appropriate level of skill in one subject, let alone direction. Given the volume of both rhetoric have achieved the desired outcome. the 25 or so we routinely require our undergraduates to undertake in the course of their and resource directed to this end, it is Despite the fact that the targets were met degree. perhaps not surprising that the nature and ahead of schedule, employers continue to Future? function of education has changed so complain that employees do not have the It hardly needs saying that repetition and practice (the fundamental predicates of skill profoundly. necessary skills needed by industry. The acquisition) are not the stock in trade of higher education. Indeed, it would be much more continuing use of qualifications in appropriate to assert that higher education proceeds on the notion of a rational structuring Peter Spencer - Faculty of Organisation and Management, Sheffield Hallam University Hospitality education is an interesting case government statistics as meaningful of knowledge, together with the insights gained from such a process. As the philosopher R in point. Several years ago – as the proxies for skills further exacerbates this S Peters remarked as long ago as the 1960s, ‘skill does not proceed as a matter of It can be a dangerous business predicting the future. Much like one of those earnest reforms of the National Council for issue. insight’ and (inversely) one might add as a corollary to the great man’s remarks that 1970s ‘Tomorrow’s World’ features, replete with improbably flared trousers and orange Vocational Qualifications began to sweep thinking about hospitality does confer upon the thinker the ability to do it. tank-tops, prediction has a way of returning to embarrass those who present such well- away decades of established hospitality We have it seems, reconfigured our meaning glimpses of the ‘future’. It is of course axiomatic that we can’t know the future, education practices – I was engaged in a curricula, educational practices and So where might all this leave us? And more particularly, where and although we may learn from the lessons of the past it’s by no means certain that we national research project into the changing philosophy to no great purpose. might it lead to? can use yesterday as any reasonable predictor of tomorrow. I am reminded of the fact that nature of craft-based hospitality education. Government and its agencies continue to back in Victorian times, when the only form of city transport was horse-drawn, they had to The outcome of this research caused me press for ‘supply side’ solutions for It seems clear that there is a serious paradox at the heart of current notions of employ people to sweep away what the tens of thousands of horses left in their wake, so to profoundly readjust my perspective on demand-based problems and (it seems) we vocationally focused approaches to education. On the one hand there is the rhetoric which that pedestrians could cross the road without wading through a sea of muck. Had there the nature and purposes of vocationally- remain happy to oblige. Twenty years ago claims that our national economic wellbeing is contingent on increasing our national skills been computers at this time they would surely have predicted that by the year 2005 the based education. hospitality craft students received an base at all levels of educational attainment (employability skills now figure in PhD learning world would be two metres deep in horse poo! That it is not, relates not to any false average of 28 hours per week of outcomes) and that it is the task of education (rather than industry) to provide this. On the premise based on extrapolating the future from current trends, but to the invention of the Over the past 20 years, the nature of classroom-based instruction. Today this other hand, there is the reality of vocational education which appears to be configured in internal combustion engine and the transport revolution which followed. In dealing with vocational education has been figure has fallen by almost two thirds to such a way that the constraints of time, resource and structure seem to render it the future, like Mr Micawber it is reasonable to assume that ‘something’s bound to turn reconfigured and is now a much more around 11 hours (with disastrous results structurally incapable of delivering such a mandate. up’. So, given that our crystal ball may be rather more reflective of those who seek to singular and unified process than at any for skilled performance and peer in than Mystic Meg might have us believe – what might the future hold for hospitality time in its past. Higher education understanding). In higher education, the This would seem to place the current demands required of hospitality education in (higher) education? institutions which once had a particular picture is scarcely better. Vastly increased something of a classical ideological dichotomy, in that the rhetoric – and control of the focus on hospitality (systems, technical, participation rates over this same period, supply side ‘drivers’ - masks the reality and the contingent outcomes which are able to be ‘Management’ or ‘Studies’? managerial and so on) have now been together with a constantly falling unit of delivered by the education system. There is here (despite the bluff and bluster from homogenised into offering a ‘standardised resource (we now teach more than twice government and its agencies) a profound mismatch between what we are being asked to Over the past several years there has been something of a return towards the notion of product’ – the inevitable outcome of as many students with half the amount of provide and what we are able to provide. In the process, it would seem that we are in hospitality studies,and something of a move away from hospitality management,with the benchmarking and the dead hand of the money as we did 20 years ago) have danger of substituting the lasting virtues implicit in the acquisition of a higher education former reflecting a more ‘academic’ and intrinsic notion related to the value of a university Qualifications and Curriculum Authority. forced radical revisions both to the number for the transient (and seemingly) unobtainable advantages of national economic interest. education, and the latter reflecting a more vocational and extrinsic value of a university Further education also suffered with of taught hours and (perhaps more As the ever-insightful Laurie Taylor recently remarked in his Times Higher Educational education. This is (as yet) something of a nascent development, but one which would previously well-respected and highly valued crucially) ‘resource intensive’ provision Supplement column, commenting on the rapid rise and fall of education ministers – seem to have profound implications for the future of our subject within the context of craft-based courses being reduced to such as practical facilities. Few HEIs now ‘education, unlike a ministerial job, is for life’. Those who find themselves propelled by the higher education. shadows of their former selves. The posses the means to provide their students ministerial revolving door might do well to contemplate his sentiment. intended outcome of all of the changes with a structured practical engagement in It ought to be stated plainly that, for many practitioners within the academy. There no wrought to vocational education over this the fundamental activities of hospitality as The future health of hospitality management education - like much of higher education – longer exists a clear certainty of purpose in higher education. Successive governments – period appears to be predicated on the part of their curriculum. remains in some doubt. We might conclude, given the history of our subject, that like our through their many agencies – have successfully sought to reconfigure higher education need to address national economic Victorian computer’s analysis of transport, a less than optimistic view of the future is the from a previous position in which the focus was essentially the personal development of concerns, resolve skill shortages and At a time when the concept of ‘skill’ outcome of such an analysis, or like Mr Micawber, adopt the view that something’s bound the individual, to one in which the needs of the state (national economic competitiveness) produce work-ready employees. dominates educational discourse to such a to turn up. For my part, I am rather drawn to a view like that of the chap who, finding he is now the dominant paradigm. The conflation of national economic imperatives, the degree that it forms part of the title of the was lost in an unfamiliar city, flagged down a taxi for help. He told the cabbie his notion that skills are the key driver of this process, and the view that it is the task of However, there appear to be some department charged with administering destination and asked for directions; the cabbie looked thoughtful for a while and said: education to provide this function, now go virtually unchallenged. difficulties with this intention. Education higher education and appears in the latest ‘Well if it was up to me mate, I wouldn’t start out from here!’

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flexible, accessible and relevant to people the WebCT facility for online discussions children as Senior Practitioners and the working on the ground. Hence, the and to form a ‘community of learners’ via curriculum has been revised accordingly. programme of awards, by distance learning ‘study buddy’ groups. Indeed, the strength Applications are now received from in part-time mode of study, was born. of these students is that they have a individuals who already possess a degree Curriculum wealth of experience which they willingly in another subject, but who are working in The Playwork Programmes share with others: their thirst for playwork and require a relevant knowledge is insatiable. Certainly, teaching qualification. A Diploma of Advanced Study The decision to offer a part-time distance- students on the playwork awards is in Playwork (soon to be renamed Graduate learning programme provided a number of exciting and rewarding. Initial fears about Diploma in Playwork) has therefore been challenges compared with ‘traditional’ the academic capabilities of the students developed specifically for graduate Developments in higher education provision. A series of have proven to be unfounded and many students. It is also suspected that there is staged named awards were offered at achieve a standard far higher than would a demand for postgraduate qualifications in Certificate, Diploma and Degree to provide be expected of traditional undergraduates, Playwork, both through research and flexibility for students to choose the level at a view that has been supported by the taught awards, and these will be which to cease their studies and to enable External Examiner. introduced in the not too distant future. those who wanted to progress further to do Playwork so. It was recognised that these ‘non- Ongoing Developments Conclusion traditional’ students (typically middle-aged, mostly female, employed, many with The development of the Playwork There is a danger that the massive Vic Kerton - Course Leader for Playwork, University of Gloucestershire childcare responsibilities and possessing programmes and curriculum materials was increase in childcare provision envisaged in few, if any, formal educational financed largely through European Social the government Childcare Strategy will qualifications) required a range of teaching Fund matched funding (PALM 1 and 2, outstrip the provision of playworkers who and learning strategies that were different PILOT and Equipe). The University worked are qualified at higher education level. Introduction providing additional childcare places. From a playwork perspective, it is crucial that from entrants to more traditional campus- closely with the South West Centre for There is a concern that the nature of play increased opportunities for children go beyond merely child-minding for working parents based programmes. For example, the lack Playwork Education and practitioners in as an intrinsically-motivated freely-chosen There is compelling evidence to support or increased schooling, and that they involve quality play provision by qualified of academic qualifications, particularly at developing the learning materials and was activity, without adult intervention or the benefits of a valuable experience of playworkers. Certificate entry, led to coursework fortunate, through the funding, to be able control, is being eroded as children’s play (and the problems of play deprivation) material that was broken down into smaller to contract leading playwork academics to traditional play spaces are seen as unsafe throughout childhood. The development of Initially, the focus of this expansion was on producing playworkers qualified at NVQ Levels learning activities, clearly associated with write materials. As the programme or dangerous and as children’s lives are effective play opportunities for children 2 and 3 to meet Ofsted requirements (the CACHE Certificate and Diploma in Playwork ). staged coursework assessments where expanded, the University appointed leading increasingly programmed and controlled by requires an effective workforce of However, the focus in recent years has started to shift to higher education awards. A few formative, as well as summative feedback playworkers as academic staff to deliver adults. If there is to be a play element in knowledgeable playworkers who are universities have offered these for a number of years, along with a few more who offer was provided. the programme. Independent external childcare provision, qualified playworkers enablers and facilitators. In recent years, awards in Childhood Studies and associated areas. More recently, some of these evaluations, external examiner reports and are needed to ensure that this does not government policy has identified the universities have been involved in developing the Statement of Requirement for a sector- Learning in the modules and awards student evaluations indicate that the become child-minding provision or provision of suitable play opportunities for endorsed Foundation Degree in Playwork, due to be piloted in 2005. These sector specific moves from relative dependence to programmes are highly relevant and educational provision within the extended children as a high priority, and the awards, endorsed by SkillsActive, now provide playwork qualifications from entry level to independence as students become more students report that, as a result of studying school day. As the body of playwork recruitment and training of playworkers is graduate and postgraduate levels and the emerging playwork profession is rapidly confident in their ability to study at higher the programme they not only have knowledge increases and more central to the development of the sector developing its own body of knowledge. education level: from contextualisation, increased their knowledge and playworkers become qualified through and the emerging profession. The National through theoretical appreciation to critical understanding of playwork to improve their higher education awards, they will be able Childcare Strategy to make “affordable, Playwork at the University of Gloucestershire evaluation; from the study of familiar practice, but they have increased to influence the childcare strategy and accessible and good quality childcare issues and situations to directed research confidence in discussing important policy argue the case on behalf of children to available in every neighbourhood” signalled The University of Gloucestershire has been fortunate to work closely with the South West of complex problems and contexts; and issues with colleagues in associated ensure they have access to quality play the start of an expansion in playwork Centre for Playwork Education (formerly National Centre for Playwork Education SW) towards an increased willingness and professions such as education, social care provision. education. This strategy proposed childcare located in the University since 1991. In the 1990s the focus was on providing basic ability to express views and opinions and the youth service. places for an additional 1.6m children by awards (Take Ten for Play and Take Ten More for Play ), for an emerging and expanding cogently and publicly. The underlying References 2004, requiring an additional 20,000 vocation with little qualification structure. With more than 5,000 people gaining the basic principle of the programme is to produce When the awards were launched in 2001, workers. In order to fund this expansion, qualification, there was a demand from those employed in playwork for a higher education reflective practitioners who are capable of it was envisaged that students would move Hughes, B (2001) Evolutionary playwork the DfES announced a three-fold increase qualification and so the University decided, in 2000, to offer a range of awards at applying theory to practice. from practising playworkers, to and reflective analytical practice. London: in funding from £66m to over £200m. In certificate, diploma and degree level. This decision was based on market research development workers, to managers as they Routledge. Chapter 5 addition, National Lottery funding was (PLEIAD, 1998), which revealed that a high proportion of playworkers desired a higher The nature of the students and of the passed through the Certificate, Diploma made available to complement national qualification, but that a number of constraints (eg. attendance at university for a taught distance-learning model requires effective and Degree. We have had to revise our PLEIAD (1998) Playwork Counts: Report on and local strategies. More recently, the course, travel costs and time, work and home commitments) prevented them from doing mechanisms to support students in their initial views as increasingly students who the Playwork Industry Census and Training government has announced the extended so. Undergraduate programmes were therefore designed for the professional development studies. Considerable time is spent on this progress to diploma and degree level wish Needs Analysis. Cheltenham: Cheltenham school day initiative as a means of of practising playworkers (rather than school leavers) by providing a programme that was by academic staff, for example, by using to remain in face-to-face work with & Gloucester College of Higher Education. 24 www.hlst.heacademy.ac.uk www.hlst.heacademy.ac.uk 25 Link12_jan_05_kb 31/1/05 1:48 pm Page 26 Management The Higher Education Training for the Sport Network

Various subject associations are currently • teaching As sport and health becoming increasingly active in response to the Government’s call • research (pure and applied, including important issues for the wider government Leisure Industry to create a more coherent voice to promote inter-disciplinary) agenda and the nation, the new network the interests of HE sport across the UK. • inter-varsity, national and international will become an essential voice in ensuring Mark Sullivan - School of Sport Science and Psychology, York St John College The Higher Education Sport Network, the competitive sporting opportunities that higher education plays its role. The first of its kind, commences duty in 2005. • the management and development of network will aim to achieve some sense of This article reports and discusses the Two of the companies involved in the study delivered their own management training One of its specific aims is to project a clear sports facilities unification and stability in what is, and findings of a small-scale research project programmes. The training was purely in-house and was not linked to any national body or message of the combined capabilities of • sports development (curriculum-based always will be, a changing environment. which investigated management training professional association, such as Chartered Management Institute (CMI). This type of higher education in furthering the and practitioner) The organisations involved are listed in within fitness centres. It is based on education and training may well be an area that higher education should consider development of sport in the UK, through: • sports science Table 1. research with five centres located in and opportunities within. For example, there is perhaps scope for higher education institutions • teacher education around York. Four of the centres were (HEIs) to collaborate with corporate chains in order to offer management training, • support for high performance athletes owned by major corporate chains, so it is incorporating both a formal qualification element and the requirement from the industry felt that some of the findings could be for relevant experience. ORGANISATION MEMBERSHIP AIM / MISSION more widely applicable. Furthermore, where the sector is often seen to fail and where higher education might All centres, bar one, stressed the need for usefully step in, is in the area of management development. This small-scale research University and College Sport Directors/Heads of Sport and their staff The pursuit of excellence in the provision, management qualifications within the showed that most existing management development activity is aimed at the current role, employed in the delivery of non-academic management and development of sport in HE industry and each interviewee had a rather than the development of the individual per se. Here, HEIs could make use of their www.ucsport.net sporting provision in HE and FE. and FE. management qualification, either as a first experience and expertise in offering development courses for managers. For example in or second degree. Although all those the interviews, customer retention was identified as a major concern, with most of the BUSA offers competitive sport to students in Member institutions across 140+ HE sites in interviewed felt that the most important fitness centres examined, focusing on sales, rather than the retention of existing BUSA - British Universities Sports Association HE through the organisation of the UK, represented by elected students from championships, representative fixtures and element needed for management in this customers. The significance of this in the current context is that no training related to this www.busa.org.uk within each Athletics/Sports Union. sector was experience in the industry - was available (internally or externally) to managers. British teams for international events. more so than qualifications. One manager To share ideas and improve the quality of was an experienced personnel and For higher education to move forward in the area of management training in the sector Representatives from HEI teacher training HEI Network (Initial Teacher Training - ITT) physical education teacher training (primary facilities manager with a military there appears to be a need to consider the following: institutions and schools are invited to attend. and secondary). background. He had had difficulty gaining his position and reported that he had been • More work-related experience for students on leisure courses to satisfy the need for turned down for three previous posts due experience as a major requirement in recruitment Open to institutions offering undergraduate To further the development of the study of UK Standing Conference and postgraduate courses in sport, leisure and leisure, recreation and sport in higher to his lack of experience in ‘leisure for Leisure, Recreation and Sport management’. He was finally appointed • Provision of management education and training suitable for use within and by leisure recreation. education. after being interviewed by another ex- companies - this could be done in partnership with a company’s own training military individual who recognised the personnel or bodies such as the CMI To share ideas and promote high standards in Open to all those delivering academic value of his previous experience. An HEI Network (Sports Development) the delivery of academic and professional programmes in sports development. implication of this scenario is that it is • Management development courses - these could be modular so that managers could programmes in sports development in HE. likely to be necessary to consider carefully buy into those that they felt relevant and accrue credits towards further qualifications the work experience elements within BASES - British Association of Sport & BASES is the UK professional body for all Promoting excellence in sport and exercise leisure management degrees, in order to These priorities seem to offer good opportunity for longevity and further development. As Exercise Sciences those with an interest in the science of sport sciences. ensure that programmes provide an example, retention has been raised as a problem for fitness centres across the UK. If www.bases.org.uk and exercise. experience relevant to those studying higher education can offer training in aspects such as this, then it would be possible to them, and useful in their future increase the relevance of courses to both students seeking to become future managers, Table 1: The Higher Education Sport Network’s Member Organisations employability. and also to the industry as a whole. Adapted from a table provided by Zena Wooldridge, University of Birmingham

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• Advise agencies and advocate rigorous Network Focus training and delivery of SD in the wider Curriculum Developments social policy-making framework of sport New Pedagogic Research and With representation on the National Association for Sport Development (NASD) Development Projects Board, sub-group status of the UK HE The Hospitality, Leisure, Sport and Tourism opportunity and equity to a diverse student Standing Conference on Leisure, Network is pleased to announce that, intake. in Sport Development Recreation and Sport and developing following a bidding round in late 2004, it has relationships with SkillsActive and Sport selected 8 projects for funding in the current Student Participation in an Integrated England, the HEI Sport Development Group academic year. Once again, competition was Retention Strategy – Heather Hughes, University of Lincoln Kirstie Simpson - University College Chester has strong ties to the leading bodies with very high, with 32 applications requesting an interest in sports development £108,000. Details of the successful projects are given below and further information will Through a process of extensive education and professional development. be available on the website as the projects consultation with first and senior level progress. students, this project will investigate ways Although it is a contested term, it is development for sport development industry and higher education need to The Future in which first level students can help probably fair to say that those engaged in practitioners (eg. Liverpool John forge partnerships that ensure the The Impact of Schmidt’s Teaching Method on themselves to gel as a cohort, and senior sport development (SD) devise better and Moores) development of programmes that have Critical to any future curriculum Motivation to Study Statistics – students can provide more of an active more effective ways of promoting, enabling both academic rigour and industrial development are the National Occupational Dr Nikos Chatzisarantis, University of reference point for them, in order to and facilitating interest, participation or • developing relevant masters integrity. Standards for Sport Development currently Exeter enhance retention. performance in sport and/or physical programmes (eg. University of being developed by SkillsActive, through Incorporating Problem-Based Learning activity. In essence, the SD process is Gloucestershire, UWIC and Leeds The HEI Sport Development consultation with key agencies. These This project will evaluate the effect that Schmidt’s teaching methods (a heavy focus Strategies to Promote Learner Autonomy in about promoting positive change and Metropolitan University). Group standards, in conjunction with the current on sgnificance testing) has on students’ Sport Studies/Science Programmes – creating a supportive environment for this QAA Subject Benchmark Statements, motivation and perceived competence to Louise Martin, University College change to occur. It is therefore imperative Some institutions have taken a thematic The initial catalyst for establishing the HEI should be considered carefully. learn statistics. Worcester that professionals working in this area approach to the subject area (eg. University Sport Development Group was a number of have the appropriate underpinning of Portsmouth), others a multi-disciplinary sport development professionals who had The future of the sport development Developing and Assessing Intercultural This project will incorporate PBL strategies knowledge and skills. approach (eg. Sheffield Hallam). recently moved into higher education. profession lies squarely at the feet of those Management Skills in Hospitality and for sport undergraduates with a specific Collaborating with experienced academics, who are charged with educating and Tourism Management Students – aim to investigate its impact upon learner Current State of Play Of key concern is the very limited evidence these colleagues set up the group as a developing individuals who will one day Judie Gannon, Oxford Brookes University autonomy and academic achievement of consistency between these forum to share good practice. become the sport development when compared with a traditional learning Over 1900 undergraduate programmes programmes, particularly in terms of practitioners enabling communities and This project will examine the adoption of framework. intercultural management skills as a part of currently within HEIs concern themselves content. Programmes range from a The HEI Sport Development Group aims to; individuals to become involved in sport and the curriculum in hospitality and tourism The Development and Embedding of with sport. Of these, over 170 degrees business approach to the provision of activity. HEIs have an extremely important undergraduate and postgraduate Effective Pedagogy in Innovative and have SD in the title (UCAS, 2004). sporting opportunities, from a coaching • Develop a Curriculum Framework for role in this and it is imperative that we programmes by drawing on good practice Efficient Delivery Methods – Dr Alison and performance emphasis, to those with Sports Development programmes in work collaboratively with organisations examples in this subject and other higher Purvis, Sheffield Hallam University It is generally agreed that the growth of an emphasis upon community higher education such as NASD, Sport England and education programmes. sport development programmes has been development. It can be argued that this SkillsActive to ensure we provide The project work will focus on optimising unexplained to date, although a number of lack of consistency hinders the • Lead, develop and keep under review programmes with academic rigour and The Influence of Achievement Orientations student learning in the context of efficiency anecdotal views have been put forward. SD development of professionalism, and the values, scope, curriculum and industrial validity. and Perfectionism on Achievement-related, drives and electronic delivery. Principles of is an emerging profession which itself has potentially professionals, within the field. modes of delivery of initial and Cognition, Affect and Study Behaviours - effective pedagogy will be implemented to grown over the past ten years or so. It This fragmentation does not allow for continuing professional development For more information on, or to join, the HEI Prof Howard Hall, DeMontfort University develop and enhance and increase effectiveness of delivery. appears that higher education has higher education to easily place itself as a courses in SD within higher education Sport Development Group, please contact: This project will examine factors responded to this industry expansion and key setting for change, or as a deliverer of hypothesized to influence adaptive and Student Progression and Achievement: the its creation of an employment exit route for the Government’s objectives in terms of • Identify the needs, topics, priorities and Kirstie Simpson (University College Chester) maladaptive patterns of motivation in first experience of the FdA Tourism students, in a variety of ways: the development, education and training of appropriate methods for research into year students undertaking an introductory Programmes in the South West - Dr Keith the profession. the policies, practices, outputs and [email protected] research methods course. Wilkes, University of Bournemouth and Dr • adding SD modules to an essentially impacts of SD Sarah Shobrook, University of Plymouth sport science programme It can be said that there appear to be very Stephen Robson (Leeds Metropolitan Managing Diversity: Towards Inclusive Tutor different levels of expectation, both in • Share good practice with academic, University) Intervention in Contemporary HE Settings – This project will reflect on and analyse • developing a degree programme in SD relation to professional practice and the professional and policy-making Debbie Hodges, Southampton Institute student achievement and progression for (eg. University College Chester) specific role that higher education needs to audiences [email protected] all student cohorts involved in the three- This project will gain a deeper understanding year FD Tourism project. The project allows play in terms of skills and training for SD. It of the ways in which tutors adapt learning a review of FD policy in the light of actual • providing (continuing) professional is clear that the sports development and teaching practices in pursuit of providing student performance. 28 www.hlst.heacademy.ac.uk www.hlst.heacademy.ac.uk 29 Link12_jan_05_kb 31/1/05 1:48 pm Page 30

range of modules, which has fallen below Network Focus Clear goals and standards Best Aspects 2002 2003 2004 50% for the first time. See Table 1. Students generally appear to have a better The Student Course Experience Survey: A understanding of what is expected of Aspects to be improved My personal development 67.9% 68.3% 67.6% them, with fewer agreeing that it has been National Survey of Final-year Students on hard to find out what is required. The There has been little change relating to The variety and range of modules 50.6% 52.0% 45.1% Hospitality, Leisure, Sport and Tourism biggest perceived improvement (5.9%) has what could be improved, though there has been that students feel more staff make been a gradual increase in issues such as Learning academic skills 47.0% 47.6% 47.9% requirements clear from the start of the more time with lecturers and a choice of Degree Courses course. more work-related modules. There is a Helpful and approachable staff 42.1% 41.4% 49.4% For the past three years (four including a There appears to have been little change in slight decrease in the communication and pilot), the Hospitality, Leisure, Sport and student perceptions, though a pattern of Assessment access to learning resources. See Table 2. Tourism Network has conducted a national gradual decline is apparent. The most Knowledgeable and effective staff 40.7% 40.8% 48.3% survey of the student experience of noticeable changes are a 5.3% fall in Significantly more students are satisfied In the three years that the survey has been teaching and learning within its subject those feeling that their course helped them with the feedback they receive from staff, conducted a total of 2375 students from Work Placement 40.5% 35.5% 37.5% areas. The survey is directed at final year to develop as a team member, and a 5.4% which has risen by 10% since 2003 and 163 courses at 20 HE institutions have students and aims to uncover information decrease in those agreeing their course by 8.6% overall. It is also felt that more participated. This does not include an Group Work 39.1% 34.5% 33.8% about their perceptions and attitudes had helped them to develop problem- staff put a lot of time into commenting on additional 634 students that participated in towards their whole programme of study, solving skills. The only areas to have work, up by 5.1% compared to 2002. This the pilot study in 2001. During this time, rather than to concentrate on a single year improved, (relating to analytical skills and change in attitude is supported by the student responses to most aspects of the The mix of assessment methods 32.6% 34.1% 30.9% or unit in isolation. Using this approach, it solving unfamiliar problems) have done so decrease in those stating that feedback survey have remained fairly consistent, is possible for subject teams to obtain an by less than 2% over the three years. was usually only in the form of a simple although a few positive and negative The course content is related to the industry/workplace 37.2% 33.4% 40.4% overall picture of teaching, learning and grade or mark, which has fallen by 11% trends have started to emerge. assessment within their own programmes, Teaching since 2003 and by 7.7% overall. Access to learning resources 27.4% 26.5% 28.5% and to highlight any areas which are of Students appear to be increasingly happy – library and computers particular concern. A major benefit of the All aspects of teaching have experienced Other statements with the overall standard of their course survey is that it also allows staff to an increase in satisfaction of at least 3% and find it to be intellectually stimulating Table 1: Best Aspects compare (confidentially) the attitudes of between 2002 and 2004. The biggest rise Overall satisfaction is slightly higher than in (although this has decreased slightly since their own students with those more has been a 7.4% increase in those 2002, but has actually fallen by 3% when 2003). While skills development has What could be improved 2002 2003 2004 generally across the subject areas. agreeing that lecturers were extremely compared to 2003. Though there was not consistently produced the most positive good at explaining things. This is also the much difference between 2002 and 2003, responses from students, there does seem Feedback could be given more quickly 46.4% 46.6% 46.4% This report discusses the results across only area where increases have been the proportion of students finding their to be a general (if slight) pattern of decline the 2001/02, 2002/03 and 2003/04 constant over the three years. “The staff course intellectually stimulating has risen in this area. Teaching on the other hand, academic years to identify any major make a real effort to understand difficulties by 7% between 2003 and 2004 and by has experienced an increase in positive More careers advice 43.7% 44.1% 44.8% changes or similarities. A copy of the full I may be having with my work” produced 8% overall. This is supported by the steady responses for all of the questions in this results, shown both as percentages and very similar results for 2002 and 2003, but year-on-year increase in those stating that category. Another important area that has Communication between staff and students 42.1% 42.8% 38.3% overall figures, can be found at has improved between 2003 and 2004 by the course had stimulated their enthusiasm improved is student perceptions of staff. www.hlst.heacamdey.ac.uk/projects/our.ht 6%. for further learning and who felt part of a This is both in terms of their helpfulness More time with lecturers/tutors 36.8% 38.6% 41.6% ml. The questionnaire has been adapted group committed to learning. and in relation to the usefulness of from a pilot study conducted in 2001, Workload feedback that they give (though there is which itself was based on the Ramsden Best aspects still a feeling that this could be given more More modules to choose from 37.7% 34.4% 40.9% Student Course Experience Questionnaire In 2004, fewer students felt the workload quickly). It is also worth noting that fewer (SCEQ) model. To find out more about the was too heavy, or that there was a lot of It is noticeable that personal development students feel over burdened by their Feedback could be more relevant/useful 29.3% 31.7% 29.8% original pilot study and the Ramsden SCEQ pressure on them compared to results for has remained the top answer and has workload and more feel that they are given visit 2002. However, in both cases the figures hardly varied in percentage terms over all clearer information about what is expected Clearer information about what is expected from 38.1% 31.4% 36.8% www.hlst.heacademy.ac.uk/projects/ramsd for 2004 were actually higher than in three surveys. Similarities between the first on them. Access to learning resources and students en.pdf. 2003. More students feel that they are two years are extremely close with little careers advice remain more negative Choice of more practical and work related given enough time to understand what they change in numbers or the order of aspects of the survey, though how much modules/units 26.5% 28.0% 29.2% Skills Development need to learn, though this is now importance. However, there has been an this is attributed to hospitality, leisure, sport marginally lower than the 2003 figure. interesting development with the 2003/04 and tourism courses, or reflects Higher Workload 28.7% 23.1% 28.7% Skills development has remained the most There has been a steady decline in those survey, which has seen a marked increase Education more generally is not clear. popular aspect included in the survey, agreeing that the sheer volume of work in students viewing staff as the best Access to learning resources – library and computers 32.2% 20.7% 24.5% generating positive replies from, on meant that it could not be fully aspects of their course. This has been If you would like your students to average, three quarters of all respondents. comprehended. offset by a reduction in those selecting the participate in the 2005 survey, please Table 2: Aspects that could be improved contact [email protected] 30 www.hlst.heacademy.ac.uk www.hlst.heacademy.ac.uk 31 Link12_jan_05_kb 31/1/05 1:48 pm Page 32 LINK LINK 13 – Foundation12 Degrees Useful Websites in Hospitality, Leisure, Sport Association for Tourism in Higher Education and Tourism www.athe.org.uk The next edition of LINK, to be published in Curriculum Design Guide (Liverpool John Moores University) May 2005, will focus on each the development and experiences of http://cwis.livjm.ac.uk/lid/ltweb/curriculum_design/index.htm#content Foundation Degrees in our subject areas. As Foundation Degrees are largely specific Curriculum Section of the Higher Education Academy to England and NI, we welcome www.heacademy.ac.uk/curriculum.htm contributions related to other progression and trasition issues from Scottish and Hotel and Catering International Management Association Welsh perspectives. Articles are welcome www.hcima.org.uk on the following topics, or others related to the theme: Institute of Leisure and Amenity Management

• foundation degree models www.ilam.co.uk

• the student experience of foundation International Council on Hotel, Restaurant, and Institutional Education (CHRIE) degrees www.chrie.org

• partnerships - links with industry and Learning and Skills for Sustainable Development employers; HE in FE www.forumforthefuture.org.uk/uploadstore/curriculum.pdf • Fd versus HND? Leisure Studies Association • foundation degree review experiences www.leisure-studies-association.info

• progression and transition issues People 1st • learning, teaching and assessment www.people1st.co.uk methods in an Fd context SkillsActive • innovations in design and delivery www.skillsactive.co.uk of Fds

If you would like to contribute, Contact Us please contact Higher Education Academy Network for Hospitality, [email protected] Leisure, Sport and Tourism Oxford Brookes University Gipsy Lane, Oxford, OX3 0BP

T – 01865 483861 F – 01865 483878 LINK Email – [email protected] 32 12www.hlst.heacademy.ac.uk