For Enrolments from September 2017
Faculty of Business & Law
Tourism, Events and Hospitality Management Foundation Degree Network
PROGRAMME SPECIFICATION 2017-2018
This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if she/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education
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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: June 2012 2 Effective date of Approved/Reviewed Programme Specification: September 2012 – August 2017 3 This Version effective from: September 2017 4 Version number: 2012/ Version 6
Modifications to Programme Specification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document. Cross Referencing of Programme Specifications The following Award Programme Specification elements of N/A N/A provision included in this document is/ are also included in the following programme specifications Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above
0 Brief Overview (i) Brief Descriptive Summary The foundation degree suite of courses is designed for students who wish to enter into management careers in the Events, Tourism, and Hospitality or Spa sectors. Each course is designed to provide students with a thorough grasp of the key management challenges (for example finance, marketing, human resources) as well as the organisational issues and specialist knowledge required for the chosen industry sector. In addition, a strong vocational element is built into the courses via the two dedicated work based units. The programme is located in the School of Tourism, Events & Hospitality Management, Faculty of Business & Law. (ii) Articulation of Graduate Prospects The Events, Tourism, Hospitality or Spa industries are flourishing and the management of these sectors has become increasingly important. Foundation Degree graduates would be expected to gain employment in a range of sectors linked to the Events, Tourism, and Hospitality or Spa industries.
General Information 1 Overarching Programme Tourism, Events and Hospitality Management Foundation Specification Title Degree Network 2 Final award(s)/title(s) • FDA Event Management (Discontinued – last intake September 2016) • FDA Spa Management Discontinued – last intake September 2016 • FDA Travel and Tourism Management • FDSc Hospitality Management (Discontinued 2014)
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3 Combined Honours • Subject(s): N/A Subject(s)offered through the • Final Awards: N/A programme specification together with associated final award(s) 4 Interim exit award(s)/title(s) • Cert. HE Event Management • Cert. HE Spa Management • Cert. HE Travel and Tourism Management • Cert. HE Hospitality Management 5 Mode(s) • FDA Event Management (Full Time – 2 Years) • FDA Spa Management (Full Time – 2 Years) • FDA Travel and Tourism Management (Full Time – 2 Years) • FDSc Hospitality Management (Full Time – 2 Years) 6 FHEQ position of final award(s) Certificate (Level 4)* Intermediate (Level 5)* 7 Awarding institution Manchester Metropolitan University
8 Teaching institution(s) • FDA Spa Management – Trafford College (Discontinued – last intake September 2016) • FDA Event Management – The Manchester College, (Discontinued – last intake September 2016 for Macclesfield College, South Cheshire College only) • FDA Travel and Tourism Management – The Manchester College, (Discontinued – last intake September 2016 for South Cheshire College, Macclesfield College only. Mid Cheshire College on teach out stage with final year 2017-2018) • FDSc Hospitality Management – South Cheshire College (Discontinued 2014) 9 Relationship with Foundation Students who have completed the Foundation Year Year incorporating the Events, Hospitality and Tourism Management unit, taught by Manchester Met department staff, may progress onto the FdA Spa Management Programme.
Administrative Details 10 Home Department/ School/ School of Tourism, Events & Hospitality Management Institute 11 Home Faculty Faculty of Business & Law 12 UCAS code(s) N/A
Collaborative Arrangements (where relevant) 13 Approved Collaborative Partner Name Type of Collaborative partner(s) Partnership • The Manchester College External Validation • Macclesfield College • South Cheshire College • Mid Cheshire College • Trafford College 14 Other Approved Academic Partner Name Type of Academic Partnership(s) Partnership N/A N/A Page 3 of 151
Approval Status 15 Date, outcome and period of (i) Latest review/approval approval for most recent • FDA Event Management - 2009 Manchester Met review/ approval • FDA Spa Management – May 2011 • FDA Travel and Tourism Management – EQAL2011 • FDSc Hospitality Management – EQAL 2011 • Review June 2012 (ii) Major Modifications to Programme Specification N/A 16 Next Scheduled Review Date: 2017/18 17 PS/1 effective date: September 2012
External References/Relationships 18 QAA Benchmark Statement(s) Hospitality, Leisure, Sport and Tourism 2008 QAA 2010 Foundation Degree Subject Benchmark Statement 19 PSRB(s) associated with final N/A award of any route within the programme specification 20 Date, outcome and period of N/A approval of last PSRB approval(s)
Programme Information 21 University and Programme Educational Aims (i) University Educational Aims • To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. • To provide a supportive and inclusive learning environment which will enable success for all learners. • To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. • To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives. • To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.
(ii) Programme Educational Aims The aims of the foundation degree network programmes are to: • Offer opportunities to students who wish to pursue managerial careers in the event / hospitality / tourism / spa industry and who are capable of benefiting from the experience. • Assist students to realise their potential by providing a challenging and appropriately resourced learning environment. • Enable students to develop those intellectual, vocational and personal skills relevant to further learning challenges and to management careers in the event / hospitality / tourism / spa industry. • Produce high calibre graduates capable of successful management careers in the Events/hospitality/tourism/spa industry.
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22 Final Learning outcomes Manchester Met Educational Outcomes On successful completion of their course of study Manchester Met graduates will be able to: • apply skills of critical analysis to real world situations within a defined range of contexts • demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management • express ideas effectively and communicate information appropriately and accurately using a range of media including ICT • develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives • manage their professional development reflecting on progress and taking appropriate action • find, evaluate, synthesise and use information from a variety of sources • articulate an awareness of the social and community contexts within their disciplinary field
Programme Specific Outcomes (i) Final Award Learning Outcomes The aims of the FDA Event Management foundation degree are to: • examine, appreciate and evaluate the academic nature of the subject • examine, evaluate and simulate the vocational dimension of the subject with a view to maximising employability • analyse and evaluate the environmental context of the event industry in particular its need for responsible and sustainable management • develop the relevant and industry specific key skills needed to manage events in a range of contexts that include leisure, tourism and sport • explore the nature of the research process in an academic and industrial context and develop the business skills and knowledge needed for event management.
The aims of the FDA Travel and Tourism Management foundation degree are to: • Enable students to develop transferable skills and knowledge, which will enhance their contribution and develop their full potential • Create progression opportunities for suitably qualified travel and tourism students to access relevant degree level courses • Develop reflective skills and problem-solving techniques in applying knowledge and skills to a variety of contexts within travel and tourism management • Integrate relevant work based learning to enhance students’ effectiveness in the workplace • Respond to changes in the regional labour market in the travel and tourism sector
(ii) Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study
23 Interim Award Learning Outcomes Students who have successfully completed Level 4 FDA Spa Management studies will have demonstrated: • Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to interpret these within the context of that area of study. • An ability to present and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. • An ability to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. • The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. Eligible to receive a Cert HE in Spa Management.
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Students who have successfully completed Level 4 FDSc Hospitality Management studies will have demonstrated: • to facilitate a better understanding of their subjects through practical experience. • To ensure students gain a realistic understanding of the industry in which they have chosen to pursue a career as early as possible. Eligible to receive a Cert HE in Hospitality Management.
Students who have successfully completed Level 4 FDA Travel and Tourism Management will have demonstrated: • A sound theoretical knowledge and have practical skills and personal attributes and competencies that will be required for management positions in the travel and tourism industry. • Understand and appreciate financial, marketing and managerial principles that relate to the travel and tourism industry. • Have an appropriate balance between the vocational skills necessary and the more fundamental principles necessary for further study. • Have developed a professional attitude and skills relating to communication, teamwork, project planning and responsibility for individual learning. Eligible to receive a Cert HE in Travel and Tourism Management.
Students who have successfully completed Level 4 FDA Events Management will have demonstrated: • The critical importance and centrality of the client, the event consumer and designing the ‘event experience’. • The key skills relevant to planning events, risk management and the regulatory frameworks affecting events. • The impacts of events and management strategies for generating positive event legacies. • Key event stakeholders and the need to balance their needs and expectations. Eligible to receive a Cert HE in Events Management.
24 Teaching/Learning and Assessment Strategy Curriculum Design The process by which students acquire the necessary analytical and evaluative skills will be based upon a strategy, which ensures that responsibility for learning is accepted by students as their programme of study progresses. Initially, emphasis will be on the learning of principles and techniques alongside raising awareness and understanding through tutor-led delivery. In addition, those professional and transferable skills necessary for the work place will be developed and students encouraged to build on their intellectual abilities and to cultivate interpersonal skills, self-confidence and independence. All courses within the Foundation Degree Network are designed to combine common management subject areas (for example Finance, Marketing, Human Resources) with key sector specific units linked to the Spa, Tourism, Hospitality and Event Industries. In addition, personal and academic development is embedded within the common Level 4 and 5 work-based units as a direct consequence of the application of these principles. The work-based units are intended to facilitate student engagement in research and reflective practice. The programme teams see this unit as central to students achieving key higher-level programme learning outcomes and as preparation for any intended further study. The overall curriculum content is in line with the aspirations of the QAA foundation degree qualification benchmark statement 2010 and the 2008 Hospitality, Leisure, Sport and Tourism Benchmark Statement. This HLST benchmark statement is primarily designed to inform the development of honours degrees, however, the statement is also intended to inform the development of Foundation Degrees where such degrees provide a student progression route onto an honours programme. The work-based nature of the Foundation Degree Network coupled with the currency of the curriculum content will ensure that graduates are employable. These foundation degrees are vocationally focused and integrate academic learning with work-based skills resulting in graduates being equipped with the skills and knowledge relevant to the needs of event / hospitality / spa and tourism employers. Each partner college has good employer links within their individual sector. Robust departmental quality assurance systems are in place and the staff of all partner colleges will implement these. The programmes team have been mindful of these systems during the curriculum design process and the Foundation Degree curriculum has been informed by feedback from these
Page 6 of 151 systems. Assessment is perceived as an integral part of the learning process. The instruments therefore will not only confirm that learning outcomes have been met but also provide an additional challenge to students to demonstrate their range of skills. Demands will increase with each level as students are tasked to demonstrate their ability to work independently or in teams. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the right level of challenge and enables the programme to confirm that outcomes have been achieved. Formative assessment methods will be discussed by the partner college’s delivery teams in their planning meetings to ensure formative feedback is embedded into a range of units at both levels of the course. Common units whereby this method will be used are the work-based units in Level 4 and Level 5. Both of these units allow early formative feedback that is beneficial for the student on their respective research assignments into the workplace. The range of assessment methods employed in the Foundation Degree Network have been designed to give students an experience of a wide range of assessment practices that will develop their personal, academic, vocational skills and knowledge. In addition, these methods have been designed to meet employer requirements in the relevant industry sectors. Appendix 2 details the range of assessment methods that will employed on each individual course with the Foundation Degree Network. Assessment practices will vary, but examples include: examinations, written coursework assignments essay, business reports, and spreadsheet generated financial models, case study analyses, presentations, practical assessments and personal development portfolios.
(i) Programme Specific Assessment Criteria N/A
25 Programme Structure (i) Engagement with University Wide Provision For a number of reasons, the Programme Team had decided not to engage with the University Wide initiative. English continues to exist as the universal business language. The Team was also of the view that the number of colleges involved in programme delivery could render problematic the inclusion of a language option. Furthermore, employers were consulted in this regard, and it was expressed that language learning was not largely desired, particularly if this required the removal of existing, necessary unit content.
(ii) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements
OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.
FDA Event Management: (Discontinued – last intake September 2016 for Macclesfield College, South Cheshire College only)
Delivered at The Manchester College Level 4 Core Units Code - Pre/Co- Unit Title No of requisites Credits 334Z9002 None Business and Enterprise 30 334Z9011 None Work Based Unit 1 (Events) 30 334Z9012 None Legal Implications for Event Managers 30 334Z9013 None Event Operations and Logistics 30 On successful completion of Level 4 – interim exit award: Cert HE Events Management
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Level 5 Core Units Code - Pre/Co- Unit Title No of requisites Credits 335Z9012 None Event Project Management 30 335Z9003 None Human Resource Management 30 335Z9013 None Work Based Unit 2 30 335Z9014 None Event Impacts and Legacies 30 On successful completion of Levels 4 & 5 – Final exit award: Foundation Degree Event Management
FDA Spa Management (Discontinued – last intake September 2016)
Level 4 Core Units Code - Pre/Co- Unit Title No of requisites Credits 334Z9002 None Business and Enterprise 30 334Z9001 None Work Based Unit 1 (Spa) 30 334Z9004 None Spa Facilities Management 30 334Z9003 None Management of Healthy Development 30 On successful completion of Level 4 – interim exit award: Cert HE Spa Management
Level 5 Core Units Code - Pre/Co- Unit Title No of requisites Credits 335Z9003 None Human Resource Management 30 335Z9001 None Work Based Unit 2 (Spa) 30 335Z9002 None The Management of Communication 30 335Z9004 None Lifestyle Management 30 On successful completion Levels 4 & 5- final exit award: Foundation Degree Spa Management
FDA Travel and Tourism Management (Discontinued – last intake September 2016 for South Cheshire College, Macclesfield College only. Mid Cheshire College on teach out stage with final year 2017-2018)
Delivered at, The Manchester College Level 4 Core Units Code - Pre/Co- Unit Title No of requisites Credits 334Z9002 None Business and Enterprise 30 334Z9005 None Work Based Unit 1 (Tourism) 30 334Z9006 None Airlines and Airport 30 334Z9007 None Tourism Destinations and Global Sustainability 30 On successful completion of Level 4- interim exit award: Cert HE Travel and Tourism Management
Level 5 Core Units Code - Pre/Co- Unit Title No of requisites Credits 335Z9003 None Human Resource Management 30 335Z9005 None Work Based Unit 2 30 335Z9008 None Tour Operations Management 30 Page 8 of 151
Optional Units Choose 1 from the following options: 335Z9006 None The Cruise Sector 30 335Z9007 None Business Tourism 30 On successful completion Levels 4&5-final exit award: Foundation Degree Travel and Tourism Management
FDSc Hospitality Management (Discontinued – last intake September 2016) Delivered at South Cheshire College Level 4 Core Units Code - Pre/Co- Unit Title No of requisites Credits 334Z9002 None Business and Enterprise 30 334Z9008 None Work Based Unit 1 (Hospitality) 30 334Z9009 None Food and Beverage Operations 30 334Z9010 None Management of People and Facilities 30 On successful completion of Level 4- interim exit award: Cert HE Hospitality Management
Level 5 Core Units Code - Pre/Co- Unit Title No of requisites Credits 335Z9003 None Human Resource Management 30 335Z9009 None Work Based Unit 2 30 335Z9010 None Services Marketing, Financial Management and Operations 30 Management 335Z9011 None Food and Operations Management 30 On successful completion of Levels 4 & 5- final exit award: Foundation Degree Hospitality Management
26 Personal Development Planning Certain skills e.g. managing self; communication; numeracy etc. will be developed and assessed through the assessment package and in the work based unit at Level 4 and the Level 5 unit (work based unit 2). As part of the assessment package for each of these units students are required to complete a personal development portfolio that enhances their vocational skills, employability and industry knowledge. The Personal Development Plan portfolio will be individual to each partner college however; these portfolios must meet the learning outcomes of the work based units at Level 4 and Level 5. Students will be made aware of the skills within the programme of study but encouraged to gather evidence of their skills from within the University and for outside activities. These activities will include skills obtained during part time work, voluntary work, hobbies, study abroad or working as a student representative or ambassador.
27 Placement and/or Work-based Learning Activities This programme will incorporate work based learning (see Work Based unit descriptors). The management, organisation and implementation of the work-based learning, where appropriate, will be made in accordance with the Institutional Code of Practice for Placement and Work Based Learning. This will be detailed in the unit handbook for the Work Based Unit and will clearly indicate the roles of the University, the Partner College, the student and the external organisation in which the learning will take place. All foundation degree students will be expected to undertake work based learning (see section 2.5 and the Work Based unit descriptor for further details on the management, organisation and implementation of the Work Based Unit learning). The work based learning units are compulsory and will be taught in Levels 4 & 5 (60 credits in total). The Partner College will prepare the student learner for work-based learning within the framework of the Event, Hospitality, Spa and Tourism industries. These skills could be developed through several units but specifically the work based units. Page 9 of 151
Prior to any external short work based learning experience being approved as suitable for a student the partner college will conduct a risk assessment strategy through the following process: • Request documented evidence from the employer, i.e. written confirmation, that the employer adheres to employer legislation, health and safety issues, etc. (a standard template will be produced for all employers to complete and return). • The FD Programme leader will monitor and approve the work based learning opportunity once the above evidence has been returned to the university. • Advise students about the suitability of their chosen work based position, paying regard to the needs of the employer and of the learner.
Monitoring the quality of the industrial experience: The standard of the work based learning experience will be continually monitored, the systems utilised are many and varied and will include the following: • Evaluation of student performance and skills development measured against personal objectives as identified in the students’ PDP. • Assessment of the student’s ability to reflect on his or her own learning as identified in the learning diary section of the PDP. • Evaluation of student welfare issues. • Monitoring of the quality student assignments. • Assessment of health and safety issues including the completion of a health & safety induction checklist. • Checking the provision of feedback to students.
Student Responsibilities: Students will be made aware of their responsibilities whilst engaging with work based learning. These responsibilities will include: • As representatives of the Partner Colleges and Manchester Met, maintaining goodwill within the host organisation, fulfilling contracted obligations, demonstrating commitment, appropriate attitude, and behaviour. • Being aware of their responsibilities towards the work based learning provider and its customers/clients/employees. • Recording their progress and achievements. • Alerting the work based learning provider and the Partner College to problems with the placement that might prevent its satisfactory completion, including any health and safety or ethical matters. • Undertaking any assessments during the placement which may be required in fulfilment of the programme regulations.
28 Programme Specific Admission Requirements Admission Regulations: I. Admission to these programmes shall be subject to the principle that the University, through the Admissions Tutor concerned, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award. II. In dealing with admissions the Programme Leader / Admissions Tutor and any other staff involved, shall have regard to such policies as the Academic Board may from time to time determine. III. In considering an application to the programme, evidence will be sought of personal, professional and educational experience that provides an indication of the applicant’s ability to meet the demands of the programme. IV. All applicants shall be considered having regard for the University’s Equality & Diversity Policy and such anti-discrimination legislation as may be in force. V. Candidates must have a sufficient command of the language in which the programme is taught to be able to meet the requirements of the programme in every respect. VI. Application shall only be made through UCAS. VII. When considering the suitability of an applicant for a place on the programme the following factors will usually be taken into account: a. The applicant’s qualifications Page 10 of 151
b. The information given in supporting academic references c. The applicant’s personal statement The programmes admissions and entry requirements comply with University policy the recruitment, admissions policy, and the Policy for the Recognition of Prior Learning.
Standard Entry Requirements: Entry to Year 1: Candidates admitted to the programme should be able to benefit from a learning experience at undergraduate level. This requirement can be fulfilled by citing academic achievement or proof of an academic level relevant to the programme. An applicant will normally be considered for entry to a programme if the requirements stated below are met. Applications are also welcomed from those without formal entry qualifications or who do not meet the precise entry requirements specified but who can nevertheless demonstrate through some other means their potential ability to satisfactorily complete the programme. I. Applicants must have sufficient command of the English language to meet the requirements of the programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language, or its equivalent. For international students for whom English is not their first language, IELTS at grade 6 or TOEFL 550+ (or 213+ points on the computer- based test) is a requirement for admission to the programme. In addition, applicants should possess GCSE Mathematics at grade C or above. Alternative qualifications that demonstrate numerical ability will be considered.
Minimum entry requirements will be: I. Four GCSE passes at grade C or above, normally including English and Mathematics together with one pass at Advanced GCE level or one pass in a Vocational a level. II. A broader base of studies incorporating AS levels is also welcome. III. Success in an Access to Higher Education course will also be considered IV. Admissions Tutors may accept other qualifications as are deemed to be acceptable in lieu of those specified above. The Admissions Tutors may accept an applicant whose qualifications do not conform to the standard requirements. Such applicants must show evidence of ability and commitment to complete the programme.
Entry to Subsequent Years: Applicants may be considered for entry into Level 5 if they have a qualification which demonstrates a level of achievement comparable to the learning outcomes of Level 4. They will need to demonstrate equitable skills and a commitment to study. Entry to Level 5 of the programme is normally available for applicants who have successfully completed: I. The first level of an appropriate Higher National Diploma or; II. The first level of an appropriate Foundation Degree or; III. The first year/level of another degree programme in a subject or subjects appropriate to their intended programme of study. Normally there must be a close match between the applicant’s prior learning and the requirements of the programme. Admission with specific or general credit An applicant may be admitted with specific or general credit to an appropriate point in the programme subject through application of the University (AP(E)L) scheme or through a formal submission accompanied by evidence of learning experiences and the standards achieved. Applicants may be considered if they can demonstrate that they have experience, motivation and personal qualities appropriate for degree level work.
NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus
29 Approved Variations/Exemptions from University Regulations N/A
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30 Programme Management Arrangements The responsibility for implementing Manchester Met requirements rests with the Partner College programme teams and is monitored through programme team meetings and moderation boards. The University Link Tutor will support programme teams in maintaining standards through regular contact and support. Ultimate responsibility for the maintenance of academic standards of partner college HE programmes rests with Manchester Met. The Partner colleges will provide a forum for the discussion of quality & academic standards through regular Curriculum group meetings. A programme meeting will be held at each partner college in term 1 and term 2 of the academic year. Actions from these meetings will feed into the partner college annual monitoring process, which in turn will feed into the Foundation Degree Network continuous monitoring and improvement process (CIP). The Foundation degree network will use an Manchester Met appointed external examiner who will consider all the students work from all the partner college courses together prior to the tier boards. This process will ensure consistency between partner colleges in the network. All student grades will be entered onto the Manchester Met system prior to the exam boards. The Foundation Degree Network will hold two tier boards (Unit board and Progression board). All partner college courses and students will be considered at these two boards. These boards will follow Manchester Met Assessment Regulations for Undergraduate Programmes of Study.
31 Staff Responsibilities The appointment and duration of a Programme Leader shall be determined by the senior management team of the Partner College in consultation with the Head of the School of Tourism, Events and Hospitality Management at Manchester Met. Programme Committee recommendations shall be addressed through the Programme Leaders to the Head of Department who in turn shall report to the relevant Dean of Faculty.
The Partner Programme Leader (PPL) main responsibilities are: • Chairing the Programme Sub-committee meetings. • Liaising with the Partner College Link Tutor, the Link Tutor in the Manchester Met Home Department and any other appropriate Manchester Met or Partner College staff. • All matters pertinent to the day-to-day management and operation of the programme. • Admissions, in conjunction with any designated admissions tutor. • Ensuring that the programme as a whole operates efficiently and according to University regulations. • Preparation of information required for the continuous monitoring and improvement process especially the Collaborative Continuous Monitoring and Improvement Process.
All academic staff who teach on the Foundation Degree Network programme are members of the programme team and may be allocated specific responsibilities relating to the organisation of the programme. These might include group/year tutorship, admissions, presentations at open days, employer links and careers advice.
The Manchester Met Link Tutor is primarily responsible for: • Providing advice and support to the programme team collaborative Link Tutor and programme sub- committee of the partner institution, including inducting partner academic and administrative staff into Manchester Met processes and procedures. • The Manchester Met Link Tutor will meet together with the PPL and partner Link Tutor at several points throughout the year. These include during the summer term when planning assessment strategies for the coming session; during the autumn term prior to the start of the continuous monitoring and improvement process to address issues of concern through the University's quality enhancement processes and during the spring term to identify issues relating to programme modification or external examiners. • The role of the Manchester Met Link Tutor is to facilitate the smooth running of the programme at the partner institution. The full details of the Manchester Met Link Tutor role can be found in the Manchester Met Link Tutor Handbook: it is expected that the Manchester Met Link Tutor will undertake the duties outlined in full.
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The Partner Link Tutor is mainly responsible for: • Providing advice and support to the programmes team, liaising with the Manchester Met Link Tutor and programme sub-committee of the partner institution. • The partner Link Tutor will meet together with the PPL and Manchester Met Link Tutor at several points throughout the year. These include during the summer term when planning assessment strategies for the coming session; during the autumn term prior to the start of the continuous monitoring and improvement process to address issues of concern through the University's quality enhancement processes and during the spring term to identify issues relating to programme modification or external examiners. • The role of the Partner Link Tutor is to facilitate the smooth running of the programme at the partner institution. The full details of the Partner Link Tutor role can be found in the Manchester Met Link Tutor Handbook: it is expected that the Partner Link Tutor will undertake the duties outlined in full.
Year/Group Tutors are responsible for: • Ensuring induction programme and enrolment is carried out in an effective manner. • General administrative and organisational management of their groups, reporting to the Programme Committee via the Sub-committee. • Collating student marks for presentation to the subsidiary board of examiners. • Pastoral and academic counselling of their student group. • Ensuring students have all relevant information regarding their programme of study, their local Department, and their links to Manchester Metropolitan University. • Preparing student feedback for inclusion in the continuous monitoring and improvement process.
The Admissions Tutor is responsible for: • Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee via the Partner Sub-committee. • Co-ordinating applications and making admission decisions
32 Student Support Strategy Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook.
The University Student Handbook is available from the Manchester Met website
The Collaborative Partner Student Handbook is available from the CASQE website
Although not exhaustive, the following are the main methods of support:
Group Tutors (level 4 and 5) are the students’ first point of call and have a duty to ensure students are given all the relevant information about their teaching programme. Programme handbooks and unit handbooks give students relevant information on learning, teaching and assessment. Induction programmes ensure that students are given information and advice on using the Library facilities. IT facilities and Support Services. Access to Manchester Met library facilities Student group representatives are elected to the Programme Committee and are able to voice any general concerns regarding learning and teaching. Unit tutors are available with specific advice regarding their part of the syllabus. Group tutors are available on an appointment basis and students are ensured confidentiality when requested. Tutors will guide the student to the most appropriate help. Students are introduced to Student Services and are encouraged to seek the most appropriate help. Within the Partner College the Faculty Student Support Services and Senior Tutor will help with careers guidance, student financial concerns and student counselling.
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33 Student Evaluation Student feedback is essential to programme development and student comments are used to Enhance both the successful management of the programme and the teaching/learning strategies. All students are asked to provide feedback at the end of each unit of study as well as at the end of the entire programme. Student observations are considered through the tutorial systems and through the student voice on Programme Committees. Questionnaires are also used to elicit students’ views and opinions. The data gathered from all of these mechanisms is used in the Continuous Monitoring and Improvement process and forms part of the development of the Programme Continuous Improvement Plan. Student Representatives are elected each year to act as the student ‘voice’ at Programme Committee meetings. The Union Manchester Met provides training for student representatives. The University strongly supports this initiative and Programme Leaders should encourage student representatives to take the opportunity of the training provided. The role of student representatives is: • To represent their fellow students; • To bring key issues concerning the management of the programme (including learning, teaching, assessment and learning support) to the attention of the programme team; • To participate in the Continuous Monitoring and Improvement process as members of the Programme Committee; • To provide advice to the Programme Team on issues relating to the quality of the student learning experience; • To provide advice to the programme team on the operation of processes for the polling of student opinion on the learning experience, its analysis, response and publication; • To be consulted about proposals for programme development; • To be members of the student/staff liaison the programme committee has established committee if such a group.
The Programme complies with current institutional evaluation guidance.
NB University information on Student Evaluation is available from the CASQE website
34 Engagement with Employers In undertaking the delivery of a vocational programme, it is very important to develop and maintain links with employers. Within the review period, local employers have been invited for consultation and workshop days where course content and research opportunities were discussed. Relationships with employers have also led to short-term employment and consultancy opportunities for students. Employers are also invited to regularly provide guest lectures linked to specific subject areas in units and career related talks. Examples of how the partner colleges use employers to enhance provision are as follows: FD Spa Management – Trafford College work with Ki Day Spa in Altrincham, Babor UK Altrincham and have used Clarins as a guest speak along with a Thai Massage expert called Di Faulkner and Lava Shells training from Shared Beauty Secrets. FD Event Management – Manchester College have used guest lecturers such as Tony Rogers and Brilliance Agency (on social media). In relation to employers, they have links with Manchester City Council, Spinningfields Event Management Company, Fluid Bars, Creamfields, Non Stop Events, John Lewis, and Manchester Christmas Markets. In addition there are examples whereby employers have been shared and developed by both Manchester Met and Partner colleges for example on the FdA Event Management programme (Platt Lane Bonfire, Creamfields and numerous guest lectures at Manchester Met). In addition, students at The Manchester College are included in the Event based short course programme delivered at Manchester Met.
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Appendix 1A TABLES OF QAA BENCHMARK STATEMENT LEARNING OUTCOMES IN RELATION TO UNITS
Foundation Degree in Event Management
Legal Legal
Event Event
Unit 1 Unit
Unit 2 Unit
Human Human
Logistics
for Event Event for
Resource Resource
Managers
Enterprise
& & Legacies
Business & Business
Implications Implications
Work Based Based Work Based Work
Management Management
Operations & Operations
Event Project Event Project
Event Impacts Impacts Event
GENERIC LEARNING OUTCOMES A graduate of an events based programme will have developed a range of skills and aptitudes, including their being able to:
research and assess paradigms, theories, principles, concepts, factual information, and apply such skills to them in explaining and solving problems critically assess and evaluate evidence in the context of research methodologies and data sources critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with and interpretation of, appropriate data apply knowledge to the solution of familiar and unfamiliar problems
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Legal Legal
Event Event
Event Event
Unit 1 Unit
Unit 2 Unit
Human Human
Logistics
Legacies
for Event Event for
Resource Resource
Managers & Impacts
Enterprise
Business & Business
Implications Implications
Work Based Based Work Based Work
Operations & Operations Management Management
Event Project Event Project develop a sustained reasoned argument, perhaps challenging previously held assumptions demonstrate effective communication and presentation skills work effectively independently and with others take and demonstrate responsibility for their own learning and continuing personal and professional development to self-appraise and reflect on practice plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills Recognise and respond to moral, ethical and safety issues, which directly pertain to the context of study including relevant legislation and professional codes of conduct. undertake fieldwork with continuous regard for safety and risk assessment
MANAGEMENT PROGRAMMES LEARNING OUTCOMES:
Where a programme title contains the word 'management' then it should among other things enable students to: demonstrate vocationally relevant managerial skills and knowledge by exposure to professional practice
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Project Project
Legal Legal
Event Event
Unit 1 Unit 2 Unit
Human Human
Logistics
for Event Event for
Resource Resource
Managers
Enterprise
& & Legacies
Business & Business
Implications Implications
Work Based Based Work
Work Based Based Work
Management Management
Operations & Operations
Event Event
Event Impacts Impacts Event
Evaluate and apply vocationally relevant concepts associated with the operational and strategic management of financial, human and physical resources and/or understand and apply concepts associated with the allocation of resources in the community. EVENT PROGRAMMES LEARNING OUTCOMES A graduate in events will be able to analyse and evaluate the concepts and defining characteristics of events as an area of academic and applied study, including being able to: explain, interpret and challenge theories and concepts which are used to understand the origin, purpose, meanings and development of events from a range of critical perspectives display an insight into the structure of event providers and their sectors, and analyse the political, technological, social, environmental and economic factors which affect, or impact upon, the supply of, and demand for, events analyse and reflect on the different cultural and business concepts, intercultural and international dimensions of events
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Legal Legal
Event Event
Event Event
Unit 1 Unit
Unit 2 Unit
Human Human
Logistics
Legacies
for Event Event for
Resource Resource
Managers & Impacts
Enterprise
Business & Business
Implications Implications
Work Based Based Work Based Work
Operations & Operations Management Management
Event Project Event Project
Demonstrate a critical awareness and understanding of how core values, for example, ethics, integration, sustainability, creativity, strategy, and continuous improvement, relate to, and are reflected in, events.
Graduates in events will be able to demonstrate a range of professional event planning and management knowledge and skills, including being able to: demonstrate a critical awareness and understanding of appropriate domains including administration, design, operations, marketing and risk, and how they apply to the phases of events, such as initiation, planning, implementation, event and closure operate and effectively manage resources, including human (paid or volunteer), financial, venue, and subcontracted and technical resources display critical knowledge, understanding and application of risk management and the legal, ethical and regulatory frameworks that affect event management plan, control, analyse and evaluate events, support service provision and their logistics design events, including the programming of spectacle, exhibition, ritual, performance and hospitality
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Legal Legal
Event Event
Event Event
Unit 1 Unit
Unit 2 Unit
Human Human
Logistics
Legacies
for Event Event for
Resource Resource
Managers & Impacts
Enterprise
Business & Business
Implications Implications
Work Based Based Work Based Work
Operations & Operations Management Management
Event Project Event Project engage with, contribute to and produce events, based on an acquisition and understanding of appropriate vocabularies, skills, working methods and professional business communications A graduate in events will be able to recognise and value the centrality of the attendee and/or client and meet and respond to their needs and expectations, including being able to: analyse the nature, characteristics, needs and expectations of different consumers through applying consumer behaviour theories and concepts generate creative ideas/concepts, proposals, pitches and solutions to meet differing needs analyse and evaluate the quality of the event experience and its impact on the event consumer and/or client and the wider organisation evaluate the importance of cultural and other diversities in developing access to, and participation in, events by specific target groups
Demonstrate an understanding of the ways in which attendees behave at events and within the venue and surrounding destination.
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Legal Legal
Event Event Event
Unit 1 Unit 2 Unit
Human Human
Logistics
Resource Resource
Managers
Enterprise
& & Legacies
Business & Business
Work Based Based Work
Work Based Based Work
Management Management
Operations & Operations
Event Project Event Project
Event Impacts Impacts Event
Implications for for Implications A graduate in events will be able to utilise, and understand the impact of, rationales, sources and assumptions embedded in policy, planning and delivery mechanisms in an events context, including being able to: evaluate the contribution and impacts of events in social, economic, environmental, political, cultural, technological and other terms appreciate the ethical and sustainability issues associated with the operation and development of events write and critique event plans, event strategies and to recognise and meet the needs of specific stakeholders critically reflect upon the role of those organisations and structures charged with a responsibility for the promotion of, or the training of practitioners in events
Demonstrate a critical awareness and appreciation of existing and emerging standards, policies, initiatives, frameworks and contemporary issues.
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Appendix 1B TABLES OF QAA BENCHMARK STATEMENT LEARNING OUTCOMES IN RELATION TO UNITS
Foundation Degree in Spa Management
Unit 1 Unit 2 Unit
Healthy Healthy
Lifestyle Lifestyle
Human Human
Enterprise
Resource Resource
Business & Business
Work Based Based Work Based Work
Development
Management
Management
Spa Facilities Facilities Spa
Management
Management of of Management
Management of of Management Communication
GENERIC LEARNING OUTCOMES A graduate of a hospitality based programme will have developed a range of skills and aptitudes, including their being able to: research and assess paradigms, theories, principles, concepts, factual information, and apply such skills to them in explaining and solving problems
critically assess and evaluate evidence in the context of research methodologies and data sources
critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted
describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with and interpretation of, appropriate data
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Unit 1 Unit 2 Unit
Healthy Healthy
Lifestyle Lifestyle
Human Human
Enterprise
Resource Resource
Business & Business
Work Based Based Work Based Work
Development
Management
Management
Spa Facilities Facilities Spa
Management
Management of of Management
Management of of Management Communication apply knowledge to the solution of familiar and unfamiliar problems develop a sustained reasoned argument, perhaps challenging previously held assumptions demonstrate effective communication and presentation skills work effectively independently and with others take and demonstrate responsibility for their own learning and continuing personal and professional development to self-appraise and reflect on practice plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
Recognise and respond to moral, ethical and safety issues, which directly pertain to the context of study including relevant legislation and professional codes of conduct. undertake fieldwork with continuous regard for safety and risk assessment
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1 2
Healthy Healthy
Lifestyle Lifestyle
Enterprise
Business & Business
Development
Management
Management
Spa Facilities Facilities Spa
Management
Management of of Management
Management of of Management Communication
Work Based Unit Unit Based Work Unit Based Work
Human Resource Resource Human MANAGEMENT PROGRAMMES LEARNING OUTCOMES
Where a programme title contains the word 'management' then it should inter alia enable students to: demonstrate vocationally relevant managerial skills and knowledge by exposure to professional practice
Evaluate and apply vocationally relevant concepts associated with the operational and strategic management of financial, human and physical resources and/or understand and apply concepts associated with the allocation of resources in the community. HOSPITALITY PROGRAMMES LEARNING OUTCOMES A graduate of a hospitality based programme will be able to use technical and interpersonal skills and knowledge to propose and evaluate practical and theoretical solutions to complex problems in the core areas of hospitality, including being able to: operate and manage human and technical resources apply theory to the solution of complex problems within the core areas of hospitality Analyse and evaluate service systems, their implementation and operation.
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Unit 1 Unit 2 Unit
Healthy Healthy
Lifestyle Lifestyle
Human Human
Enterprise
Resource Resource
Business & Business
Work Based Based Work Based Work
Development
Management
Management
Spa Facilities Facilities Spa
Management
Management of of Management
Management of of Management Communication
A graduate of a hospitality based programme will be able to recognise and value the centrality of the hospitality consumer and meet and respond to their needs, including being able to: understand and apply the theories and concepts underpinning consumer behaviour within the hospitality context analyse the needs and expectations of different hospitality consumers and develop appropriate responses
Analyse the quality of the service encounter and its impact on the hospitality consumer and the service provider. A graduate of a hospitality based programme will be able to identify and respond appropriately to the diversity that prevails within the hospitality industry in relation to stakeholders such as: hospitality consumers hospitality employees hospitality organisations
Government and external agencies.
Page 24 of 151
Unit 1 Unit 2 Unit
Healthy Healthy
Lifestyle Lifestyle
Human Human
Enterprise
Resource Resource
Business & Business
Work Based Based Work Based Work
Development
Management
Management
Spa Facilities Facilities Spa
Management
Management of of Management
Management of of Management Communication
A graduate of a hospitality based programme will be able to evaluate and apply, within the hospitality context, appropriate theories and concepts from the generic management areas of:
operations management finance and management accounting human resources and organisational behaviour services marketing information systems and technology
Strategic management. A graduate of a hospitality based programme will be able to analyse and evaluate the defining characteristics of hospitality as a phenomenon, including being able to: Critically reflect upon the origin, meanings and development of hospitality-based industries.
Analyse and reflect on the different cultural concepts of hospitality-based industries.
Demonstrate a critical awareness of the boundaries of hospitality based industries.
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Unit 1 Unit 2 Unit
Healthy Healthy
Lifestyle Lifestyle
Human Human
Enterprise
Resource Resource
Business & Business
Work Based Based Work Based Work
Development
Management
Management
Spa Facilities Facilities Spa
Management
Management of of Management
Management of of Management Communication
A graduate of a hospitality based programme will be able to analyse and evaluate the business environment and its impact on the hospitality industry, including being able to: Display an insight into the structure of the hospitality industry and the contribution that it makes to the global economy. analyse and reflect upon the environmental influences which impact on hospitality organisations evaluate the factors which influence the development of organisations operating within the hospitality industry
Review and analyse the political, technological, social and economic factors, which affect the supply of and demand for hospitality.
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Appendix 1C TABLES OF QAA BENCHMARK STATEMENT LEARNING OUTCOMES IN RELATION TO UNITS
FDSc Hospitality Management
Marketing Marketing
s
Financial Financial
Food and Food
Enterprise
Operations Operations Operations
Business & Business
Management Management Management
Food & People Food
Management & & Management
Management of of Management
Human Resource Resource Human
Food & Beverage & Beverage Food
Work Based Unit 1 Unit Based Work 2 Unit Based Work
Service
GENERIC LEARNING OUTCOMES A graduate of a hospitality based programme will have developed a range of skills and aptitudes, including their being able to: research and assess paradigms, theories, principles, concepts, factual information, and apply such skills to them in explaining and solving problems critically assess and evaluate evidence in the context of research methodologies and data sources critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted
describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
Page 27 of 151
Marketing Marketing
s
Financial Financial
Food and Food
Enterprise
Operations Operations Operations
Business & Business
Management Management Management
Food & People Food
Management & & Management
Management of of Management
Human Resource Resource Human
Food & Beverage & Beverage Food
Work Based Unit 1 Unit Based Work 2 Unit Based Work
Service plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with and interpretation of, appropriate data apply knowledge to the solution of familiar and unfamiliar problems develop a sustained reasoned argument, perhaps challenging previously held assumptions demonstrate effective communication and presentation skills work effectively independently and with others take and demonstrate responsibility for their own learning and continuing personal and professional development to self-appraise and reflect on practice
plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
Page 28 of 151
Marketing Marketing
s
Based Unit 1 Unit Based
Financial Financial
Food and Food
Enterprise
Operations Operations Operations
Business & Business
Management Management Management
Food & People Food
Management & & Management
Management of of Management
Human Resource Resource Human
Food & Beverage & Beverage Food
Work Work 2 Unit Based Work
Service
Recognise and respond to moral, ethical and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct. undertake fieldwork with continuous regard for safety and risk assessment
MANAGEMENT PROGRAMMES LEARNING OUTCOMES
Where a programme title contains the word 'management' then it should among other things enable students to: demonstrate vocationally relevant managerial skills and knowledge by exposure to professional practice Evaluate and apply vocationally relevant concepts associated with the operational and strategic management of financial, human and physical resources and/or understand and apply concepts associated with the allocation of resources in the community.
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Marketing Marketing
s
People
Operations
Management Management
& Operations & Operations Management
Food & Beverage & Beverage Food Resource Human
Work Based Unit 1 Unit Based Work 2 Unit Based Work
Service
Food and Operations Operations and Food
Business & Enterprise Business
Financial Management Management Financial
Management of Food & Food of Management
HOSPITALITY PROGRAMMES LEARNING OUTCOMES A graduate in hospitality will be able to analyse and evaluate the defining characteristics of hospitality as a phenomenon, including being able to:
Critically reflect upon the origin, meanings and development of hospitality. analyse and reflect on the different cultural concepts of hospitality Demonstrate a critical awareness of the boundaries of hospitality. A graduate in hospitality will be able to use technical and interpersonal skills and knowledge to propose and evaluate practical and theoretical solutions to complex problems in the core areas of hospitality, including being able to: operate and manage human and technical resources apply theory to the solution of complex problems within the core areas of hospitality analyse and evaluate food, beverage and/or accommodation service systems, their implementation and operation A graduate in hospitality will be able to evaluate and apply, within the hospitality context, appropriate theories and concepts from the generic management areas of: operations management √ √ √ √ √
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Marketing Marketing
s
People
Operations
Management Management
& Operations & Operations Management
Food & Beverage & Beverage Food Resource Human
Work Based Unit 1 Unit Based Work 2 Unit Based Work
Service
Food and Operations Operations and Food
Business & Enterprise Business
Financial Management Management Financial
Management of Food & Food of Management finance and management accounting human resources and organisational behaviour services marketing information systems and technology strategic management An honours graduate in hospitality will be able to analyse and evaluate the business environment and its impact on the hospitality industry, including being able to: display an insight into the structure of the hospitality industry and the contribution that it makes to the global economy analyse and reflect upon the environmental influences which impact on hospitality organisations evaluate the factors which influence the development of organisations operating within the hospitality industry review and analyse the political, technological, social and economic factors which affect the supply of and demand for hospitality
Page 31 of 151
Marketing Marketing
s
People
Operations
Management Management
& Operations & Operations Management
Food & Beverage & Beverage Food Resource Human
Work Based Unit 1 Unit Based Work 2 Unit Based Work
Service
Food and Operations Operations and Food
Business & Enterprise Business
Financial Management Management Financial
Management of Food & Food of Management A graduate in hospitality will be able to recognise and value the centrality of the hospitality consumer and meet and respond to their needs, including being able to: understand and apply the theories and concepts underpinning consumer behaviour within the hospitality context analyse the needs and expectations of different hospitality consumers and develop appropriate responses analyse the quality of the service encounter and its impact on the hospitality consumer and the service provider
A graduate in hospitality will be able to identify and respond appropriately to the diversity that prevails within the hospitality industry in relation to stakeholders, such as: hospitality consumers hospitality employees hospitality organisations Government and external agencies.
Page 32 of 151
Appendix 1D
TABLES OF QAA BENCHMARK STATEMENT LEARNING OUTCOMES IN RELATION TO UNITS
FDA Travel and Tourism Management
Tour
Unit 1 Unit 2 Unit
Global Global
Human Human
Airports
Tourism Tourism Tourism
Business Business
Airlines & Airlines
Resource Resource
Enterprise
Operations Operations
Business & Business
Work Based Based Work
Work Based Based Work
Management Management
Sustainability
Cruise Sector Cruise
Destinations & Destinations
GENERIC LEARNING OUTCOMES
A graduate of a tourism based programme will have developed a range of skills and aptitudes, including their being able to: research and assess paradigms, theories, principles, concepts, factual information, and apply such skills to them in explaining and solving problems critically assess and evaluate evidence in the context of research methodologies and data sources critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted
describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
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Based Based
Tour
Unit 1 Unit 2 Unit
Global Global
Human Human
Airports
Tourism Tourism Tourism
Business Business
Airlines & Airlines
Resource Resource
Enterprise
Operations Operations
Business & Business
Work Based Based Work
Work Work
Management Management
Sustainability
Cruise Sector Cruise
Destinations & Destinations plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with and interpretation of, appropriate data apply knowledge to the solution of familiar and unfamiliar problems develop a sustained reasoned argument, perhaps challenging previously held assumptions demonstrate effective communication and presentation skills work effectively independently and with others take and demonstrate responsibility for their own learning and continuing personal and professional development to self-appraise and reflect on practice plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills Recognise and respond to moral, ethical and safety issues, which directly pertain to the context of study including relevant legislation and professional codes of conduct.
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Tour
Unit 1 Unit 2 Unit
Global Global
Human Human
Airports
Tourism Tourism Tourism
Business Business
Airlines & Airlines
Resource Resource
Enterprise
Operations Operations
Business & Business
Work Based Based Work
Work Based Based Work
Management Management
Sustainability
Cruise Sector Cruise
Destinations & Destinations undertake fieldwork with continuous regard for safety and risk assessment MANAGEMENT PROGRAMMES LEARNING OUTCOMES Where a programme title contains the word 'management' then it should among other things enable students to: demonstrate vocationally relevant managerial skills and knowledge by exposure to professional practice Evaluate and apply vocationally relevant concepts associated with the operational and strategic management of financial, human and physical resources and/or understand and apply concepts associated with the allocation of resources in the community. TOURISM PROGRAMMES LEARNING OUTCOMES An graduate in tourism will be able to demonstrate an understanding of the concepts and characteristics of tourism as an area of academic and applied study, including being able to: understand and appreciate the potential contributions of disciplines that help to explain the nature and development of tourism explain and challenge theories and concepts which are used to understand tourism explain and challenge the definitions, nature and operations of tourism
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Tour
Unit 1 Unit 2 Unit
Global Global
Human Human
Airports
Tourism Tourism Tourism
Business Business
Airlines & Airlines
Resource Resource
Enterprise
Operations Operations
Business & Business
Work Based Based Work
Work Based Based Work
Management Management
Sustainability
Cruise Sector Cruise
Destinations & Destinations demonstrate an understanding of the domestic and international nature and dimensions of tourism utilise a range of source material in investigating tourism demonstrate an awareness of the dynamic nature of tourism in modern societies Understand the intercultural dimensions of tourism. A graduate in tourism will be able to demonstrate understanding of the nature and characteristics of tourists and, in particular: be able to explain the patterns and characteristics of tourism demand and the influences on such demand have an understanding of the ways in which tourists behave at destinations Understand the cultural significance of tourism for tourists and societies. A graduate in tourism will be able to demonstrate an understanding of the products, structure of and interactions in the tourism industry, including being able to: demonstrate an understanding of the structure, operation and organisation of the public, private and not-for-profit sectors and their activities
evaluate the factors that influence the development of organisations operating in tourism
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Tour
Unit 1 Unit 2 Unit
Global Global
Human Human
Airports
Tourism Tourism Tourism
Business Business
Airlines & Airlines
Resource Resource
Enterprise
Operations Operations
Business & Business
Work Based Based Work
Work Based Based Work
Management Management
Sustainability
Cruise Sector Cruise
Destinations & Destinations
Analyse relations between consumers of tourism and the providers of tourism services.
A graduate in tourism will be able to demonstrate understanding of the relationships between tourism and the communities and environments in which it takes place, in particular: being able to evaluate the contribution and impacts of tourism in social, economic, environmental, political, cultural and other terms
having an understanding of, and being able to evaluate, the approaches to managing the development of tourism through concepts of policy and planning
appreciating the ethical issues associated with the operation and development of tourism
Having an understanding of the issues and principles of sustainability and social responsibility in the context of tourism.
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Appendix 2A Employability and Sustainability Outcomes
Foundation Degree in Event Management Business & Work Based Legal Event Event Project Human Work Based Event Enterprise Unit 1 Implications Operations & Management Resource Unit 2 Impacts & for Event Logistics Management Legacies Managers
Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives
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Appendix 2B Employability and Sustainability Outcomes
Foundation Degree in Spa Management Business & Work Based Spa Facilities Management of Lifestyle Human Work Based Management of Enterprise Unit 1 Management Healthy Management Resource Unit 2 Communication Development Management Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives
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Appendix 2C Employability and Sustainability Outcomes
Foundation Degree in Travel and Tourism Management Business & Work Based Airlines & Tourism The Cruise Business Human Work Based Tour Enterprise Unit 1 Airports Destinations Sector Tourism Resource Unit 2 Operations & Global Management Management Sustainability Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinar y perspectives
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Appendix 2D Employability and Sustainability Outcomes
Foundation Degree in Hospitality Management Business & Work Based Food & Management of Services Human Work Based Unit Food & Enterprise Unit 1 Beverage People & Marketing Resource 2 Operations Operations Facilities Financial Management Management Management & Operational Management Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives
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Appendix 342 PDP Skills Matrix
Foundation Degree in Event Management
Business & Legal Event Work Based Event Project Work Based Human Event Impacts Enterprise Implications Operations & Unit 1 Management Unit 2 Resource & Legacies for Event Logistics Management Managers
Demonstrate self- management of learning
Communicate effectively
Participate in teamwork
Engage in problem solving
Demonstrate appropriate numerical skills
Use information technology competently
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Foundation Degree in Spa Management
Business & Work Based Spa Management Lifestyle Work Based Human The Enterprise Unit 1 Facilities of Healthy Management Unit 2 Resource Management Management Development Management of Communicat ion
Demonstrate self- management of learning
Communicate effectively
Participate in teamwork
Engage in problem solving
Demonstrate appropriate numerical skills
Use information technology competently
Page 43 of 151
Foundation Degree in Travel and Tourism Management
Business 7 Work Based Airlines & Tourism The Cruise Business Work Based Human Tour Enterprise Unit 1 Airports Destinations Sector Tourism Unit 2 Resource Operations & Global Management Management Sustainability
Demonstrate self- management of learning
Communicate effectively
Participate in teamwork
Engage in problem solving
Demonstrate appropriate numerical skills
Use information technology competently
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Foundation Degree in Hospitality Management
Business & Work Based Food & Management of Services Work Based Human Food & Enterprise Unit 1 Beverage People & Marketing, Unit 2 Resource Operations Operations Facilities Financial Management Management Management & Operational Management
Demonstrate self- management of learning
Communicate effectively
Participate in teamwork
Engage in problem solving
Demonstrate appropriate numerical skills
Use information technology competently
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Appendix 446 Assessment Matrix
Foundation Degree in Event Management
Business & Legal Event Work Based Event Project Work Based Human Event Impacts Enterprise Implications for Operations & Unit 1 Management Unit 2 Resource & Legacies Event Logistics Management Managers
Essay
Report
Exam
Portfolio of Evidence
Quantitative Methods (linked to Excel
Event Proposal Documentation
Case Study
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Appendix 4B Assessment Matrix
Foundation Degree in Spa Management
Business & Work Based Spa Facilities Management Lifestyle Work Based Human Management Enterprise Unit 1 Management of Healthy Management Unit 2 Resource of Development Managemen Communicatio t n
Essay
Report
Exam
Portfolio of Evidence
Quantitative Methods (linked to Excel)
Presentation
Case Study
Practical
Page 47 of 151
Appendix 4C Assessment Matrix
Foundation Degree in Travel and Tourism Management
Business & Work Based Human Work Based Airlines & Tourism The Cruise Business Tour Enterprise Unit 2 Resource Unit 1 Airports Destinations & Sector Tourism Operations Management Global Management Sustainability
Essay
Report
Exam
Portfolio of Evidence
Quantitative Methods (linked to Excel)
Presentation
Event Proposal Documentation
Case Study
In Class Assignment
Live Event
Page 48 of 151
Appendix 4D Assessment Matrix
Foundation Degree in Hospitality Management
Business & Work Based Human Work Based Food & Management of Services Food & Enterprise Unit 2 Resource Unit 1 Beverage People & Marketing Operations Management Operations Facilities Financial Management Management & Operations Management
Essay
Report
Exam
Portfolio of Evidence
Quantitative Methods (linked to Excel)
Business Plan
Design and Product
Case Study
Practical
Page 49 of 151
SECTION H
Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.
FAQSC Reference Programme Brief Outline of Minor Date of Approval Details of cohort of (or PARM ref for Specification Title Modification/ FAQSC effective students who will be Major (specify award Major Modification Approval (or from: affected by the Modifications titles/routes affected (Minor - include level & title of PARM event) modification requiring strategic by change) units & a brief description of (e.g. students entering approval) modification) Level 5 weft (Major - include details of September 2014 change such as new routes, onward) pathways etc.) No reference Hollings (FTM) Foundation Assessment weightings on Business N/A September 2014 Students entering Level 5 Degree Network Tourism unit incorrectly set up as from September 2014. 50/30. Amended to reflect 50/50 weighting. 1415- 14 Hollings (FTM) Foundation Revision of the Learning Outcomes 10/06/2015 September 2015 New students from Degree Network and Assessment 2 for Airline and September 2015. Airports unit (334Z9006) 1415-2 (report to Hollings (FTM) Foundation Switching assessments on Business 10/06/2015 September 2015 All Students entering Level 4 FAQSC) Degree Network Enterprise unit (334Z9002) so that with effect from September assessment 1: Marketing task and 2015. assessment 2: Financial task. PARM-15-015 Hollings (FTM) Foundation Discontinuation of FdSc Hospitality N/A September 2015 N/A Degree Network Management at Hopwood Hall College. 1516-13 (report to Hollings (FTM) Foundation Removal of unnecessary detail from 27th May 2016 September 2016 All students following the FAQSC) Degree Network the assessment criteria for the named units from following units: September 2016 Foundation Degree Events Management / Travel and 1. Work Based Unit 1 (events) Tourism Management 2. Operations and Logistics 3. Business Enterprise (events) Page 50 of 151
4. Legal Implications 5. Work based unit 1 (Tourism) 6. Airport and Airline Operations 7. Destinations and Sustainability 8. Human Resource Management 9. Work Based Unit 2 10. Project Management 11. Impacts and Legacies 12. Tour Operations Management 13. Business Tourism
PARM-16-069 FdA Spa Management Discontinuation with Trafford 7 September September Students entering Level 4 College. Last intake September 2016 2016 2016 PARM-16-161 FdA Event Management Discontinuation with Macclesfield 12 December September Students entering Level 4 College and South Cheshire 2016 2016 College PARM-16-107 FdA Travel and Tourism Discontinuation with South 7 September September Students entering Level 4 Cheshire College, Macclesfield 2016 2016 College. Mid Cheshire College on teach out stage for final year 2017-2018)
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UNIT CODE 334Z9002 UNIT TITLE BUSINESS AND ENTERPRISE (FD) UNIT BE1 ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Amanda White COORDINATOR KEYWORDS Business enterprise, financial performance, marketing practices, entrepreneurship UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Identify and calculate financial statements for business enterprises 2) Explain the impact of the business environment on markets and business enterprises 3) Identify core marketing concepts for business enterprises and the role of marketing in society 4) Interpret the final accounting statements and assess financial performance for an existing business enterprise 5) Investigate entrepreneurial opportunities within your industry Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight outcomes final assessed element) 1 Case Study 50 2,3,5 2 Quantitative 50 1,4 Methods & Report
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EMPLOYABILITY Outcomes Element of AND SUSTAINABILITY Assessment OUTCOMES Analyse real world situations critically 1, 2
Demonstrate professionalism and ethical 2 awareness
Communicate effectively using a range of media
Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and 2 community contexts
Use systems and scenario thinking 2
Engage with stakeholder/interdisciplinary 1,2 perspectives
Assessment 1 – The case study analysis will include a review of the marketing ASSESSMENT environment and the marketing practices of a hospitality / spa / tourism or STRATEGIES FOR events business. The assessment will comprise a 2,000 word written report EACH ELEMENT which will require the student to undertake secondary research on the business OF ASSESSMENT environment. The report will culminate in a SWOT analysis.
Assessment 2 - This assessment will feature financial data from a hospitality/ spa / tourism / events business enterprise. Students will be expected to prepare the final accounts for a business, plus prepare a forecasted cash flow budget using linked excel spreadsheets. The financial accounts will then be interpreted using financial performance indicators and a 1,500 word report prepared to compare business performance against industry benchmarks. This assessment is submitted as one piece of work. Detailed assessment criteria for this unit will be related to learning outcomes ASSESSMENT and will be included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT Developing key entrepreneurial decision making skills relating to BRIEF SUMMARY financial management and marketing practices.
INDICATIVE Finance: This part of the unit will introduce the concept of measuring CONTENT and reporting financial position of business enterprises. Each financial statement; The Income Statement, The Statement of Financial Position and The Statement of Cash Flow, will be explored to show how each contributes to the assessment of the overall financial position and performance of a business enterprise. Performance ratios will be explored as decision making tools for managers, based on the areas of profitability, efficiency and liquidity. Analysis of the financial performance of an existing business enterprise. Marketing: The evolution of the marketing concept in the context of business management, and the importance of ethics in marketing and entrepreneurial social responsibility. The marketing business environment will be explored and its impacts on market/consumer behaviour and business organisations. An understanding of consumer behaviour in consuming services will be considered and how market research facilitates entrepreneurial decision making. Key marketing decisions and principles will be explored in relation to how an industry entrepreneur engages in marketing an existing commercially sustainable and socially responsible business enterprise.
LEARNING ACTIVITIES
BREAKDOWN OF Type of Activity % STUDENT LEARNING
ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students : ESSENTIAL Bowie, D.& Buttle, F. (2011),Hospitality Marketing – Principles and practice, 2nd edition, READING Elsevier Butterworth-Heinemann
Atrill, P, McClaney, E (2011) Accounting and Finance for Non-Specialists, 7th ed., Harlow: Financial Times Prentice Hall Essential Reading/Resources :
Atrill, P, McClaney, E (2006) Accounting and Finance for Non-Specialists, (Electronic Resource) 5th ed., Harlow: Financial Times Prentice Hall
Brassington, F. & Pettit, S. (2007) Essentials of Marketing. 2nd Edition, Pearson Prentice Hall.
Dyson, J.R. (2010) Accounting for non-accounting students. 8th Ed., Harlow: Financial Times Prentice Hall
Kotler,P . Armstrong, G (2012) Principles of Marketing,14th Edition. Pearson
Kotler, P, Makens, J.C;& Bowen, J T., (2010), Marketing for hospitality and tourism,5th ed., International ed , Pearson
Morrison, A. M., (2010), Hospitality and travel marketing, 4th edition, Clifton Park, N.Y.: Delmar Learning; London: Cengage Learning
On-line resources: SPECIAL ICTS
REQUIREMENTS Websites: ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION JACS CODE N862
DATE OF APPROVAL 134
DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9003 UNIT TITLE HUMAN RESOURCE MANAGEMENT (FD) UNIT HRMFD ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Miriam Firth COORDINATOR KEYWORDS HRM, Training, Performance Management, Employee Relations UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Evaluate the HRM function and assess its importance for managers in today’s economy, 2. Appraise and discuss HRM legislation present in UK employment, 3. Evaluate strategies for people management and development within employment, 4. Critique key HR theory and examine how it underpins service industry management of all employees. Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Report based on 40 1,4 Case study (2500 words) 2 Exam (2hours) 60 2,3
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1,2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical 1,2 awareness
Communicate effectively using a range of media
Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1
Work within social, environmental and 1 community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary 1,2 perspectives
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Assessment 1 – Students will produce a report based on a case study (2500 words). ASSESSMENT
STRATEGIES Assessment 2 - Students must undertake an exam (2 hours) FOR EACH
ELEMENT OF ASSESSMENT Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT BRIEF SUMMARY This unit provides students with an appreciation of the key issues and activities involved in managing human resources effectively within a competitive vocational environment. INTRODUCTION TO HRM INDICATIVE CONTENT HRM responsibilities of management and HRM process. Importance of the human resource to the event experience. Context of labour markets, employment and workforce characteristics; RESOURCING Legislation and key management policy on equal opportunities and managing diversity, Volunteer management, HR planning, recruitment and selection, Induction & orientation process; “psychological”, economic and legal contracts, Managing absenteeism and turnover. PERFORMANCE AND DEVELOPMENT The learning and training process. Performance management process, motivation, remuneration and reward. Individual performance assessment and appraisal. Team performance and group dynamics. Management of health and safety at work
EMLOYMENT RELATIONS Approaches to leadership, management and culture within event organisations. Communication, representation and involvement. Conflict, grievances and organisational justice. Discipline and termination
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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Books recommended for purchase by students: LEARNING
RESOURCESESSENTIAL Torrington, D. Hall, L. & Taylor. S. (2011) Human Resource Management. 8th ed. READING Harlow, Prentice Hall. Essential Reading:
Baum, T. (2006) Human Resource Management for Tourism Hospitality and Leisure. Thompson, London. (2nd edn available from September)
French, R. (2010) Cross-cultural management in work organisation. 2nd ed. London, CIPD.
Lewis, D. & Sargent, M. (2009) Essentials of Employment Law. 10th ed. London, Chartered Institute of Personnel and Development.
Lucas, R. Lupton, B. & Mathieson, H. (2007) Human resource Management in an International Context. London, Chartered Institute of Personnel and Development.
Mullins, L. (2010) Management and Organisational Behaviour. 9th ed. Harlow. Financial Times Prentice Hall.
Nickson, D. (2006) Human Resource Management: for the Hospitality and Tourism Industries. Oxford, Butterworth-Heinemann.
Taylor, S. (2008) People Resourcing. 4th ed. London, Chartered Institute of Personnel and Development.
Van der Wagen, L. (2006) Human Resource Management for Events: managing the event workforce. Oxford, Butterworth-Heinemann.
On-line resources: SPECIAL ICTS
REQUIREMENTS
ANY OTHER Journals: ADDITIONAL Human Resource Management Journal RESOURCES International Journal of Hospitality Management International Journal of Human Resource Management International Journal of Selection and Assessment Journal of Human Resources in Hospitality and Tourism Labour Market Trends Leisure Management Management Today People Management Tourism Management
Websites: www.acas.org.uk www.cipd.co.uk www.culture.gov.uk www.dti.gov.uk www.equalityhumanrights.com www.hse.gov.uk www.open.gov.uk www.people1st.co.uk www.peoplemanagement.co.uk Page 59 of 151
www.personneltoday.com www.smallbusiness.co.uk. www.tuc.org.uk
ADMINISTRATION
JACS CODE N862 DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD HESA ACADEMIC 134 COST CENTRE
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UNIT CODE 335Z9005 UNIT TITLE WORK BASED UNIT 2 UNIT WB2 ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Shaun Litler COORDINATOR KEYWORDS Study Skills, Work Based, Vocational Skills UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Identify priorities and plan for continuing personal and professional development 2) Identify and complete a work based research study which meets student, employer and University requirements 3) Use a range of research methods and sources to investigate and make recommendations on a selected work based issue in the service industries sector. 4) Demonstrate an understanding of reflective processes by reflecting on learning from the workplace in relation to personal and professional experience. Element Type Weighting Learning SUMMATIVE (highlight outcomes ASSESSMENT final assessed element) 1 Research Project 60 1,2,3 2 Personal 40 1,4 Development Plan
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1, 2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 2
Apply teamwork and leadership skills
Manage own professional development reflectively 1,2
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and community 1,2 contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary 1,2 perspectives
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Ass 1 - Students will produce a Research Project (4000 words) that investigates a work ASSESSMENT based issue within an organisation STRATEGIES
FOR EACH Ass 2 - Students must continue their portfolio of evidence submitted in year 1. ELEMENT OF
ASSESSMENT The project will involve the Student; University work based learning (WBL) tutor and a Workplace Mentor.
Students will have responsibility for building individual programmes of learning around a theme, problem, innovation or other form of development of relevance to the broad aims of the programme. It is the responsibility of the student to arrange a work based experience.
The unit builds on the knowledge and skills delivered in Year 1 as part of the Work Based 1 unit. Prior to the student starting their work based research, a research proposal must be submitted. This will be discussed with the WBL tutor and have the approval of the Workplace Mentor.
In addition students will need to complete a personal development plan linked to the work based experience which will build upon the PDP submitted in Year 1 as part of the Personal and Academic development unit.
Lectures will cover key fundamental points linked to learning in the workplace. Whilst tutorials will allow students the opportunities to meet with tutors and fellow students on campus to review progress.
Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT
This unit allows learners to engage in workplace practice. Professional development is BRIEF SUMMARY linked to an academic piece of work and personal development plan. INDICATIVE Organisational structure and profile of businesses including customer / public CONTENT awareness and needs. Aims and objectives Impacts of external/internal influences on businesses Developing critical reading and writing skills Secondary research – understanding the concept, sourcing information, appraising it and understanding it Primary research – understanding the concept, the value of primary research and how and when to use it Appreciating and understanding qualitative research tools and data Appreciating and understanding quantitative research tools and data Analysing qualitative data using contents analysis and coding Analysing quantitative data using appropriate statistical tests Learning styles and models and theories of work based learning. Reflection, experiential and action learning.
LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF
STUDENT LEARNING Summative assessment 25 ACTIVITY Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students : ESSENTIAL
READING Altinay, L. & Paraskevas, A. (2008) Planning research in hospitality and tourism. London, Butterworth Heinemann.
Helyer, R. (2010) The Work-Based Learning Student Handbook. Palgrave Macmillan.
Essential Reading/Resources :
Bell, J. (2010) Doing Your research project: a guide for first-time researchers in education, health and social science (Open Up Study Skills). 5th ed. Maidenhead, McGraw-Hill OUP.
Cottrell, S. (2012) The study skills handbook. 4th ed. Basingstoke, Palgrave Macmillan.
Durrant, A, et al. (2011) Getting started with university-level work based learning. 2nd ed. Middlesex, University Press.
Further Reading/Resources :
Blaxter, L. et al. (2010), How to research. 4th ed. London, Open University Press.
Cottrell, S. (2010) Skills for success. 2nd ed. Basingstoke, Palgrave Macmillan.
Dawson, C. (2009) Introduction to research methods: a practical guide for anyone undertaking a research project. 4th ed. Oxford, How to books.
Denscombe, M. (2010) The Good Research Guide: for small-scale social research projects. 4th ed. Maidenhead, Open University Press.
Honey, P. & Mumford, A. (2006) The learning styles questionnaire: 80 item version. Peter Honey Publications.
Raelin, J. (2008) Work-based learning: bridging knowledge and action in the workplace. San Francisco, Jossey-Bass.
On-line resources: SPECIAL ICTS http://www.library.mmu.ac.uk/ REQUIREMENTS Websites: ANY OTHER www.inspiration.com ADDITIONAL www.learningcommons.uoguelph.ca/index.htm RESOURCES www.learnenglish.org.uk/grammar www.mind-map.com www.mindtools.com/pages/main/newMN_ISS.htm www.mmu.ac.uk/tips/presentations/index.php
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ADMINISTRATION JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9001 UNIT TITLE WORK BASED UNIT 1 (SPA) UNIT WB1S ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events & Hospitality Management DEPARTMENT UNIT Jean Sharpe COORDINATOR KEYWORDS Spa Industry, Study Skills, Work Based, Vocational Skills UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Understand the structure and operating characteristics of the Spa industry. 2) Show an understanding of a range of issues and skills required in the management of a Spa Facility. 3) Effectively employ the self-development approach to enhancing study skills. 4) Demonstrate vocationally related skills needed to enhance employability requirements within the Spa industry. Element Type Weighting Learning SUMMATIVE (highlight outcomes ASSESSMENT final assessed element) 1 Essay 40 1,2 2 PDP Portfolio 60 2,3,4
Outcomes Element of EMPLOYABILITY Assessment AND SUSTAINABILITY Analyse real world situations critically 1,2 OUTCOMES Demonstrate professionalism and ethical 2 awareness
Communicate effectively using a range of media 1,2
Apply teamwork and leadership skills
Manage own professional development 2 reflectively
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary 2 perspectives
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Ass 1 - Students will produce an essay (3000 words) that investigates the structure and ASSESSMENT operating characteristics of the Spa industry and a range of management issues and STRATEGIES skills. This essay must be appropriately referenced from a range of sources. FOR EACH
ELEMENT OF Ass 2 - Students must produce a portfolio of evidence that includes: personal skills audit, ASSESSMENT objective setting, self-development action plan, CV, vocational skill development, evidence of academic skill development (e.g. essay / report writing, presentation skills, reflective learning skills etc). Assessment 1 – Essay ASSESSMENT Weighting – 40% CRITERIA FOR Marks will be awarded for: UNIT/ELEMENTS Introduction 20% OF ASSESSMENT Discussion and Argument 40% Conclusion 20% Style, Referencing and Presentation 20%
Assessment 2 – Personal Development Plan Weighting 60% Marks will be awarded for: Personal Skills Audit / Personal Objectives / Portfolio Presentation 10% Personal Development Plan 20% Reflection of Personal Development 40% Evidence of Personal and Professional Updating of CV 30%
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT This unit focuses on an overview of the structure and operating characteristics of the Spa BRIEF SUMMARY industry. In addition vocational and academic study skills are investigated. INDICATIVE Personal Objective CONTENT Audit and Development Plan Note Taking Reading Skills Writing Skills – Report writing / essays Presentation Skills Referencing Critical thinking and Problem solving Learning styles Revision and examination techniques Time management Portfolio building Reflecting on experience Career management Identifying the spa industry and typology of spas Relationship of the spa sector to the hospitality, tourism, business and leisure industries Identifying a spa organisation’s concept and culture Consumer behaviour of spa clientele Environmental, Social and Economic impact of the spa industry Current developments within the spa industry The impact of retailing in the spa industry
LEARNING ACTIVITIES
BREAKDOWN OF Type of Activity % STUDENT LEARNING
ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students: ESSENTIAL
READING Burns, T. & Sinfield, S. (2008) Essential study skills: the complete guide to success at university. Sage Publications Ltd.
Beckman, H. & Le Quesne, S. (2005) The essential guide to holistic and complementary therapy. 1st ed. London, Thomson Learning.
Crebbin-Bailey, J. (2005) The Spa book: the official guide to spa therapy. U.K, Thomson Learning. Essential Reading / Resources:
Bedford, D. & Wilson, E. (2006) Study skills for foundation degrees. London, David Fulton Publishers Ltd.
Cottrell, S. (2008) The study skills handbook. 3rded. Palgrave Macmillan.
Cottrell, S. (2011) Critical thinking skills: developing effective analysis and argument. 2nd ed. Palgrave Macmillan.
Greetham, B. (2008) How to write better essays, Palgrave.
Payne, E. & Whittaker, L. (2006) Developing essential study skills. 2nd ed. Harlow, Prentice Hall.
Peck, J. & Coyle, M. (2005) The students guide to writing. 2nd ed. London, Macmillan. On-line resources: SPECIAL ICTS http://www.library.mmu.ac.uk/ REQUIREMENTS Websites: ANY OTHER www.inspiration.com ADDITIONAL www.learningcommons.uoguelph.ca/index.htm RESOURCES www.learnenglish.org.uk/grammar www.mind-map.com www.mindtools.com/pages/main/newMN_ISS.htm www.mmu.ac.uk/tips/presentations/index.php
ADMINISTRATION
JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9004 UNIT TITLE SPA FACILITIES MANAGEMENT UNIT SFM ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Jean Sharpe COORDINATOR KEYWORDS Spa industry, motivation theories, management practice, customer service, spa services UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Identify key aspects in the history and development of the international spa industry 2) Identify the relationship between motivation theories and management practice within a spa facility 3) Identify significant aspects of best customer service 4) Apply a range of spa services to a level of competency that meets industry standards Element Type Weighting Learning SUMMATIVE (highlight outcomes ASSESSMENT final assessed element) 1 Essay 50% 2,3 2 Practical + 1,4 power point 50% presentation
Outcomes Element of EMPLOYABILITY Assessment AND SUSTAINABILITY Analyse real world situations critically 1, 2 OUTCOMES Demonstrate professionalism and ethical 1, 2 awareness Communicate effectively using a range of media 1, 2 Apply teamwork and leadership skills 1 Manage own professional development 2 reflectively Find, evaluate, synthesise and use information 1, 2 Work within social, environmental and 2 community contexts Use systems and scenario thinking 1, 2 Engage with stakeholder/interdisciplinary 1 perspectives
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Ass 1 – Students will produce an essay (3,000 words) that investigates the relationship ASSESSMENT between management practice, motivation theories and customer service within a spa STRATEGIES facility. FOR EACH
ELEMENT OF Ass 2 – Students will achieve practical competency in all treatments and produce a 10 ASSESSMENT minute power point presentation outlining the development of the spa industry Assessment 1 – Essay ASSESSMENT Weighting 50% CRITERIA FOR
UNIT/ELEMENTS Marks will be awarded for: OF
ASSESSMENT Introduction 10% Presentation / Referencing 10% Research of literature 40% Evaluation 30% Summary/Recommendations 10%
Assessment 2 – Practical & Power Point Presentation Weighting 50%
Students will give a power point presentation on the development of the international spa industry.
Marks will be awarded for:
Structure and organisation of presentation 40% Investigation and use of supporting evidence 40% Relevant knowledge and understanding 20%
NON STANDARD MINIMUM PASS MARK OUTLINE OF THE UNIT
This unit introduces students to the essential knowledge and practical skills necessary BRIEF SUMMARY to provide services and manage the spa environment. INDICATIVE The history and development of the spa industry, focusing on its current CONTENT definition and diversity Effective approaches of management and motivation within a spa facility Water analysis and management Best practice in customer service Application of the following treatments: o Swedish body massage o Sauna and steam therapy o Hydrotherapy o Dry floatation o Body wrapping o Exfoliation o Aromatherapy pre-blend massage o Indian head massage o Stone massage therapy The benefits and effects of the above treatments Management and modification of clients’ needs, contraindications and contra- actions to treatment Achievement of practice competency
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING Summative assessment 25 ACTIVITY Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS LEARNING RESOURCES
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ESSENTIAL Books recommended for purchase by students: READING Cohen, M. & Bodeker, G. ed. (2008) Understanding the global spa industry: spa management. London: Butterworth-Heinemann.
Scott, J. Harrison, A. (2006), The official guide to spa therapy at levels 2 & 3. London, Thomson.
Essential Reading/Resources
D’Angelo, Janet M. (2009) Spa business strategies: a plan for success. 2nd ed. New York, Thomson Delmar Learning.
HSE (2006) Management of spa pools: controlling the risks of infection. London, Health Protection Agency.
Sanderfoot, A.E. (2005) Hot tubs, saunas and steam baths. North Adams, Storey Pub.
Sinclair, Marybetts (2007) Modern hydrotherapy for the massage therapist. London, Lippincott Williams & Wilkins.
Williams, Anne (2006) Spa bodywork: a guide for massage therapists. London, Lippincott Williams & Wilkins.
Further Reading/Resources:
Beckman, H. & Le Quesne, S. (2005) The essential guide to holistic and complementary therapy. 1st ed. London, Thomson Learning.
Crebbin-Bailey, J. (2005) The Spa book: the official guide to spa therapy. U.K, Thomson Learning.
Evans, H.D. (2009) A myofascial approach to Thai massage: East meets West. Edinburgh, Churchill Livingstone
Gold, Richard (2006) Thai massage: a traditional medical technique. 2nd ed. Edinburgh, Elsevier Mosby.
Journals: Massage Professional Beauty Skin Spa Beauty (part of Health and beauty salon) Spa Management Spa Opportunities On-line resources: SPECIAL ICTS www.library.trafford.ac.uk REQUIREMENTS http://www.library.mmu.ac.uk/
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Websites: ANY OTHER www.discoverspas.com ADDITIONAL www.hse.gov.uk RESOURCES www.massagetoday.com/ www.skininc.com http://spas.about.com/ www.spafinder.com www.spaopportunities.co.uk/training.cfm www.spatherapy.com www.thesanctuary.co.uk www.thermaebathspa.com
ADMINISTRATION JACS CODE N862 HESA ACADEMIC COST 134 CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9003 UNIT TITLE MANGAGEMENT OF HEALTHY DEVELOPMENT UNIT MHD ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Jean Sharpe COORDINATOR KEYWORDS Spa Industry, Anatomy and Physiology, Healthy Development, Ageing, Altered Health States UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Identify and evaluate a number of key concepts influencing healthy development and well-being, with emphasis on social, economic, physical and emotional factors 2) Assess the impact and management of ageing and its relationship to the spa industry 3) Assess the effects of altered health states on the individual’s well-being 4) Demonstrate an understanding of appropriate anatomy and physiology relevant to the management of spa and body treatments Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight outcomes final assessed element) 1 Essay 70% 1,2,3 2 Exam 30% 4
EMPLOYABILITY Outcomes Element of Assessment AND Analyse real world situations critically 1 SUSTAINABILIT Y OUTCOMES Demonstrate professionalism and ethical awareness Communicate effectively using a range of media 1, 2
Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1, 2
Work within social, environmental and community 1 contexts
Use systems and scenario thinking 1
Engage with stakeholder/interdisciplinary perspectives
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Assessment 1 - Students will produce an essay (3,000 words) that investigates healthy ASSESSMENT development and the impact of ageing and altered health states on individuals STRATEGIES Assessment 2 – 1 hour multiple choice test on anatomy and physiology FOR EACH ELEMENT OF ASSESSMENT Assessment 1 – Essay ASSESSMENT Weighting – 70% CRITERIA FOR Marks will be awarded for: UNIT/ELEMENTS Introduction 10% OF Presentation / Referencing 10% ASSESSMENT Research of literature 40% Evaluation 30% Summary 10%
Assessment 2 – Exam Weighting – 30% Multiple Choice Test on the systems of the body 100%
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT This unit focuses on anatomy and physiology and the influences that may impact on BRIEF SUMMARY physical and psychological development, including ageing and altered health states. INDICATIVE An understanding of the management of an individual’s health and well-being and CONTENT the impact of altered health states including: o The diversity of social, economic, cultural and emotional background and development and how this may affect health and lifestyle. o The physical, psychological and degenerative effects of ageing and altered health states and its management within the spa industry. Anatomy and physiology of the body including: o Cell structure o Musculoskeletal system o Blood circulatory system o Lymphatic system o Reproductive system o Integumentary system o Digestive system o Endocrine system o Nervous system o Respiratory system
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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Books recommended for purchase by students: LEARNING
RESOURCESESSENTIAL Beckett, Chris (2010) Human Growth & Development. 2nd ed. London, Sage READING Publications.
Graham, H. (2009) Understanding health inequalities. 2nd ed. Buckingham, OH Press.
Tortora, G. J. & Grabowski, S. R. (2011) Principles of anatomy and physiology. 13th ed. New York, John Wiley. Essential Reading / Resources:
Bury, M. (2004) The sociology of health and illness. London, Routledge.
Naidoo, J. and Wills, J. (2008) Health studies an introduction. 2nd ed. Hampshire, Palgrave.
Victor, C. R. (2005) The social context of ageing: a textbook of gerontology. Abingdon, Routledge.
Waugh, A. & Grant, A. (2010) Ross and Wilson anatomy and physiology in health and illness. 11th ed. Edinburgh, Churchill Livingstone.
Wright, David (2007) Human Physiology and Health. 2nd ed. London, Heinemann Educational.
Further Reading / Resources:
Beckman, Helen & Le Quesne, Suzanne (2005) The essential guide to holistic and complementary therapy. 1st ed. London, Thomson Learning.
Parsons, T. (2004) An holistic guide to anatomy and physiology. 2nd ed. London, Thomson Learning.
Journals: Complementary Therapies in Clinical Practice International Holistic Therapist Journal of Anatomy Journal of Physiology The Internet Journal of Pain, Symptom Control, and Palliative Care
On-line resources: SPECIAL ICTS http://www.library.mmu.ac.uk/ REQUIREMENTS
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Websites: ANY OTHER www.archive.official-documents.co.uk/document/doh/ih/ih.htm ADDITIONAL www.dh.gov.uk RESOURCES www.infoaging.org/ www.innerbody.com/ www.internethealthlibrary.com/ www.nice.org.uk www.nlm.nih.gov/medlineplus/webeval/webeval.html www.nwpho.org.uk/inequalities/ www.pitt.edu/~anat/Other/Integument/Integ.htm www.skillsforhealth.org.uk/ ADMINISTRATION
JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9004 UNIT TITLE LIFESTYLE MANAGEMENT UNIT LM ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Jean Sharpe COORDINATOR KEYWORDS Lifestyle behaviour, diet, stress, impact of change, spa services UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Critically explore lifestyle behaviour management and its impact on health and well being 2) Define the inter-relationship between diet and health and evaluate the potential impact of change 3) Critically examine theories and sources of stress and stress management 4) Evaluate the various options of spa services available to manage the effects of lifestyle behaviour. Element Type Weighting Learning SUMMATIVE (highlight outcomes ASSESSMENT final assessed element) 1 Case study 60% 1,2,4 2 Power point 40% 3,4 presentation
EMPLOYABILITY Outcomes Element of Assessment AND Analyse real world situations critically 1 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 1, 2 Apply teamwork and leadership skills Manage own professional development reflectively
Find, evaluate, synthesise and use information 1, 2
Work within social, environmental and community 1 contexts
Use systems and scenario thinking 2
Engage with stakeholder/interdisciplinary 1 perspectives
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Assessment 1 – Students will produce a description of a chosen client (2,000 words) that ASSESSMENT explores their diet and lifestyle behaviour and its possible influence on their health and STRATEGIES well-being. This case study will include an evaluation of the spa services available to FOR EACH influence change. ELEMENT OF
ASSESSMENT Assessment 2 – Students will deliver a power point presentation (15 minutes), with supporting written evidence, including references to endorse the research (1,000 words) Assessment 1 – Case study ASSESSMENT Weighting 60% CRITERIA FOR Introduction 10% UNIT/ELEMENTS Evaluation of research evidence 60% OF Reflective practice 30% ASSESSMENT
Assessment 2 – Power Point Presentation with supporting written evidence. Weighting 40% Students will give a power point presentation on the theories of stress and stress management, evaluating the efficacy of spa treatments available to manage the consequences of lifestyle behaviour.
Marks will be awarded for:
Structure and organisation of presentation 40% Investigation and use of supporting evidence 40% Relevant knowledge and understanding 20%
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT This unit provides students with the knowledge of the impact of lifestyle and an BRIEF SUMMARY appreciation of its effect upon physical, emotional and mental health. INDICATIVE The benefits of spa services in the management of the effects of lifestyle CONTENT behaviour Theories and sources of stress; stress management, notably behavioural, cognitive and emotional strategies Identification of the food groups, functions and sources and government guidelines on a healthy diet Factors that impact on the types of diet adopted; culture, religion, geographic location, age, lifestyle, exercise, stress An introduction to eating disorders and diseases; how to recognise the signs and symptoms and their impact on health and well-being Interpreting a client consultation, assessing areas for lifestyle modification and devising an action plan to support client’s management of health and well-being
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students: ESSENTIAL
READING Holford, Patrick (2007) Patrick Holford's new optimum nutrition for the mind. London, Piatkus.
Wright, David (2007) Human physiology and health. London, Heinemann. Essential Reading/Resources:
Abraham, Suzanne (2008) Eating disorders. 6th ed. New York, Oxford University Press.
Bearden, Sarah (2006) Nutrition in essence. Abingdon, Hodder Arnold.
Bender, A. E. & Bender, D. A. (2008) Food tables and Labelling. London, Oxford University Press.
Health and Safety Executive (2006) Managing Standards for Work Related Stress. London, HSE Books.
Lean, Michael E.J. (2006) Fox and Cameron’s food science, nutrition and health. 7th ed., London: Hodder Arnold.
Schulherr, Susan (2008) Eating disorders for dummies. Hoboken, N.J. Wiley.
Webb, G.P. (2007) Nutrition: a health promotion approach. 3rd ed. New York, Hodder Arnold.
Further Reading/Resources:
Beckman, H. & Le Quesne, S. (2005) The essential guide to holistic and complementary therapy. 1st ed. London, Thomson Learning.
Parsons, T. (2004) An holistic guide to massage from beginner to advanced level and beyond. London, Thomson Learning.
Parsons, T. (2004) An holistic guide to anatomy and physiology. 2nd ed. London, Thomson Learning.
On-line Resources: SPECIAL ICTS http://www.library.mmu.ac.uk/ REQUIREMENTS Websites: ANY OTHER www.aboutstressmanagement.com ADDITIONAL www.dh.gov.uk RESOURCES www.headclinic.co.uk www.hse.com www.mindtools.com www.nice.org.uk www.nhs.uk http://www.nutrition.org.uk/ www.stress.org.uk
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ADMINISTRATION
JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9002 UNIT TITLE THE MANAGEMENT OF COManchester MetNICATION UNIT MOC ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Jean Sharpe COORDINATOR KEYWORDS Effective communication, spa environment, inter-organisational communication, demonstrate personal strategies UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Demonstrate personal strategies to enhance effective communication 2) Evaluate and manage different styles of communication in order to meet the individual needs of clients within the context of the spa environment 3) Appraise and demonstrate a variety of strategies necessary to interact effectively as a manager, with a range of individuals 4) Evaluate strategies applied to inter-organisational communication
Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight outcomes final assessed element) 1 Essay 75% 2,3,4 2 Practical 25% 1
EMPLOYABILITY Outcomes Element of Assessment AND Analyse real world situations critically 1 SUSTAINABILIT Y OUTCOMES Demonstrate professionalism and ethical awareness 2
Communicate effectively using a range of media 2 Apply teamwork and leadership skills 2
Manage own professional development reflectively 2
Find, evaluate, synthesise and use information 1, 2
Work within social, environmental and community 2 contexts
Use systems and scenario thinking 1, 2
Engage with stakeholder/interdisciplinary 1, 2 perspectives
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Ass 1 – Students will produce an essay (4,000 words) that evaluates strategies for ASSESSMENT effective communication in a range of scenarios, including from a management and inter- STRATEGIES organisational perspective FOR EACH
ELEMENT OF Ass 2 – Students must achieve practical competency in managing a spa session ASSESSMENT Assessment 1 – Essay ASSESSMENT Weighting 75% CRITERIA FOR Marks will be awarded for: UNIT/ELEMENTS Introduction 10% OF ASSESSMENT Presentation / Referencing 10% Research of literature 40% Evaluation /Recommendations 30% Summary 10%
Assessment 2 – Practical Weighting 25% The student will demonstrate and supervise communication skills between clients, therapists and managers, during a commercial salon session. 100%
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT This unit allows students to recognise the crucial role of effectively managing BRIEF SUMMARY communication between staff, clients and managers and empowers them to develop communication strategies. INDICATIVE Styles and methods of communication; verbal and non-verbal, body language, CONTENT listening, questioning styles, observation, written, touch, empathy, active and reflective listening, self-awareness Barriers to communication; physical, social, equipment, environmental, psychological, cultural diversity, personality Adaptation of communication skills to interact effectively with a range of individuals, dependent on age and cognitive and physical ability Communicating with staff and clients whilst adopting a managerial role The benefits of inter-organisational communication
LEARNING ACTIVITIES BREAKDOWN OF Type of Activity %
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES
ESSENTIAL Books recommended for purchase by students: READING Arnold, E. and Boggs, K.U. (2011) Interpersonal Relationships: Professional Communication Skills for Nurses. 6th ed. London, Saunders.
Thompson, Neil (2009) People skills. 3rd ed. Basingstoke, Palgrave Macmillan. Essential Reading/Resources:
Ellis, Richard. (2009), Communication skills: stepladders to success for the professional. 2nd ed. Bristol, Intellect Books.
Hargie, Owen (2010) Skilled interpersonal communication: research, theory and practice. 5th ed. Sussex, Routledge.
Hargie, Owen (2006) The handbook of communication skills. 3rd ed. London, Routledge.
Further Reading/Resources:
Maggio, Rosalie (2005) The art of talking to anyone. New York, McGraw Hill.
Journals: Business Standards Customer First Hospitality People Management Personnel Today
On-line resources: SPECIAL ICTS www.library.trafford.ac.uk REQUIREMENTS http://www.library.mmu.ac.uk/
Websites: ANY OTHER www.businessballs.com/ ADDITIONAL www.businesslink.gov.uk RESOURCES www.communicationskillsinfo.com/ www.dynamicflight.com/avcfibook/communication/ www.mindtools.com www.nbs.ntu.ac.uk/research/depts/hrm/links.php www.vts.intute.ac.uk/fe/tutorial/business-studies
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ADMINISTRATION
JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9013 UNIT TITLE EVENT OPERATIONS AND LOGISITICS UNIT ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS 15 VALUE HOME DEPARTMENT School of Tourism, Events and Hospitality Management UNIT COORDINATOR Cherryl Clements KEYWORDS Logistics, Supply, Systems Management, Operation UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Understand the logistics system and its place in event management 2.Describe key logistical and operational issues in event management and construct a logistics/operational plan 3. Use event logistics techniques and tools 4. Analyse and evaluate the impact of operational management on the success of an event from the consumer and/or client perspective. Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight outcomes final assessed element) 1 Essay (2,000) 40% 4 2 Event proposal 60% 1, 2, 3 document & site plan
Outcomes Element of EMPLOYABILITY AND Assessment SUSTAINABILITY OUTCOMES Analyse real world situations critically 1,2
Demonstrate professionalism and ethical 1,2 awareness
Communicate effectively using a range of media 1,2
Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and 1,2 community contexts
Use systems and scenario thinking 1,2
Engage with stakeholder/interdisciplinary 1,2 perspectives
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Ass 1- Students will produce a proposal for an outdoor event. This proposal should ASSESSMENT include a detailed description of how they would apply the elements of the logistics STRATEGIES FOR system to an actual event. (students should be supplied with a detailed event EACH ELEMENT OF scenario and basic site map). They will need to address supply of customer and ASSESSMENT product in detail, giving examples where appropriate. Students should include a site plan, showing the site layout and giving reasons for choices. They should identify and discuss on site logistics including products, services and facilities needed to cater for customers, artists and production teams. They should also include a section on event shutdown.
Ass 2-Students should produce an essay of 2,000 words which describes the theory of operational management and apply it to actual events. They should analyse and evaluate the impact operational management has on consumers and/or the client and give examples where appropriate. Detailed assessment criteria for this unit will be related to learning outcomes and ASSESSMENT will be included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT The aim of this unit is to provide students with an appreciation of the logistical BRIEF SUMMARY requirements in event planning and event operations and to highlight the major logistical issues from a logistical systems perspective. INDICATIVE Define logistics management CONTENT Describe the logistics system Apply the logistics system to an outdoor event Supply of the customer, product and facilities Identify a range of on-site logistical issues. Event shutdown from an operational and logistical perspective The use of site maps in logistics management Theoretical approach to operational management The impact of operational systems on the success of an event from the customer/client perspective
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students ESSENTIAL
READING Bowdin G, McDonnell I, Alan J, O’Toole W (2007) Events Management, 2nd ed,. Oxford, Elsevier Butterworth-Heinimann
Tum, J, Norton P, Wright J (2006) Managing Event Operations. Oxford, Elsevier Butterworth Heinemann
The Event Safety Guide (Health and Safety Executive) most recent publication
Essential Reading:
Getz D, (2007) Event Studies, Theory, Research and Policy for Planned Events Elsevier
Mathews D (2008) Special Event Production Elsevier
Robinson P, Wale D, Dickson G (2010) Events Management Cabi international
Shone A and Parry B (2010) Successful Event Management- A Practical Handbook, 3rd edn,. Thomson Learning
Van Der Wagen L(2008) Event Management- For Tourism, Cultural, Business and Sporting Events, Pearson Hospitality Press
http://www.oft.gov.uk/ SPECIAL ICTS REQUIREMENTS http://www.hse.gov.uk/
http://www.bsi-global.com/
Journals and Periodicals: ANY OTHER ADDITIONAL Event Management RESOURCES The International Journal of Events Management Research
Event Organiser
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ADMINISTRATION JACS CODE N820 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9011 UNIT TITLE WORK BASED UNIT 1 (EVENTS) UNIT WB1S ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Cherryl Clements COORDINATOR KEYWORDS Event Industry, Study Skills, Work Based, Vocational Skills UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Understand the structure and operating characteristics of the Events industry. 2) Show an understanding of a range of issues and skills required in the management of an Event. 3) Effectively employ the self-development approach to enhancing study skills. 4) Demonstrate vocationally related skills needed to enhance employability requirements within the Events industry. Element Type Weighting Learning SUMMATIVE (highlight outcomes ASSESSMENT final assessed element) 1 Essay 40 1,2 2 PDP Portfolio 60 2,3,4
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1,2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 2
Communicate effectively using a range of media 1,2
Apply teamwork and leadership skills
Manage own professional development reflectively 2
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives 2
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Ass 1 - Students will produce an essay (3000 words) that investigates the structure and ASSESSMENT operating characteristics of the Events industry and a range of management issues and STRATEGIES skills required to run an event. This essay must be appropriately referenced from a range FOR EACH of sources. ELEMENT OF
ASSESSMENT Ass 2 - Students must produce a portfolio of evidence that includes: personal skills audit, objective setting, self-development action plan, CV, vocational skill development, evidence of academic skill development (e.g. essay / report writing, presentation skills, reflective learning skills etc). Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT This unit focuses on an overview of the structure and operating characteristics of the Spa BRIEF SUMMARY industry. In addition vocational and academic study skills are investigated. INDICATIVE Personal Objective CONTENT Audit and Development Plan Note Taking Reading Skills Writing Skills – Report writing / essays Presentation Skills Referencing Critical thinking and Problem solving Learning styles Revision and examination techniques Time management Portfolio building Reflecting on experience Career management Identifying the event industry and typology of events Key essential event planning skills and processes Relationship of the events to hospitality, tourism, business and leisure industries An introduction to event operational documentation Environmental, social and, economic impact of the events industry
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING Type of Activity %
ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students: ESSENTIAL
READING Burns, T. & Sinfield, S. (2008) Essential study skills: the complete guide to success at university. Sage Publications Ltd.
Bowdin, G, McDonnell, I, Allen, J O Toole W, (2011) Events Management, Butterworth- Heinemann, Oxford 2)
Essential Reading / Resources:
Cottrell, S. (2008) The study skills handbook. 3rded. Palgrave Macmillan.
Cottrell, S. (2011) Critical thinking skills: developing effective analysis and argument. 2nd ed. Palgrave Macmillan.
Greetham, B. (2008) How to write better essays, Palgrave.
Payne, E. & Whittaker, L. (2006) Developing essential study skills. 2nd ed. Harlow, Prentice Hall.
Peck, J. & Coyle, M. (2005) The students guide to writing. 2nd ed. London, Macmillan.
Raj R, Walters P and Rashid T (2009) Events Management: An integrated and practical approach, Sage Publications
Shone, A with Parry, B (2010) Successful Event Management, 3rd edn,. Butterworth- Heinemann, Oxford
SPECIAL ICTS REQUIREMENTS Websites: ANY OTHER www.inspiration.com ADDITIONAL www.learningcommons.uoguelph.ca/index.htm RESOURCES www.learnenglish.org.uk/grammar www.mind-map.com www.mindtools.com/pages/main/newMN_ISS.htm www.mmu.ac.uk/tips/presentations/index.php ADMINISTRATION
JACS CODE N862 DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9012 UNIT TITLE LEGAL IMPLICATIONS FOR EVENT MANAGERS (FD) UNIT ABBREVIATION LIFEM 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS 15 VALUE HOME DEPARTMENT School of Tourism, Events and Hospitality Management UNIT COORDINATOR Shaun Litler KEYWORDS Risk, Legal, Legislation, Health and Safety, Law UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Display knowledge, understanding and application of risk management for the events industry 2. Explain the responsibility of all stakeholders in managing risk 3. Recognise and apply key principles of law with regard to the events industry 4. Identify and discuss the importance of a range of legislation key to the events industry Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight outcomes final assessed element) 1 Portfolio 50% 1, 2 2 Exam 50% 3, 4
Outcomes Element of Assessment EMPLOYABILITY AND SUSTAINABILITY Analyse real world situations critically 1, 2 OUTCOMES Demonstrate professionalism and ethical awareness
Communicate effectively using a range of media 1
Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1
Work within social, environmental and 1 community contexts
Use systems and scenario thinking 1,2
Engage with stakeholder/interdisciplinary 1,2 perspectives
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Assessment 1 - Students will produce a portfolio of evidence that contains a range of ASSESSMENT documents including risk assessments, risk matrix, organisational chart and STRATEGIES FOR responsibilities, site map, documentation linked to emergency planning, health and EACH ELEMENT OF safety policy and other key elements of a health and safety plan. ASSESSMENT
Assessment 2- The examination will focus on the students understanding of a range of key event legislation and the subsequent responsibilities on the event manager. Students will answer four questions from a choice of five. The examination will be 2 hours in duration Detailed assessment criteria for this unit will be related to learning outcomes and will ASSESSMENT be included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT This unit aims to investigate a range of key event legislation and its impact on the event BRIEF SUMMARY industry INDICATIVE Introduction to Risk Management concepts and principles CONTENT Risk assessment - HSE five step plan Crowd Management and Control Legal framework for Health and Safety Health and Safety at Work Act 1974 and subsequent regulations Incident and Accident investigation and Reporting - Role of the HSE Licensing Act 2003 Potential Issues in using temporary structures Contingency planning The Court System Contract Law & Tort Corporate Manslaughter Sale of Goods / Trade Descriptions/Other aspects of Consumer Protection
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Type of Activity % BREAKDOWN OF
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS Books recommended for purchase by students LEARNING
RESOURCESESSENT Hughes P and Ferrett E (2011) Introduction to Health and Safety at Work, Butterworth IAL READING Heinemann; 5th Edition
Silvers (2008) Risk Management for Meetings and Events, Butterworth-Heinemann
Essential Reading:
AE, BECA & EVA 920020 the Guide to Managing Health & Safety at Exhibitions and Events (The Red Book), Berkhamsted
Getz, D. (2007).Event Studies: Theory, Research and Policy for Planned Events (Events Management). Butterworth-Heinemannm, London
HSE Health and Safety Executive (Most Recent) The Event Safety Guide
HSE Books Health and Safety Executive (2006) Five steps to risk assessment
HSE Health and Safety Executive (2006) Essentials of Health and Safety at Work
Mckendrick, E (2011) Contract Law, Palgrave Macmillan; 9th edition
Richards P (2011) Law of Contract, Longman; 10th edition.
Raj R, Walters P and Rashid T (2009) Events Management: An integrated and practical approach, Sage Publications
Smith and Keenan's English Law (2010): Text and Cases, Longman; 16th edition
Turner S (2007) Unlocking Contract Law (Unlocking the Law) Hodder Arnold; 2Rev Ed edition
Further Reading/Resources :
Adams A (2012) Law for Business Students Longman Keenan D (2007) 7th Edition
Murphy, J (2007) Street on Torts Oxford University
Wenster I, Leib J, and Button J (2007) The Concise Guide to Licensing, Matador http://www.hse.gov.uk/ SPECIAL ICTS REQUIREMENTS
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Journals and Periodicals: ANY OTHER ADDITIONAL Event Management RESOURCES The International Journal of Events Management Research
Event Organiser
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ADMINISTRATION
JACS CODE N820 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9012 UNIT TITLE EVENT PROJECT MANAGEMENT (FD) UNIT ABBREVIATION EPM 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS 15 VALUE HOME DEPARTMENT School of Tourism, Events and Hospitality Management UNIT COORDINATOR Anne Millan KEYWORDS Project, Management, Team, Communication UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Demonstrate, communicate and deliver a project brief based on the stakeholders requirements for an event 2) Analyse project management theoretical frameworks and demonstrate their use for event management 3) Manage a project that is operated within risk management guidelines and delivered on time and in budget. 4) Demonstrate appropriate team working skills 5) Evaluate a project utilising qualitative and quantitative data of key operational factors Element Type Weighting Learning SUMMATIVE (highlight outcomes ASSESSMENT final assessed element) 1 Portfolio 60% 1, 2,3,4 2 Report 40% 2, 5
Outcomes Element of Assessment EMPLOYABILITY AND SUSTAINABILITY Analyse real world situations critically 1, 2 OUTCOMES Demonstrate professionalism and ethical 1,2 awareness
Communicate effectively using a range of media 1,2
Apply teamwork and leadership skills 1,2
Manage own professional development 1,2 reflectively
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and 1,2 community contexts
Use systems and scenario thinking 1,2
Engage with stakeholder/interdisciplinary 1,2 perspectives
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Assessment 1 - The group (up to 4 students in a group) portfolio will consist of three ASSESSMENT sections; this will include presentation notes and reflection from feedback, a feasibility STRATEGIES FOR report and event manual, and finally a mark for the event. This will then be marked EACH ELEMENT OF holistically to give one mark. ASSESSMENT Ass 2- individual report evaluating the project (2000 words) Assessment 1-Marks will be awarded for: ASSESSMENT 1st assessment: CRITERIA FOR 20% - Presentation and bid document UNIT/ELEMENTS OF Students produce mood boards, present to clients creating an industry like bidding ASSESSMENT process where they produce a bid document highlighting their project management skills. With the use of a computer software package they identify their event management strategy and feasibility of the project. 40% - Live Operation of an event including the production of an event manual By producing an event manual students will show their understanding of legislative constraints within event management, have valuable team working experience and understand the strategy behind a successful delivery of a live event. The live event covers budget control, project management, critical path analysis, scheduling, logistics and marketing. 40% - Personal evaluation of the live event and event project management process. Using project evaluation skills students reflect upon original objectives, analyse all stakeholders feedback from the live event and ascertain what control measures they can implement in future event production. Combining academic models and techniques of project management with the experience of operational control gives students a grounded assessment of event production.
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT The aim of this unit is to provide students with practical skills and an underpinning of BRIEF SUMMARY academic theoretical frameworks for project management though the designing, developing and evaluating an event project. INDICATIVE The relationship between project management and event management, CONTENT The development of project planning skills. Project controls and financial management process. Risk management processes for events. Designing and developing event staging and delivery. Analyse project stakeholder expectations for an event. Critically evaluate a project. To identify how to and then run an event.
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LEARNING ACTIVITIES BREAKDOWN OF Type of Activity %
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
Detailed assessment criteria for this unit will be related to learning outcomes and will be MANDATORY included within the unit handbook. LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Books recommended for purchase by students ESSENTIAL
READING Ferdinand, N & Kitchin, P, J. (2012) Events Management: an international approach, Sage Publications, London
Maylor, H (2010) Project Management, Pearson Education, Essex
Essential Reading:
Bowdin, G, McDonnell, I Allen, J O'Toole W (2010) Events Management, 3rd edition. Butterworth-Heinemann Ltd, Oxford.
Conway, D (2009) The Event Manager’s Bible - the complete guide to planning and organising a voluntary or public event, How to Books Ltd.
Getz, D (2007) Event Management and Event Tourism, Cognizant Communications Corp.
HSE The Event Safety Guide, A guide to health and safety and welfare at music and similar events, HSG195, HSG Books.
McDonnell, I Allen, J and O'Tool, W (2007) Festival and Special Events Management, John Wiley and Sons, UK.
Raj, Walters, Rashid (2009) Events Management, An integrated and Practical Approach, Sage Publications Ltd, London.
Shone A, and Parry B (2010) Successful Event Management, A practical handbook, 3rd ed. Cengage Learning, Hampshire,UK.
The Health and Safety Executive (HSE) Five Steps to Risk Management, HSE London.
Verharr J, Eshel I (2010) Project Management -A professional approach to Events, second ed, Eleven International Publishing, The Hague http://www.hse.gov.uk/ SPECIAL ICTS REQUIREMENTS Journals and Periodicals: ANY OTHER ADDITIONAL Event Management Journal (formally known as Festival Management and Event RESOURCES Tourism),
International Journal of Sports Marketing and Sponsorship, Annals of Tourism, Personnel Review,
International Journal of Project Management, Project Management Journal.
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ADMINISTRATION
JACS CODE N820 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9014 UNIT TITLE EVENT IMPACTS AND LEGACIES UNIT EIL ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Cherryl Clements COORDINATOR KEYWORDS Impact, Legacy, Measurement, Planning UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Identify and evaluate the major impacts that events have on their stakeholders and host communities 2. Describe and evaluate the methods used to measure impacts 3. Understand and make recommendations on how the event manager can minimise negative impacts and maximise positive impacts 4. Evaluate and analyse the effectiveness of strategic planning on event legacies. Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Report (3,000 60 1,2,3 words) 2 Presentation 40 4
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1,2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1,2
Communicate effectively using a range of media 2
Apply teamwork and leadership skills 2
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and community 2 contexts
Use systems and scenario thinking 2
Engage with stakeholder/interdisciplinary 1,2 perspectives
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Ass 1-Students will produce a written report (3,000 words), which describes social cultural, ASSESSMENT political, environmental and economic impacts. They will demonstrate and evaluate how STRATEGIES impacts are measured. Students should use case studies to highlight positive and negative FOR EACH impacts and make creative recommendations on successfully managing impacts, based on ELEMENT OF evidence supplied ASSESSMENT
Ass 2-Students analyse and evaluate how the planning process has a direct impact on the legacy of an event. This should include actual case studies and relevant visits. Assessment 1- Report:60% ASSESSMENT
CRITERIA FOR Marks will be awarded for: UNIT/ELEMENTS 30% Identification and description of the major social/cultural, political, environmental and OF ASSESSMENT economic impacts on stakeholders and host communities. 20% Description and evaluation of methods used to measure impacts 40% Use of relevant case studies to investigate and make recommendations on how managers can manage impacts. 10% Presentation and referencing
Assessment 2: 40% Content: 70%: Students use case studies, visits and multimedia to analyse and evaluate how planning at a named event has influenced the legacy of that event. Presentation skills:20% Attendance: 10%
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
This unit provides students with an appreciation of the key impacts the event industry BRIEF SUMMARY generates for both stakeholders and host communities. Students will learn how these impacts are measured and how they can be managed. Students will also appreciate how the planning process has a direct influence on the legacy of an event INDICATIVE The role of the event manager in balancing the impacts of events CONTENT An in depth exploration of how host communities and stakeholders are influenced by the staging of an event A breakdown of the key impacts and actual examples to demonstrate impacts The role of government in events Having looked at methods to measure events students should be encouraged to put into practice the process themselves and evaluate the effectiveness of the method Students should be encouraged to explore legacies created by previous events and assess their success. They should be aware of the importance of planning in order to create a legacy. Possible event examples may include the Manchester Commonwealth Games, The Olympic Games (London, Sydney Beijing for example) or The Edinburgh Festival. Students will only need to present on ONE event, but should be aware of a range and be able to compare and contrast.
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
Detailed assessment criteria for this unit will be related to learning outcomes and will be MANDATORY included within the unit handbook. LEARNING & TEACHING REQUIREMENTS
LEARNING RESOURCES ESSENTIAL Bowdin, G, McDonnell, I, Allen, J O Toole W, (2011) Events Management, Butterworth- READING Heinemann, Oxford Shone, A with Parry, B (2010) Successful Event Management, 3rd edition. Butterworth- Heinemann, Oxford Bladen, C, Kennell, J, Abson, E, Wilde, N, (2012) Events Management: An ADDITIONAL introduction, Routledge RESOURCES THAT
STUDENTS SHOULD Conway, D (2009) The Event Manager’s Bible - the complete guide to planning and BUY organising a voluntary or public event, How to Books Ltd.
Ferdinand, N, & Kitchin, P (2012) Events Management: An International Approach Sage Publications Ltd
Getz, (2012) Event Studies: Theory, Research and Policy for Planned Events, Oxford, Butterworth-Heinemann
Raj, Walters, Rashid (2009) Events Management, An Integrated and Practical Approach, Sage Publications Ltd, London. HSE SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES ADMINISTRATION
JACS CODE N820 DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9005 UNIT TITLE WORK BASED UNIT 1 (TOURISM) UNIT WBU1T&T ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Claire Finney (SCC) COORDINATOR KEYWORDS Travel and tourism operations and business, study skills, work based skills UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Understand the structure and operating characteristics of the travel and tourism industry 2. Make recommendations for self-development approach to enhance study skills based on self-reflection 3. Explore the environmental influences which impact upon travel and tourism sectors and organisations 4. Explore vocationally related skills needed to enhance employability requirements within the travel and tourism industry Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight final outcomes element) assessed 1 Coursework – 40% 1, 3 Essay (3,000 words) 2 Coursework - 60% 2, 3, 4 Portfolio
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1, 2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 2
Apply teamwork and leadership skills
Manage own professional development reflectively 1, 2
Find, evaluate, synthesise and use information 1
Work within social, environmental and community 1, 2 contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
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Assessment 1 – Essay – students will analyse real world situations critically ASSESSMENT
STRATEGIES Assessment 2 – Portfolio – Students will need to consider how to manage own FOR EACH professional development reflectively and find, evaluate, synthesise and use information ELEMENT OF ASSESSMENT Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK OUTLINE OF THE UNIT
This unit focuses on an overview of the structure and operating characteristics of the BRIEF SUMMARY travel and tourism industry. In addition vocational and academic study skills are investigated. Students will complete a topical essay and personal development plan. This unit will investigate a range of vocational and study skills to include: INDICATIVE CONTENT Personal objectives Audit and development plan Note taking Reading skills Writing skills Report writing/essays Presentation skills Referencing Critical thinking and problem solving Learning styles Revision and examination techniques Time management Portfolio building Reflecting on experience Career management Examine the key sectors of the travel and tourism industry The size, scope and how the different areas of the industry inter-relate Factors influenced by the business environments of the industry Operational issues affecting the travel and tourism industry The skills and employment opportunities within the travel and tourism industry
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LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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Bedford D and Wilson E (2006) Study Skills for Foundation Degrees, David Fulton LEARNING Publishers Ltd RESOURCESSSENTIAL
READING – Cooper, C., Fletcher, J., Fyall, A., Gilbert, D. and Wanhill, S. (2008) Tourism Principles Recommended for and Practices, 4th edn. Harlow: Financial Times/Prentice Hall. purchase by students:
ESSENTIAL Holloway, J.C. (2006) The business of tourism, 7th Edn. Harlow: Financial READING/RESOURCES Times/Prentice Hall.
Middleton, V. and Lickorish, L.J. (2005) British tourism: A remarkable story of growth. London: Elsevier Butterworth-Heinemann.
Mill, R. & Morrison, A. (2006) The Tourism System, 5th Edn. Dubuque, Iowa: Kendall/Hunt.
Page, S. (2007) Tourism management: Managing for change, 2nd Edn. London: Butterworth-Heinemann.
Page, S. (2005) Transport and tourism: Global perspectives, 2nd Edn. Harlow: Pearson/Prentice Hall.
Page, S. and Connell, J. (2006) Tourism: A modern synthesis, 2nd Edn. London: Thomson Learning.
Further Reading/Resources :
Cottrell, S (2008) The Study Skills Handbook, 3rd ed,. Macmillan, London
Cottrell, S. (2011) Critical thinking skills: developing effective analysis and argument. 2nd ed. Palgrave Macmillan.
Goeldner, C.R and Brent-Ritchie, J.R., (2006) Tourism: Principles, practices, philosophies, 10th Edn. Hoboken, NY: Wiley.
Holtom E (2007) Study Skills Galore, Park Publishing
Journals/Periodicals Annals of Tourism Research Tourism Management Current Issues in Tourism Insights Journal of Travel Research Travel Trade Gazette and Travel Weekly Electronic resources: World Tourism Organisation: http://www.world-tourism.org/ United Nations Educational, Scientific and Cultural Organization (UNESCO): http://www.unesco.org/ UK tourism statistics: http://www.staruk.org.uk Travelmole: http://www.travelmole.com/ Tourism Industry Digest: http://www.e-tid.com
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SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION JACS CODE N892 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9006 UNIT TITLE AIRLINE AND AIRPORTS UNIT A&A ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Melanie Bishop (MCC) COORDINATOR KEYWORDS UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Describe the role and relationships between UK airports, airlines and regulatory bodies. 2. Explore recent key developments that are reshaping global air transport today. 3. Identify and explain the economic challenges for both UK airlines and airports. 4. Examine the social and environmental impacts of aviation. SUMMATIVE Element Type Weighting Learning (highlight final outcomes ASSESSMENT element) assessed 1 Essay 60% 1, 2 2 In-class 40% 3, 4 assessment
EMPLOYABILITY Outcomes Element of Assessment AND SUSTAINABILITY Analyse real world situations critically 2, 3, 4 OUTCOMES Demonstrate professionalism and ethical awareness
Communicate effectively using a range of media 1, 4
Apply teamwork and leadership skills
Manage own professional development reflectively 1, 4
Find, evaluate, synthesise and use information 1, 4
Work within social, environmental and community contexts
Use systems and scenario thinking 3
Engage with stakeholder/interdisciplinary perspectives
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ASSESSMENT Ass 1: Produce an essay of no more than 2500 words on the structure and relationship STRATEGIES between airports, airlines and regulators providing evidence of wider reading and FOR EACH referencing. ELEMENT OF Ass 2: This assessment will require students to complete a report of no more than 1500 ASSESSMENT words on the economic, social and environmental challenges of the UK aviation sector providing evidence of wider reading and referencing. Assessment 1 – 60% of unit grade ASSESSMENT 40% - Ability to relate concepts to industry practice CRITERIA FOR 20% - Academic argument; level of critical analysis UNIT/ELEMENTS 10% - Evidence of wider reading OF ASSESSMENT 10% - Correct use of Harvard referencing system 20% - Presentation/Structure of writing; use of 3rd person, grammar, punctuation, sentence structure, presentation of material; correct paragraphing; full justification; within the word count +/- 10%.
Assessment 2 – 40% of unit grade Learning Outcome 3 Question 1 – 50% Marks will be awarded for evidence of wider reading, identifying current issue, economic impact on sector and use of relevant statistical data Learning outcome 4 Question 2 – 50% Marks will be awarded for evidence of wider reading, identifying business developments and impact on relevant sector
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT
The content for airline and airport operations will focus on developing the students’ ability BRIEF SUMMARY to discuss key concepts and issues to enhance knowledge of the aviation sector. Furthermore, it will allow learners to consider how current challenges are managed in the sector and how external changes influence success. LO1: INDICATIVE CONTENT Charter/Low-Cost/Scheduled airlines History/Privatisation/Investors Aeronautical charging Airline alliances Airport operators/Regulators/Associations
LO2:
Safety & Security concern Stability Low cost versus legacy carriers Dynamic air transport Strategic airline marketing
LO3:
Commercial facilities Revenue and cost structures Factors influencing costs and revenues Measuring economic performance
LO4:
Advances in technology Environmental impacts Community representation
LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES
Doganis, R. (2009) Flying Off Course: Airline Economics & Marketing. 4th Rev Ed. ESSENTIAL READING/RESOURCES Oxon: Routledge Doganis, R. (2006) The Airline Business. 2nd Ed. Oxon: Routledge Gossling, S. & Upham, P. (2009) Climate change and Aviation: Issues, Challenges & Solutions. London: Earthscan Graham, A. (2013) Managing Airports. An International Perspective, 4th ed. Oxford: Butterworth-Heinemann McManners, P. (2012) Fly and be Damned: What now for aviation and climate change? London: Zed Books Ltd O’Connell, J.F. & Williams, G. (2011) Air Transport in the 21st Century:Key Strategic Developments. Surrey: Ashgate Publishing Ltd
Journals and Periodicals: These will be recommended by the unit tutor during the academic year. Web sites and electronic resources: These will be recommended by the unit tutor during the academic year. ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION
JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9007 UNIT TITLE TOURISM DESTINATIONS AND GLOBAL SUSTAINABILITY UNIT TDGS1 ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Claire Finney (SCC) COORDINATOR Mark Turner (MC) KEYWORDS UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Describe relationships between the development and operation of the tourism industry and principles of sustainability. 2) Identify the common characteristics of a range of destination types, and the impacts of tourism – economic, socio-cultural and environmental – at developed and developing destinations 3) Describe the nature and general characteristics of tourist destinations adopting sustainable practices, their ‘life cycles’ and futures, with reference to appropriate conceptual models and apply these to case study destination(s) 4) Discuss the techniques and strategies used by organisations within the tourism ‘supply sectors’ at destinations which have applied the principles of sustainability.
Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Examination 50% 1, 2 2 Coursework 50% 3,4
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1, 2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 2
Apply teamwork and leadership skills 2
Manage own professional development reflectively
Find, evaluate, synthesise and use information 2
Work within social, environmental and community contexts 1, 2
Use systems and scenario thinking 2
Engage with stakeholder/interdisciplinary perspectives
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Assessment 1 – Students will undertake a 2 hour examination ASSESSMENT
STRATEGIES Assessment 2 – Students will produce an essay based on relevant case studies and FOR EACH prepare and deliver a presentation ELEMENT OF ASSESSMENT Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
This unit aims to enable students to develop a critical understanding of the components BRIEF SUMMARY and attributes of tourist destinations, the range of impacts of tourism on global destinations, and the management for sustainability by the tourism environment. INDICATIVE the nature of destinations CONTENT tourism ‘supply’ sector destination models: Plog & Butler destination image and design the destination life cycle tourism impacts at destinations – developing & developed countries; the environmental impacts at destinations; the economic impacts of tourism; the cultural and social impacts of tourism regeneration of destinations/areas within the UK and internationally Key concepts associated with tourism and sustainability Definitions of sustainable development and sustainable tourism development and management Climate change – implications for tourism flows, destination management and adaptation, carbon footprints Markets - mass & niche – and tourism marketing, transport, and destinations. Case studies from developed and developing countries Principles into practice - ‘sustainable tourism’, ‘the responsible tourist’, ‘ecotourism’/’nature tourism’, ‘community tourism’, fair trade, ethical product development and labelling The future – making tourism sustainable?
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This unit aims to enable students to develop a critical understanding of the components BRIEF SUMMARY and attributes of tourist destinations, the range of impacts of tourism on global destinations, and the management for sustainability by the tourism environment. INDICATIVE the nature of destinations CONTENT tourism ‘supply’ sector destination models: Plog & Butler destination image and design the destination life cycle tourism impacts at destinations – developing & developed countries; the environmental impacts at destinations; the economic impacts of tourism; the cultural and social impacts of tourism regeneration of destinations/areas within the UK and internationally Key concepts associated with tourism and sustainability Definitions of sustainable development and sustainable tourism development and management Climate change – implications for tourism flows, destination management and adaptation, carbon footprints Markets - mass & niche – and tourism marketing, transport, and destinations. Case studies from developed and developing countries Principles into practice - ‘sustainable tourism’, ‘the responsible tourist’, ‘ecotourism’/’nature tourism’, ‘community tourism’, fair trade, ethical product development and labelling The future – making tourism sustainable?
LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
LEARNING RESOURCES
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Buckingham, S. & Turner, M. (2008) Understanding Environmental Issues, London: ESSENTIAL Sage READING/RESOURCES
Buhalis, D. (2001) The tourism phenomenon: The new tourist and consumer, IN Wahab, S. and Cooper, C. (2001) Tourism in the age of globalisation, London: Routledge, pp. 69-96
Fennell, D A and Malloy, D C (2007) Codes of Ethics in Tourism: Practice, Theory, Synthesis, Clevedon: Channel View Publications
Gossling, S. & Hall, M. (2006) Tourism & Global Environmental Change: Ecological, Social, Economic and Political Interrelationships, Routledge Publishing, London
Hickman, L. (2007) The final call: In search of the true cost of our holidays, London: Transworld Publishers
Hitchcock, D. & Willard, M. (2006) The Business Guide to Sustainability: Practical Strategies and Tools for Organizations, London: Earthscan Publications Ltd
Hunter, C. (2002) Sustainable tourism and the touristic ecological footprint, Environment, Development and Sustainability, Vol. 4, pp. 7–20
Kalisch, A. (2002) Corporate futures: consultation on good practice: social responsibility in the tourism industry, London: Tourism Concern
Mowforth, M. & Munt, I. (2002) Tourism and Sustainability, 2nd London: Taylor & Francis
Page, S, Brunt, P, Busby G. and Connell, J, (2001) Tourism: A Modern Synthesis, Thompson Learning, London
Further Reading/Resources : Butler, R. W. (1980) The concept of a tourist area cycle of evolution: Implications for management of resources, Canadian Geographer, Vol. 24 (1), pp. 5-12
Davidson, R. and Maitland, R. (1997) Tourism Destinations, London: Hodder and Stoughton
Lumsdon, L. (1997) Tourism Marketing, London: International Thomson Press
Morgan, N J & Pritchard, A (1999) Power and Politics at the Seaside: Development of Devon's Resorts in the 20th Century, Exeter: University of Exeter Press
Page, S. & Hall, C. M. (2003) Managing urban tourism, Harlow: Prentice Hall
Pattullo, P. (1996) Last Resorts: The Cost of Tourism in the Caribbean, London: Cassell
Pattullo, P. (2006) The Ethical Travel Guide: Your Passport to Exciting Alternative Holidays, London: Earthscan Publications Ltd
Sinclair, M.T. & Stabler, M. (1997) The Economics of Tourism, London: Routledge
TEF (2004) Greening Scottish tourism, Inverness: TEF
VisitBritain (2003) Employment generated by tourism, VisitBritain: London Page 123 of 151
Wall, G & Mathieson, A. (2005) Tourism: Change, Impacts and Opportunities. London: Prentice Hall (2nd edn.)
WTO-UNEP (2006) Making Tourism More Sustainable, Madrid: WTO
Journals Include: Annals of Tourism Research Current Issues in Tourism Environmental Conservation Insights Journal of Sustainable Tourism Journals of Travel Research Tourism Management
Electronic Resources: Ethical Traveller - http://www.ethicaltraveler.org/ Individual countries websites www.wttc.com The International Ecotourism Society (TIES) - www.ecotourism.org National Geographic (magazine) Centre for Sustainable Destinations - www.nationalgeographic.com/travel/sustainable The Responsible Tourism Partnership - www.responsibletourismpartnership.org Sustainable Travel International http://www.sustainabletravelinternational.org/ Eco-labels and Awards in Tourism in Europe - www.eco-tip.org/Eco- labels/ecolabels.htm Tourism Concern http://www.tourismconcern.org.uk/ World Tourism Organisation: www.world-tourism.org (Global forum for tourism policy issues and a practical source of tourism know-how.) World Travel & Tourism Council - www.wttc.org Unesco: www.unesco.org (case studies) Trade Environment Database (TED): www.american.edu/TED/ (case studies of destinations)
SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION
JACS CODE N832 DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9008 UNIT TITLE TOUR OPERATIONS MANAGEMENT (FD) UNIT TOM ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS 15 VALUE HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Mark Turner COORDINATOR KEYWORDS Tour Operating, Functions, Structure, Challenges, Marketing UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Discuss the structure and functions of the tour operating industry
2. Analyse the challenges facing the tour operating industry in relation to the changing face of the industry
3. Examine the procedures used by the tour operating industry in the design and operation of the Package Holiday.
4. Evaluate the key management strategies applied in the tour operating industry
5. Demonstrate an understanding of destination management and resort operations to include crisis management Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Essay 50 1,2,5 2 Case Study Report 50 2,3,4
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EMPLOYABILITY Outcomes Element of Assessment AND SUSTAINABILITY Analyse real world situations critically 1, 2 OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 1, 2
Apply teamwork and leadership skills
Manage own professional development reflectively 1, 2
Find, evaluate, synthesise and use information 1, 2
Work within social, environmental and community 1, 2 contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives 1, 2
Ass 1 Students will produce an essay (3000 words) that will examine the tour operating ASSESSMENT industry in relation to its structure, challenges and operating procedures in the UK and STRATEGIES Overseas. FOR EACH
ELEMENT OF Ass 2 Students will investigate a selected tour operator and produce a report (3000 words) ASSESSMENT that will assess the functions of the tour operator, analyse the challenges the tour operator faces and examine the procedures the tour operator follows in the design of the package holiday programme. Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT This unit will prepare students for progression into the tour operating environment and help BRIEF SUMMARY them understand the skills necessary for management in this sector. INDICATIVE Structure of the tour operating industry CONTENT Functions and Procedures of key departments and personnel Challenges facing the sector Managing operating capacity – supply and demand issues Planning and processing the package holiday Marketing objectives Changing face of the tour operating industry Management strategies Monitoring and appraising system performance Overseas operations management Destination Management and planning Resort procedures and crisis management
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LEARNING ACTIVITIES
BREAKDOWN OF Type of Activity %
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS LEARNING RESOURCES
Bray, R. and Raitz, V. (2001). Flight to the Sun. The Story of the Holiday Revolution. ESSENTIAL London: Continuum. READING
Laws, E. (1997). Managing Packed Tourism. London: International Thomson Publishers.
Page, S. J. (2009). Transport and Tourism: global perspective, 3rd ed,. London: Longman.
Pender, L. (2001). Travel Trade and Transport. London: Continuum.
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS Journals and Periodicals: ANY OTHER These will be recommended by the unit tutor during the academic year. ADDITIONAL
RESOURCES Web sites and electronic resources: These will be recommended by the unit tutor during the academic year.
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ADMINISTRATION
JACS CODE N832 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9006 UNIT TITLE THE CRUISE SECTOR UNIT TCS ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Melanie Bishop COORDINATOR KEYWORDS UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Discuss contemporary cruise operations and the relationship with other Travel & Tourism sectors. 2. Examine both internal and external challenges of the cruise industry 3. Analyse globalisation in the cruise industry in relation to the structure and products. 4. Evaluate the economic impact of the UK cruise industry in relation to key trends and performance. Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Essay 60% 1, 2 2 Case Study Report 40% 3, 4
EMPLOYABILITY Outcomes Element of Assessment AND SUSTAINABILITY Analyse real world situations critically 1,2 OUTCOMES Demonstrate professionalism and ethical awareness
Communicate effectively using a range of media 1,2
Apply teamwork and leadership skills
Manage own professional development reflectively
Find, evaluate, synthesise and use information 1,2
Work within social, environmental and community contexts
Use systems and scenario thinking 1,2
Engage with stakeholder/interdisciplinary perspectives
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Ass 1: Produce an essay of no more than 3000 words on the operational practice of the ASSESSMENT cruise sector. STRATEGIES Ass 2: Prepare a case study report on a major cruise line, highlighting the position of the FOR EACH business in terms of globalisation, structure, products available, key customer markets and ELEMENT OF overall economic performance. ASSESSMENT
Assessment 1 – 60% of unit grade ASSESSMENT 40% - Ability to relate concepts to industry practice CRITERIA FOR 20% - Academic argument; level of critical analysis UNIT/ELEMENTS 10% - Evidence of wider reading OF 10% - Correct use of Harvard referencing system ASSESSMENT 20% - Presentation/Structure of writing; use of 3rd person, grammar, punctuation, sentence structure, presentation of material; correct paragraphing; full justification; within the word count +/- 10%.
Assessment 2 – 40% of unit grade Learning Outcome 3 (50%) Marks will be awarded for evidence of wider reading and research, understanding of central concept and relation to practice, Learning outcome 4 (50%) Marks will be awarded for evidence of wider reading, identifying key trends in the sector, economic impact on sector and use of relevant statistical data
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT The continued growth of the cruise market is proof of a strong, resilient and innovative BRIEF SUMMARY industry, which has been driven by investment in new ships and products. This sector represents a potential area of future employment for students who wish to meet the demand of rapid growth in cruise tourism. The module will focus on contemporary operations, key challenges and the impact of globalisation within the cruise industry. INDICATIVE Cruise operations management CONTENT Structure of the Cruise Industry in terms of operators and brand identities Development of the Cruise Industry in relation to the economic features of the cruise product Types of cruises and their relationship with consumer types and motivations New markets in terms of destinations, products and customers.
LEARNING ACTIVITIES
Type of Activity % BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Gibson, P. (2006). Cruise operations Management. Oxford: Butterworth Heinemann ESSENTIAL READING – Cartwright, R. & Baird, C. (2002) The Development and Growth of the Cruise Recommended for Industry. Oxford: Butterworth Heinemann purchase by Page, S.J. (2009) Tourism Management: managing for change. Butterworth students: Heinemann Journals and Periodicals: These will be recommended by the unit tutor during the academic year.
Web sites and electronic resources: These will be recommended by the unit tutor during the academic year. ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION JACS CODE N832 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9007 UNIT TITLE BUSINESS TOURISM UNIT BT ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS 15 VALUE HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Claire Finney (SCC) COORDINATOR Dee Slinn (SCC) KEYWORDS Business, Tourism, Growth, Impact, Planning UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1. Explain the concepts and principles of business tourism 2. Define supply and demand within business tourism and examine the influencing factors on the management of business tourism 3) Demonstrate, communicate and deliver a business project brief based on the stakeholder’s requirements. 4) Evaluate the business project using a range of key evaluation tools. Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Essay 50% 1, 2 2 Portfolio 50% 3, 4
EMPLOYABILITY Outcomes Element of Assessment AND SUSTAINABILITY Analyse real world situations critically 1, 2 OUTCOMES Demonstrate professionalism and ethical awareness 2
Communicate effectively using a range of media 1, 2
Apply teamwork and leadership skills 2
Manage own professional development reflectively 2
Find, evaluate, synthesise and use information 1, 2
Work within social, environmental and community 1, 2 contexts
Use systems and scenario thinking 1, 2
Engage with stakeholder/interdisciplinary perspectives 2
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Assessment 1 ASSESSMENT Essay – 2,000 word count limit. STRATEGIES Research the structure and impacts of events, conferences and exhibitions on the current FOR EACH business tourism sector ELEMENT OF
ASSESSMENT Assessment 2 Portfolio of evidence to include key documentation in delivering a business tourism event. Documentation would include a reflective log, health and safety documentation, planning documentation, evaluation documentation and analysis.
Detailed assessment criteria for this unit will be related to learning outcomes and will be ASSESSMENT included within the unit handbook. CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT This unit will examine the business sector of the tourism industry and includes; history and BRIEF SUMMARY development, structure and influencing factors, an analysis of managerial issues within the sector and the opportunity for learners to develop both their knowledge and employability skills through carrying out a live event, conference or exhibition. - Key historical events developments that have influenced the way the industry runs INDICATIVE today. CONTENT - Industry forecast - Business travel typologies - Structure of the industry - Nature and type of demand including motivational factors - Nature and type of supply sector - Physical Infrastructure e.g. design and constraints - Operational Issues - HR, roles and skills required to run the industry - Marketing issues - Event briefs - Location and venue issues - Critical Path Analysis - Planning timescales e.g. GANTT charts - Team roles - Factors affecting planning e.g. suppliers, venues, funding etc. - Risk management - Contingency plans - Evaluation methods
LEARNING ACTIVITIES
Type of Activity % BREAKDOWN OF
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Lindsey.K (2011) ‘Planning and Managing a Corporate Event’. How To Books Ltd, ESSENTIAL READING Oxford – Recommended for purchase by students: Davidson R and Cope B (2003) ‘Business Travel. Conferences, Incentive Travel, ESSENTIAL Exhibitions, Corporate Hospitality and Corporate Travel.’ Pearson Education Ltd, READING/RESOURCES Essex.
Hollway J C et al (2009) ‘The Business of Tourism’, 8th Ed. Pearson Education Ltd, Essesx.
Rogers T (2003) ‘Conferences and Conventions. A Global Industry’. Butterworth- Heinemann, Oxford.
Swarbrooke, J and Horner, S. (2001) ‘Business Travel and Tourism’. Butterworth- Heineman, Oxford.
Websites: SPECIAL ICTS www.Businesstourismpartnership.com REQUIREMENTS www.businesstraveller.com
Journals/Trade Magazines: ANY OTHER Travel Trade Gazette ADDITIONAL Conference & Incentive Travel (C&IT) RESOURCES
ADMINISTRATION JACS CODE N832 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9008 UNIT TITLE Work Based Unit 1 (Hospitality) UNIT ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Claire Finney (SCC) COORDINATOR KEYWORDS Hospitality Operations, Hospitality Business, Study Skills, Work Based Skills UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Understand the structure and operating characteristics of the hospitality industry. 2) Make recommendations for self-development approach to enhance study skills based on self-reflection 3) Explore the environmental influences which impact upon hospitality sectors and organisations 4) Explore vocationally related skills needed to enhance employability requirements within the Hospitality industry.
Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Coursework – 40% 1,3 Essay (3,000 words) 2 Coursework - 60% 2,3,4 Portfolio
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1, 2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 2
Apply teamwork and leadership skills
Manage own professional development reflectively 1, 2
Find, evaluate, synthesise and use information 1
Work within social, environmental and community 1, 2 contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary perspectives
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Assessment 1 – Students will produce an essay (3000 words) that investigates the ASSESSMENT structure and operating characteristics of the hospitality industry and a range of STRATEGIES environmental aspects. This essay must be appropriately referenced from a range of FOR EACH sources. ELEMENT OF
ASSESSMENT Assessment 2 - Students will need to consider how to manage own professional development reflectively and find, evaluate, synthesise and use information Assessment 1 – ASSESSMENT 40% - Identification and analysis of key issues and clarity of academic argument; level of CRITERIA FOR critical analysis UNIT/ELEMENTS 20% - Essay structure and argument development OF 20% - Breadth of reading and accurate referencing. Correct use of Harvard referencing ASSESSMENT system in the text and the correct use of Harvard referencing system in the reference list 20% - Presentation/style of writing; use of 3rd person, grammar, punctuation, sentence structure, presentation of material; correct paragraphing; full justification; within the word count +/- 10%
Assessment 2 – (Portfolio) Students must produce a portfolio of evidence that includes: personal skills audit, objective setting, self-development action plan, CV, vocational skill development, evidence of academic skill development (e.g. essay/report writing, presentation skills, reflective learning skills etc.)
NON STANDARD MINIMUM PASS MARK OUTLINE OF THE UNIT
This unit focuses on an overview of the structure and operating characteristics of the travel BRIEF SUMMARY and tourism industry. In addition vocational and academic study skills are investigated. Students will complete a topical essay and personal development plan. This unit will investigate a range of vocational and study skills to include: INDICATIVE CONTENT Personal objectives Audit and development plan Note taking Reading skills Writing skills Report writing/essays Presentation skills Referencing Critical thinking and problem solving Learning styles Revision and examination techniques Time management Portfolio building Reflecting on experience Career management Key sectors of the hospitality industry, their size and scope and how they interact with each other, including factors influenced by the business environments in which organisations operate. The content will also include operational issues from various sectors with a view to developing an understanding of these sectors and skills and employment opportunities within.
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LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING Type of Activity %
ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Barrows, C & Powers T. (2009) Introduction to the Hospitality Industry, 7th Ed. John ESSENTIAL READING Wiley & Sons Inc. – Recommended for
purchase by students: Bedford D and Wilson E (2006) Study Skills for Foundation Degrees, David Fulton Publishers Ltd Bowdin, G. Allen, J. O'Toole, W. McDonnell, I. Harris, R. (2010) Events Management ESSENTIAL 3Ed. Elsevier Science & Technology. READING/RESOURCES
Cooper, C; Fletcher, J; Fyall, A; Gilbert, D & Wanhill, S. (2008) Tourism Principles and Practices. 4th Ed. Harlow:Financial Times, Prentice Hall.
Cottrell, S., (2008) The Study Skills Handbook, Palgrave Macmillan,
Cottrell, S. (2011) Critical thinking skills: developing effective analysis and argument. 2nd ed. Palgrave Macmillan.
Fitzsimmons,J,A and Fitzsimmons,M,J, (2006) Service Management Operations, Strategy and Information Technology, 5th ed. McGraw- Hill, Boston Part IV.
Greetham, B. (2008) How to write better essays, Palgrave
Shone, A & Parry, B. (2010). Successful Events Management, 3Ed. Cengage
Further Reading/Resources :
Thompson Powers, T & Barrows, C.W (2005) Introduction to Management in the Hospitality Industry: Student Workbook. 8th Edition. John Wiley and Sons.
Martin, W. (2003). Providing Quality Service: what every hospitality service provider needs to know. Prentice Hall
Journals/Periodicals Caterer & Hotelkeeper. Cornell Hospitality Quarterly International Journal of Hospitality Management International Journal of Contemporary Hospitality Management.
SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES ADMINISTRATION
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JACS CODE N832 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9009 UNIT TITLE FOOD AND BEVERAGE OPERATIONS (FD) UNIT FBO ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Ian Ainscough COORDINATOR KEYWORDS Food Production, Food Service, Hospitality Operations, Food Hygiene UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Understand the development and application of, the basic principles involved, in the preparation and presentation of food and beverage products, within appropriate `Health and Safety” and “Hygiene” regulations and procedures 2) Evaluate the concept of quality within the production and service environment 3) Understand the importance of and demonstration of, acceptable levels of service and social skills 4) Understand the application of food and beverage control principles involved in a variety of “hospitality” and “events” operations
SUMMATIVE Element Type Weighting Learning (highlight final outcomes ASSESSMENT element) assessed 1 Practical 50% 1,2 2 Practical 50% 3,4
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1, 2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 1, 2
Apply teamwork and leadership skills 1, 2
Manage own professional development reflectively 1, 2
Find, evaluate, synthesise and use information 1, 2
Work within social, environmental and community contexts
Use systems and scenario thinking
Engage with stakeholder/interdisciplinary 1, 2 perspectives
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Assessment 1 – The practical assessment will test knowledge on a number of key factors ASSESSMENT relating to hospitality operations as well as assessing the students practical ability to STRATEGIES develop basic kitchen skills. The practical assessment will be underpinned by written FOR EACH evidence associated with food production control. The duration of the practical ELEMENT OF assessment will be dependent on a number of factors but will be approximately four hours. ASSESSMENT Students will be given a series of tasks to complete at intervals during the unit. These tasks are submitted for formative assessment and feedback from the lecturer. At the end of the unit key tasks will be submitted for summative assessment.
Assessment 2 – The practical assignment will test knowledge on a number of key factors relating to food service principles as well as assessing the student’s practical ability to develop food service skills. It addition to the practical assignment there will be a written element that will associated with food service management and control. The practical assessment will be competence based and will be carried out at key times in programme. These tasks will be complete at intervals during the unit. The tasks are submitted for formative assessment and feedback from the lecturer. At the end of the unit key tasks will be submitted for summative assessment. The length of the assessment will depend on the task being undertaken.
Assessment 1 – Practical ASSESSMENT Production of 2 standard recipes to include: Recipes/List of ingredients, Methods of CRITERIA FOR production, Presentation spec, Critical timing and temperatures. To be presented on a UNIT/ELEMENTS standard proforma – 20% OF Costing to include Ingredients costed to produce CP and SP to achieve 60% GP – 10% ASSESSMENT Equipment List: and work Schedules – 10% Hygiene and efficient working practices – 10% Application on the day. Monitor during the practical all the above points – 10% On the day. The finished dish will be evaluated as the following: Appearance /Eye appeal, Flavour, Temperature, Consistency, Texture 25% Food Order 10% Presentation of written work 5%
Assessment 2 – Practical Food service principles and practical ability to develop food service skills. The practical assessment will be competence based and will be carried out at key times in the programme. 60% Written element that will associated with food service management and control. 40%
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT
This unit will develop the students understanding of the basic principles in the BRIEF SUMMARY preparation, presentation and service of food and beverage products within appropriate Health and Safety and Hygiene regulations and procedures. This unit will look at key factors in food and beverage production and service and how INDICATIVE these relate to hospitality organisations. The content will also include the mandatory CONTENT legislative measures that hospitality organisations are required to follow.
LEARNING ACTIVITIES Type of Activity % BREAKDOWN OF
STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
LEARNING RESOURCES Ceserani, V. Kinton, R. Foskett, D. (2008) 'Practical Cookery', 11th Ed, London, ESSENTIAL READING Hodder and Stoughton. – Recommended for purchase by students:
ESSENTIAL Davis, B, Lockwood, A and Stone, S, (2007), `Food and Beverage Management, 4th READING/RESOURCES Ed, Oxford, Butterworth Heinemann. Foskett,D and Ceserani,V, (2007), `Ceserani and Kintons, The Theory of Catering, 11th ed. London, Julyan,B,K, (2008), `Sales and Service for the Wine Professional, 3rd ed, London,Thompson Knowles,T,(2002), `Hospitality Management - An Introduction, 2nd ed,. London, Longman. Lillicrap,D, Cousins,J and Smith, R (2006), `Food and Beverage Service, 7th ed, London, Journals and Periodicals: Caterer and Hotelkeeper Cornell Hotel and Restaurant Administration Quarterly. Decanter Hospitality Hotel and Restaurants International Independent Restaurants Restaurant Keynote, Mintel and Henley Centre Wine Trade Journal Web Sites and Electronic Resources: Practical Cookery, 11th ed. Dynamic Learning DVD, Hodder Education Theory of Catering, 11th ed. Dynamic Learning DVD, Hodder Education
SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES
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ADMINISTRATION JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 334Z9010 UNIT TITLE Management of People and Facilities (FD) UNIT MOPF ABBREVIATION 4 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Sonia Anderson COORDINATOR KEYWORDS Facilities Management, Accommodation Operations, Organisational Behaviour UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Analyse the process and practice of managing, organising and communicating effectively in the hospitality industry 2) Assess the systems, facilities and procedures for operating, controlling and managing accommodation activities in the hospitality industry. 3) Evaluate the factors affecting the design and management of facilities
Element Type Weighting Learning SUMMATIVE (highlight final outcomes ASSESSMENT element) assessed 1 Coursework 50% 3 2 Examination 50% 1,2
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1, 2
Communicate effectively using a range of media 2
Apply teamwork and leadership skills 1, 2
Manage own professional development reflectively
Find, evaluate, synthesise and use information 2
Work within social, environmental and community 1 contexts
Use systems and scenario thinking 2
Engage with stakeholder/interdisciplinary perspectives
Assessment 1 – The coursework will be group based and will involve a hospitality facility ASSESSMENT design activity with associated evaluation. The coursework will assess learning outcome STRATEGIES 3. This will be the equivalent of 1500 words per student. FOR EACH Assessment 2 - The examination will assess learning outcomes 1 and 2 .Examination will ELEMENT OF be of a 2 hr duration. ASSESSMENT
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Assessment 1 – ASSESSMENT 70 to 100: An all-encompassing design brief that is structured too fully facilitate clear CRITERIA FOR communication between client and designer. This leads to a plan layout for the public UNIT/ELEMENTS areas of a city centre bar that is both creative and thoroughly considered from an OF ergonomic standpoint. The lighting relates fully to the furniture layout and the ASSESSMENT requirements of primary and secondary users. The décor, furnishings and alterations scheme is highly creative, sympathetic to the user groups and will result in an appropriate welcome area ambience. The report is concise and appropriately structured and fully explains the reasoning underlying the final design decisions made. All facets of the assignment are well presented and intelligible.
60 TO 69: A reasonably comprehensive design brief that is structured to facilitate a degree of clear communication between client and designer. This leads to a plan layout for the public areas of a city centre bar that exhibits some creativity and has been thoroughly considered from an ergonomic standpoint. There is a co-relation between the lighting and the requirements of primary and secondary users. The décor, furnishings and alterations scheme exhibits some creativity, is sympathetic to the user groups and will result in an appropriate welcome area ambience. The report is concise, appropriately structured and, in the main, explains the reasoning underlying the final design decisions made. All facets of the assignment are well presented and intelligible.
50 TO 59: A design brief that covers the main requirements of the different user groups and is structured in such a way as to allow a degree of clear communication between client and designer. This leads to a plan layout for the public areas of a city centre bar that is thoroughly considered from an ergonomic standpoint. There is a co-relation between the lighting and the requirements of primary and secondary users. The décor, furnishings and alterations scheme is sympathetic to the user groups and will result in an appropriate welcome area ambience. The report is concise, appropriately structured and explains some of the reasoning underlying the final design decisions made. The presentation of the assignment is appropriate and all facets are intelligible.
40 TO 49: A design brief that partially covers the main requirements of the different user groups and with further development could facilitate clear communication between client and designer. This leads to a plan layout for the public areas of a city centre bar that shows some awareness of ergonomic requirements. There is some co-relation between the lighting and the requirements of primary and secondary users. The décor, furnishings and alterations scheme, with further development, could contribute to an appropriate welcome area ambience. The report lacks succinctness but is appropriately structured and explains some of the reasoning underlying the design decisions made. The presentation of the assignment is poor and overall intelligibility needs to be improved.
NON STANDARD MINIMUM PASS MARK
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OUTLINE OF THE UNIT The unit will provide the students with a knowledge and understanding of people BRIEF SUMMARY management, accommodation operations and facilities design and their interaction within an array of hospitality outlets. This unit will provide an insight in to, and understanding of human behaviour within INDICATIVE organisations so it can be managed effectively at unit management level. It will provide CONTENT students with the knowledge and understanding, organisational skills and approaches needed to make informed decisions for operating and controlling accommodation activities within an array of hospitality outlets. Students will have the opportunity to focus on factors relating to hospitality building design procedures and processes that influence structure and management of hospitality environments.
LEARNING ACTIVITIES
BREAKDOWN OF Type of Activity % STUDENT LEARNING
ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS LEARNING RESOURCES Kasavana, L (2009) Hospitality Management and Organisational Behaviour. 4th ed. ESSENTIAL READING Harlow : Longman – Recommended for purchase by students: Buchanan, David A; Huczynski, Andrzej (2004) Organizational Behaviour : an ESSENTIAL Introductory Text. Harlow : Financial Times Prentice Hall. READING/RESOURCES Jetashankar, R Tewari (2009) Operations Management. Oxford University Press. Kasavana, L (2009) Managing Front Office Operations. 8th ed. Educational Institute of American Hotels. Mullins, Laurie J (2001). Hospitality Management and Organisational Behaviour. 4th ed. Harlow : Longman Mullins, Laurie J; Christy, Gill (2010) Management & Organisational Behaviour. 9th ed Harlow : Financial Times Prentice Hall. Ransley, J (2004) Developing Hospitality Properties & Facilities. Oxford Elsevier Butterworth Heinemann. Torrington. D, Taylor. S & Hall. L, (2008), Human Resource Management. 7th ed. Harlow: Financial Times Prentice Hall Tunstal, G (2006) Managing the Business Design Process. Butterworth Heinemann. SPECIAL ICTS REQUIREMENTS ANY OTHER ADDITIONAL RESOURCES
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ADMINISTRATION JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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UNIT CODE 335Z9011 UNIT TITLE FOOD AND OPERATIONS MANAGEMENT (FD) UNIT FABM ABBREVIATION 5 LEVEL OF STUDY 30 CREDIT VALUE ECTS VALUE 15 HOME School of Tourism, Events and Hospitality Management DEPARTMENT UNIT Diane Connelly COORDINATOR KEYWORDS Food Beverage Management UNIT LEARNING On successful completion of this unit students will be able to: OUTCOMES 1) Produce a management plan based on a supplied brief to be used as a blue print for the management of an event or hospitality activity and show an understanding of the training needs of the working group. 2) Supervise a project to pre-determined standards developing the necessary skills to work as an effective team member and ensure that the project is operated within current legislation. 3) Critically evaluate the range of operational management issues that have evolved from the project. Element Type Weighting Learning SUMMATIVE ASSESSMENT (highlight final outcomes element) assessed 1 Business Plan 50% 1 2 Report 50% 2,3
Outcomes Element of Assessment EMPLOYABILITY AND Analyse real world situations critically 1 & 2 SUSTAINABILITY OUTCOMES Demonstrate professionalism and ethical awareness 1 & 2
Communicate effectively using a range of media 1 & 2
Apply teamwork and leadership skills 1 & 2
Manage own professional development reflectively 1 & 2
Find, evaluate, synthesise and use information 1 & 2
Work within social, environmental and community 1 & 2 contexts
Use systems and scenario thinking 1 & 2
Engage with stakeholder/interdisciplinary perspectives 2
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Assessment 1 – The production of a 2500 word business management plan that includes ASSESSMENT all operational and design issues relating to the event. STRATEGIES FOR EACH ELEMENT OF Assessment 2 - The production of a 2500 word report which critically evaluates the range of ASSESSMENT operational management issues that have evolved from the project. Assessment 1 – ASSESSMENT Ass 1-Marks will be awarded for: CRITERIA FOR Marketing 30% UNIT/ELEMENTS Operational Plan 30% OF Finance 30% ASSESSMENT Presentation / Research Skills 10%
Assessment 2 - Using project evaluation skills students reflect upon original objectives, management planning, staff briefing, delegation, team work, analyse all stakeholders feedback from the project and ascertain what control measures they can implement in future project production.
NON STANDARD MINIMUM PASS MARK
OUTLINE OF THE UNIT
This unit will provide a framework in which a series of Themed Events/Projects are BRIEF SUMMARY planned, organised and controlled, to ensure that a detailed analysis and evaluation of the managerial processes are completed, ensuring a successful operation. Management issues to be reviewed, in relation to a specific event/project, include: INDICATIVE CONTENT The review of the `Business Plan' the `Marketing Activities”, the `Human Resource' and 'Training Requirements” Food Production Planning and Control Risk Assessment and Health & Safety Restaurant and Kitchen Operations Beverage Sales and Service Quality
The majority of this unit will be taught through the use of student centred learning activities which will embrace a variety of approaches, including, demonstration of management skills through project activity, product development, case study, appraisal of a similar event/project, briefings, presentations and written course work.
LEARNING ACTIVITIES
BREAKDOWN OF Type of Activity % STUDENT LEARNING ACTIVITY Summative assessment 25
Directed study 25
Student-centred learning 50
MANDATORY LEARNING & TEACHING REQUIREMENTS
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LEARNING RESOURCES Campbell, J., Foskett, D. & Ceserani, V. (2008) - Practical cookery - 11th ed. London ESSENTIAL READING : Hodder Education (hbk.) – Recommended for
purchase by students: Lillicrap, D. R. & Cousins, J. (2006) - Food and Beverage Service - 7th ed., London, Hodder Arnold
Ransley, J. & Ingram, H. (2004) - Developing Hospitality Properties and Facilities, 2nd Ed. Oxford, Elsevier Butterworth-Heinemann Davis, B, Lockwood, A and Stone, S, (2007), Food and Beverage Management, 4th ESSENTIAL ed, Oxford, Butterworth Heinemann. READING/RESOURCES
Durkan, A and Cousins J (2004) The Beverage Book, London, Hodder and Stoughton
Foskett, D, and Ceserani, V, (2007) `Ceserani and Kintons, The Theory of Catering, 11th ed. London, Hodder and Stoughton
Lashley, C, (2000). Hospitality Retail Management, Oxford, Butterworth Heinemann.
Lashley, C, Lincoln, G (2003). Business Development in Licensed Retailing, Oxford, Butterworth Heinemann. SPECIAL ICTS REQUIREMENTS ANY OTHER Journals and Periodicals: Caterer and Hotelkeeper Cornell Hotel and Restaurant ADDITIONAL Administration Quarterly. Hospitality Hotel and Restaurants International Independent RESOURCES Restaurants Keynote and Mintel
ADMINISTRATION JACS CODE N862 HESA ACADEMIC 134 COST CENTRE DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION: UNIT EXTERNAL EXAMINER UNIT ASSESSMENT BOARD
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