UNIV H/BK FOR ACAD QUAL ASS'NCE - Manchester ... · Web viewAll candidates will be enrolled as full-time 3 X 11 Weeks for PgDip. Then, candidates will enrol for a 6 months (full-time)

Hollings Faculty

Department of Food and Tourism Management

MSc / PgDip in International Hospitality Management

at

University Centre ‘César Ritz’, Brig, Switzerland

DEFINITIVE DOCUMENT

Approved after approval/review/modification on September 2006

With effect from intake in January 2007Minor Modification 2007 (To change Definitive Document from “ The Board of

Examiners meets four time a year…” to “The Board of Examiners to meet up to four times a year…” page 10 Section 2.1)

Minor Modification 2008 (To include in the admissions Criteria the following statement “All other circumstances will be dealt with by the Programme Leader on a case-by-case basis”

MSc / PgDip in International Hospitality Management Definitive Document______________________________________________________________________________________________

Table of Contents

PagePart One

Programme Specification 1

Part Two

1.0 Admission Regulations 81.1 Standard Entry Requirements for PgDip1.2 Standard Entry Requirements for MSc1.3 Admission with Exemption1.4 Admission with Accreditation of Prior (Experiential) Learning (AP(E)L)

2.0 Curriculum Design and Organisation 92.1 Curriculum Design Overview2.2 Level Descriptors

2.2.1 Generic Descriptors2.2.2 Programme-Specific Descriptors

2.3 Unit Syllabus Proformas2.4 Relationship to Subject Benchmark Statement(s)2.5 Relationship to Professional/Statutory Body Expectations

3.0 Assessment Regulations 38

4.0 Programme Management and Student Support 384.1 Programme Committee

4.1.1 Membership4.1.2 Responsibilities

4.2 Programme Leader Responsibilities4.3 Link Tutor Responsibilities4.4 Other Staff Responsibilities4.5 Student Support Strategy

Appendix A Scheme for the Admission of Students with Advanced Standing Following the Accreditation of Prior Learning 44

Appendix B APL CLAIM 52

Appendix C Agreement(s) with Partner Institution(s) 54


Part One

MANCHESTER METROPOLITAN UNIVERSITY

Programme Specification1 Programme title

MSc in ItalicsPostgraduate Diploma (PgDip) in International Hospitality ManagementMaster of Science (MSc) in International Hospitality Management

2 Mode(s) and duration All candidates will be enrolled as full-time 3 X 11 Weeks for PgDip.Then, candidates will enrol for a 6 months (full-time) or 12 months (part-time) dissertation writing for MSc.

3 Awarding institution Manchester Metropolitan University (MMU)

4 Teaching institution(s) University Centre ‘César Ritz’, Switzerland (UCCR)

5 Final award(s)/title(s) Postgraduate Certificate (PgCert) in International Hospitality Management

Postgraduate Diploma in International Hospitality Management

Master of Science in International Hospitality Management

6 FHEQ position Postgraduate/Master

7 Stage award(s)/title(s) Postgraduate Diplomat in International Hospitality Management after 120 credit points of taught units

8 Home Department/School Food and Tourism Management

9 Home Faculty Hollings

10 UCAS code(s) N/A

11 Type of collaborative provision External12 Collaborative partner(s) University Centre ‘César Ritz’ (UCCR), Brig,

Switzerland13 Date/outcome of most recent

MMU review/approval17 September ReviewApproved January 2007

14 Current PS/1 effective date: September 1, 200415 QAA Benchmark Statement(s) N/A16 Date/Outcome of last QAA

engagement (or equivalent)N/A

17 PSRB(S) Kanton of Valais, Department de l’education de al culture et du sport – formal state recognition (schools in Switzerland are under Kantonal jurisdiction)

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EdaQua-Swiss national certification – appliedASEH – Swiss Hotel School AssociationState of Valais – February 1, 2006 – on-site inspection

18 Date/Outcome of last PSB approval(s)

TedQual – February 13-14, 2005, on-site accreditation visitASEH – April 19-20, 2005, on-site visit for accreditationState of Valais – February 1, 2006 – on-site inspection

Programme Aims and Learning Outcomes19 Programme Aims

MMU General Educational Aims:

the development of students' intellectual and imaginative powers; the development of students' understanding and judgement; the development of students' problem solving skills; the development of students' ability to communicate; the development of students' ability to see relationships within what they have learned and

to perceive their field of study in a broader perspective; the stimulation of an enquiring, analytical and creative approach, encouraging independent

judgement and critical self-awareness; and the development of students' ability to locate, assimilate and present information in any

appropriate medium and from a range of sources

Programme-specific Aims:

the development of students' intellectual skills and competencies, in a manner appropriate to their abilities, interests and aspirations;

the preparation of students for management positions in the international hospitality industries;

the development of students' personal qualities relevant to the hospitality industries, including self-confidence, independence, initiative and enterprise, and an appropriate attitude to work.



20 Programme Learning Outcomes

MMU General Educational Outcomes:

Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to: communicate clearly in speech, writing and other appropriate modes of expression argue rationally and draw independent conclusions based on a rigorous, analytical and

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

Programme-specific Learning Outcomes: assess, evaluate and reflect upon relevant management theories, models and current

practices in the international hospitality industries demonstrate enhanced powers of critical analysis, synthesis and evaluation communicate effectively in a professional environment plan, execute and document original academic research.

21 Stage Learning Outcomes for both PgCert and PgDip

Students who successfully complete the taught elements of the programme will be able to:

assess, evaluate and reflect upon relevant management theories, models and current practices specific to either tourism or hospitality;

manage operations within the hospitality or tourism sector and be motivated and able to undertake continuing professional development to enhance their skill base;

demonstrate enhanced powers of critical analysis, synthesis and evaluation;

communicate effectively, both orally and in writing to both specialists and non specialists.

critically evaluate a range of research methodologies.

plan, execute, communicate and document original academic research.



22 Teaching/Learning and Assessment Strategies

MMU Learning and Teaching Strategies: to provide high-quality learning opportunities for our students and establish a

reputation for the provision of excellent, varied and innovative teaching and learning; to establish a strong research capability across the University; to offer our students a comprehensive range of well regarded academic, vocational

and professional qualifications via academically coherent courses; to demonstrate our commitment to quality and standards, and ensure proper external

accountability; to ensure a high quality of educational experience for all our students; to be a first choice for students; to determine and employ effective information and communication strategies in

support of core activities; to make an effective local, regional and national contribution; to develop and maintain a high international reputation and standing; to develop human resource policies which support our strategic goals and priorities,

make us a first choice for staff and demonstrate that we value all our staff; to develop and maintain financial strengths, appropriate processes, and flexible

structures in line with our strategic goals and priorities; to build and maintain a strong corporate identity for the University.

Programme-specific Teaching/Learning and Assessment strategies: to prepare and submit a dissertation requiring a self-initiated and self-programmed

investigation into a realistic issue within the international hospitality industries to support students in the early stages of the dissertation with research methods

workshops and seminars to ensure they have appropriate knowledge and skills for their chosen topic

to enhance skills and abilities in problem identification, analysis and evaluation through independent investigation

to create a learning environment that combines rigorous academic methodology with a critical and constructive approach to the issue under investigation

The programme will consist of a series of lectures and practical based workshops followed by demonstrations, discussions, group management tutorials, group management meetings, desk research and presentations, as required and designed to support the chosen award. Because of the holistic nature of the programme students will be encouraged to make full use of material developed in all subject areas and apply this knowledge and experience. The main focus of the programme centres on experiential learning with the unit leaders’ role being that of consultant, advisor and arbitrator whilst the students are encouraged to maximise the responsibilities that they are prepared to take for their own learning.

Assessment strategies for the programme include: essays, written project reports and oral presentations throughout the three stages combined where appropriate with the defence of documents before two members of the academic staff and in some incidences, outside personnel.

23 Programme structures, levels, credits, awards and curriculum map



Structure: MSc / PgDip International Hospitality Management

Term 1 (11 weeks)Food and Beverage Management (20 credit points)Strategic Hospitality and Tourism Information Technology (20 credit points)Term 2 (11 weeks)Management Accounting and Finance (20 credit points)Strategic Marketing in Business Environment (20 credit points)Term 3 (11 weeks)Human Resource Management in Legal & Cultural Environment (20 credit points)Methods of Enquiry (20 credit points)Stage Award of PgDip in International Hospitality Management (120 credit points)Final Term (6 or 12 months)For the Masters Award only, Dissertation (20 credit points)

The PgDip in International Hospitality Management is a stage award to students who have completed 120 credit points of taught units and fulfilled all admission and graduation requirements. Students must have completed 180 credit points and fulfilled all admission and graduation requirements to be awarded the MSc in International Hospitality Management. The breakdown of the 180 credit points includes 120 credit points of taught units and 60 credit points of Dissertation.

Those candidates who leave after completing at least 60 credit points of taught courses will be awarded the PgCert in International Hospitality Management. This certification is considered an exit point and those candidates cannot continue towards the PgDip or MSc after being awarded the certificate.

24 Additional information

None



25 Points of reference

Internal

University Mission and Strategic Aims Regulations for the Academic Awards of the University University Common Regulatory Framework Faculty Validation/Review Steering Group report Faculty Programme Approval/Review/Modification Report University Learning and Teaching Strategy Staff research Staff/Student Programme Committee

External

QAA Subject Benchmark statement QAA National Qualifications Framework QAA Code of Practice QAA Subject Review report External examiner reports

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take 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 definitive document and 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.



Part Two

1.0 Admission Regulations

The admission of a student to the MSc/PgDip Programme must be based on the reasonable expectation that the student will be able to fulfil the objectives of the Programme and achieve the standard required for the award. The admissions regulations set out below shall be subject to such policies on entry requirements as the Programme committee may from time to time determine. All applicants shall be considered having regard for the University’s equal opportunities policy and such anti-discrimination legislation as may be in force. This programme targets international candidates from different backgrounds. However, candidates must have a sufficient command of the language(s) in which the Programme is taught to be able to meet the requirements of the Programme in every respect.

When considering the suitability of an applicant for a place on the programme thefollowing factors will usually be taken into account: The applicant’s qualifications; The information given in supporting academic references; The applicant’s personal statement.

All other circumstances will be dealt with by the Programme Leader on a case-by-case basis.

1.1 Standard Entry Requirements for PgDip

Candidates admitted to the programme should be able to benefit from a learning experience at postgraduate level. This requirement can be fulfilled by citing academic achievement or proof of an academic level relevant to the programme. Admission to the programme normally requires a Bachelor degree or equivalent from a recognised university or education institution in any discipline. In addition, they must demonstrate their proficiency in English by submitting TOEFL 550, IELTS 6.0, GCSE/GCE ‘A’ Level Grade C in English or Cambridge Proficiency.

1.2 Standard Entry Requirements for MSc

Candidates admitted to the programme should be able to benefit from a learning experience at Master’s level. This requirement can be fulfilled by citing academic achievement or proof of completing the PgDip in International Hospitality Management.

1.3 Admission with Exemption

In cases where a student may be admitted with exemption from certain elements of the Programme – which means that the student shall not be required to take those elements but may, as appropriate, be required to take alternatives. Admission with exemption is not applicable to units that are mandatory core (compulsory for all students).



1.4 Admission with Accreditation of Prior (Experiential) Learning (AP(E)L)

Applicants for admission with AP(E)L should adhere to the MMU Scheme for the Admission of Students with Advanced Standing (Appendix A and B).

2.0 Curriculum Design and Organisation

2.1 Curriculum Design Overview

The curriculum within the MSc/PgDip programme has been designed to develop students' intellectual skills and competencies, in a manner appropriate to the abilities, interests and aspirations. The dissertation helps students todemonstrate their capacity for individual self motivated work through thestudy of a self selected topic in depth.These competencies and skills aim toassist graduates to obtain entry level management positions in the hospitalityand tourism industries. International candidates from different background can benefit from the learning environment by transferring knowledge, managerial and operational skills between staff and programme participants.

Stage AwardPostgraduate Diploma in International Hospitality Management (3X11 weeks)

All enrolled candidates will start with 3 X 11 weeks of taught courses for the PgDip in International Hospitality Management. Candidates who are deemed by the Board of Examiners to have successfully completed 120 credit points of taught units of the programme may be considered for the stage award of PgDip in International Hospitality Management.

The Final QualificationMSc in International Hospitality Management

The standard qualification of the Programme is at Masters level, although it is designed to incorporate the interim award of Postgraduate Diploma inInternational Hospitality Management.

Postgraduate Certificate in International Hospitality ManagementIf candidates choose to exit after completion of 60 credit points of taught courses, they will be awarded the PgCert in International Hospitality Management. Thereafter they are not allowed to continue towards the PgDip or MSc.

Programme Structure

To be considered for the award of PgDip, students must complete 120 M level credit points.

After successfully attaining the stage award of PgDip candidates may opt to apply for the Master’s stage (60 credit points) by full-time (6 months) or part-time (12 months) study. Upon successful completion candidates will



additionally be awarded the MSc in International Hospitality Management worth 180 credit points.

Students considering applying for the Master’s stage are advised on opportunities for progression, based on the admissions criteria for the award. Those choosing to apply for the Master’s stage will be individually interviewed as part of the admissions procedure and will have the result confirmed in writing. All students will be required to confirm acceptance of a place in writing.

The Board of Examiners Board of Examiners to meet up to four times a year times during the academic year to consider students’ performance on the PgDip and Master’s stages.

An illustration of the programme pathways is shown below.

Structure of MSc / PgDip in International Hospitality ManagementTerm 1 (11 weeks)Food and Beverage Management (20 credit points)Strategic Hospitality and Tourism Information Technology (20 credit points)Term 2 (11 weeks)Management Accounting and Finance (20 credit points)Strategic Marketing in Business Environment (20 credit points)Term 3 (11 weeks)Human Resource Management in Legal & Cultural Environment (20 credit points)Methods of Enquiry (20 credit points)Stage Award of Postgraduate Diploma in International Hospitality ManagementFinal Term (6 or 12 months)For the Masters Award only, Dissertation (60 credit points)

2.2 Level Descriptors

2.2.1 Generic Descriptors

Masters degrees are awarded to students who have demonstrated: a systematic understanding of knowledge, and a critical awareness

of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;

a comprehensive understanding of techniques applicable to their own research or advanced scholarship;

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge n the discipline;

a conceptual understanding that enables the student:1. to evaluate critically current and advanced scholarship in the

discipline; and

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2. to evaluate methodologies and develop critiques of them and where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to: deal with complex issues both systematically and creatively, make

sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

continue to advance their knowledge and understanding, and to develop new skills to a high level;

and will have: the qualities and transferable skills necessary for employment

requiring:1. the exercise of initiative and personal responsibility;2. decision-making in complex and unpredictable situations; and3. the independent learning ability required for continuing

professional development.

2.2.2 Programme-Specific Descriptors

Level M

70% or above - Distinction

Excellent integrated and coherent research-based knowledge, applied with authority to support rigorous critical analysis of the topic, synthesis to produce robust specific solutions and skilful consideration of application to practice.

Accurate referencing of a comprehensive range of literature, including recent literature, used to select and support arguments.

Written communication is clear and coherent and with insight is able to synthesise and contextualise knowledge.

Accomplished in the initiation, design, conduct, reporting and evaluation of empirical research.

40% or above – Pass

Generally detailed and coherent research-based theoretical knowledge, applied with critical analysis of the topic, synthesis to suggest approaches to specific solutions and consideration of application to practice.

Accurate referencing of a wide range of literature used to support arguments.

Written communication of is generally clear and logically structured, and is largely successful in both synthesising and contextualising knowledge.

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Can initiate, design, conduct, report and evaluate empirical research under guided supervision.

39% or below – Fail

Largely descriptive account of research-based theoretical knowledge, with limited critical analysis of the topic or synthesis and limited consideration of application to practice.

Written communication lacks clarity and / or logical structure, with little attempt to synthesise and contextualise knowledge.

Selection of material may be inappropriate. Limited use of relevant literature. Poor ability to initiate, design, conduct, report and evaluate

empirical research despite guided supervision.

2.3 Unit Syllabus Proformas

PgDip in International Hospitality Management

UNIT TITLE Food and Beverage ManagementUNIT CODE NUMBER IHM510HOME PROGRAMME MSc / PgDip International Hospitality ManagementHOME DEPARTMENT University Centre ‘César Ritz’SUBJECT AREAUNIT LEADER(S) Georges Ortiz and Michael HoyCREDIT VALUE 20 CREDITS AT

LEVEL:M

AMOUNT OF STUDENT EFFORT (HOURS)

200 CLASS CONTACT TIME (HOURS)

Lectures 88hrsPractical 73hrs

UNIT STATUS CorePRE-REQUISITES NoneCO-REQUISITES NoneUNIT LEARNING OUTCOMES

This unit has been designed to allow students develop their Hospitality Management Skills. On completion of this unit the student will be able to:

1. Analyse and evaluate management systems relating to food service operations.

2. Critically evaluate the equipment, staffing and time skills requirements in the management of food and beverage operations.

3. Examine the moral and ethical issues involved in the service of alcohol.

4. Plan, design and operate a simulated themed event

5. Incorporate the principles of marketing, menu planning, financial control, purchasing and food production into the project and compare and

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contrast the simulated event with an external food and beverage business.

CURRICULUM OUTLINE

introduction to the Hospitality sector, including a review of food production and food and beverage service operations and in-house facilities to be used in the simulated themed project purchasing of raw materials, product development, control of the standards of food production and food and beverage service evaluation of ‘Financial Management’ and ‘Control’ systems appropriate to ‘Food and Beverage’ operations planning, design and use of menu’s and drinks lists in the restaurant environment, evaluation of the importance of communication within the food service and production teams and in the liaison with customers especially customer care analysis of beverages, their service and production methods, and bar operations review of the role of supervisory management in food and beverage operations appreciation of marketing concepts and there application to food and beverage activities exploration of the management skills which relate to the efficient and effective operation of the food and beverage businesses ensuring that the principles of food hygiene management are maintained delivery of the simulated event taking into account the relevant legislation

TEACHING AND LEARNING STRATEGIES

The course has a number of practical components, and will be delivered through a series of lectures, student research, practical workshops, assignment presentations, case studies, excursions and demonstrations.

ASSESSMENT STATEGIES

Assessment 1 Mid Term Assessment (30%)Assessment 2 Final Examination (40%)Assessment 3 Themed Event (30%)

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Assessments 1 & 2 Both assessments consist of short answer

open-ended questions, essays and/or case studies. They will be graded based on logic and development of arguments, accuracy of the contents, level of critical analysis and written expression.

Students’ opinion and experience will be taken into consideration in attempting the questions.

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Assessment 3:

The Themed Event will be assessed according to the following criteria.

Part 1. Kitchen Operation 10%Part 2. Service Operation 12%Part 3. Managementa. Financial statement, accuracy & presentation 10%b. Marketing Plan, initiatives 10%c. Entertainment / decoration 10%d. Event management and organisation on the night

10%e. Execution of Theme throughout the event, F&B

Evaluation 10%f. Entrepreneurship 8%Part 4. Peer Evaluation 15%Part 5. Degree of Theme Difficulty (+10%) or (+5%) or (+0%)Part 6. Post Event Report 5%

N.B. This should not be just a chronological sequence of the seven week process.

INDICATIVE STUDENTLEARNING RESOURCES

Essential texts:Meyer, S., Schmid, E., Spühler, C. (1991). Professional Table Service. N.J., USA: John Wiley & Sons.Ortiz, G. (2006). Beverage Management Manual. Brig, Switzerland: University Centre César Ritz.Ortiz, G. (2006). Food Service Management Manual. Brig, Switzeland: University Centre César Ritz.Pavesic, D.V. (1998). Fundamental Principles of Restaurant Cost Control, N.J., USA: Prentice-Hall.

Recommended readings:Blackburn, I. & Levine, A. (2004). The Pleasure of Wine: The Smarter Approach to the World of Wine. N.Y.: John Wiley & Sons, Inc.Clarke, J. T. (1994). Table & Bar. London: Hodder & Stoughton.Culinary Institute of America (2001). The Professional Chef (7th ed.). N.Y.: John Wiley & Sons, Inc.Davis, B., Lockwood, A. & Stone, S. (1998) Food & Beverage Management (3rd ed.) Oxford: Butterworth Heinemann.Gisslen, W. (1998). Professional Cooking (5th ed.). N.Y.: John Wiley & Sons, Inc.Helliday, J. & Johnson, H. (2003). The Art & Science of Wine. London: Octopus Publishing Group Ltd.Johnson, H. & Robinson, J. (2003). The World Atlas of Wine. London: Octopus Publishing Group Ltd.

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Joseph, R. (2003). The Complete Encyclopedia of Wine. London: Carlton Books Ltd.Keister, D.C. (1990). Food and Beverage Control. N.J., USA: Prentice Hall.Kivela, J. (1994). Menu Planning for the Hospitality Industry. Australia: Hospitality Press Pty Ltd.Pauli, P. (1996). Classical Cooking the Modern Way (3rd ed.). N.Y.: John Wiley & Sons, Inc.Pavesic, D. V. (1998). Restaurant Managers Pocket Handbook. N.Y.: Lebhar-Friedman Books.Simon, J. (1999). Discovering Wine. London: Octopus Publishing Group Ltd.Thayse, H. (1983). Professional Food Service Management. N.J., USA: Prentice Hall.Wright, J. & Treuille, E. (1997). Le Cordon Bleu Complete Cooking Techniques. London: Carroll & Brown Ltd. & Le Cordon Bleu BV.

Students are invited to manage their learning experience and knowledge by selecting reading appropriate to their individual needs. Reading lists provided in the Food and Beverage Management unit will provide a useful starting point. In particular students will be expected to consult recent academic research published in scholarly journals. A range of other trade journals and publications are also available in the library that will assist students in their work.

ADDITIONAL NOTES AND COMMENTS

Feedback and evaluationThe lecturers and assessors are responsible for providing students with written comments on their assessments.

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UNIT TITLE Strategic Hospitality and Tourism Information TechnologyUNIT CODE NUMBERHOME PROGRAMME MSc/PgDip International Hospitality ManagementHOME DEPARTMENT University Centre “César Ritz”SUBJECT AREAUNIT LEADER(S) Tarsila Fercher and Sanjay ChibCREDIT VALUE 20 CREDITS AT LEVEL: MAMOUNT OF STUDENTS EFFORT (HOURS)


88 hrsLecture 44 hrsTutorials 44 hrs


After completing this unit the student should be able to: 1. Identify and analyse the key role of information systems including their implications to achieve competitive edge within hospitality and tourism organisations;2. Critically assess the processes involved in the management of information systems and relate these to current and future organisational needs;3. Critically evaluate hospitality & tourism information systems and contrast these with emerging technologies.

CURRICULUM OUTLINE

Analyse the importance of information systems and their application in the management of service operations;

Appraise the impact of information systems applications and their utilisation to achieve competitive advantages;

Importance of organisational and strategic learning, supply chain management, value chain analysis, technology/strategy fit, business intelligence in the context of decision making;

Explore revenue management applications (low- and high-tech), pricing, forecasting, budgeting, in a managerial perspective;

Assessing and evaluating the role of database in businesses: construction- design, enter, query data, data normalisation, data warehousing, data marts;

Determine and evaluate the importance of internet-based web-technologies in service organisations: internet and security, online distribution channels, concepts of M- and E-commerce, in the management context;

Assessing and evaluating the role of organisational information systems, business decision-making levels, general types of Information Systems, Transaction Processing, Management Information Systems, Executive Information Systems, Decision-Support Systems, Expert Systems, Office Automation Systems, Collaboration Systems, Functional Area Systems, Global Information Systems.

TEACHING AND LEARNING

Lectures, student-led seminars, videos, group and class debates, workshops, guest speakers, presentations, problem-solving exercises,

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STRATEGIES and case studies. ASSESSMENT STRATEGIES

3,000-word case study analysis (30%) Hotel operations simulation (30%) Final written assessment (40%)


Case study analysis:Analysis and evaluation of case-based scenarios in the context of the learned theories and models.Level of critical analysis, decision-making, justification of arguments, and written expression.

Hotel operations simulation:Software-based simulation programme encompassing the practical and theoretical framework for the utilisation of information systems within a service organisation. Development of a pre- and a post-operational business plan justifying the decision-making process.Rationale behind decisions, accuracy of information and arguments. Written and oral expression in the context of team work.

Final written assessment:Online individual assessment evaluating critical-thinking, analyses, logical arguments, knowledge, relevance to the topic.

INDICATIVE STUDENTS LEARNING RESOURCES

Essential texts: Cross, R. (1997) Revenue Management, Broadway Books, New York, USA.Haag, S., Cummins M., & McCubbery D. (2005) Management Information systems for the Information age (5th Ed), NewYork: McGraw Hill /Irwin.Jessup, L. & Valacich, J. (2006) Information Systems Today (2nd Ed), New Jersey: Pearson.Vallen, G. & Vallen, J. (2005) Check-In Check-Out (7th Ed), New Jersey, USA: Prentice Hall Inc.

Recommended texts:Buhalis, D. (2001) Tourism Distribution Channels: Patterns, Practices and Challenges. London, UK: Continuum.Davenport, H. T. (2000) Mission Critical, Boston, Massachusetts: Harvard School Business Press.Kotler, P., Bowen, J. & Makens, J. (1996) Marketing for Hospitality and Tourism. Prentice Hall, London, UK.Krogh, G., V., Ichijo, K., & Nonaka, I. (2000) Enabling Knowledge Creation. Oxford, UK: Oxford University Press.Metcalfe, A. S. (2006) Knowledge Management and Higher Education. Hershey, PA: Information Science Publishing.Schneider, G. P. (2002) Electronic Commerce (3rd ed.). Canada: Thomson.Sydänmaanlakka, P. (2002) An intelligent Organization, Oxford: Capstone.Tapscott, D., Ticoll, D. & Lowy, A. (2000) Digital Capital. Finland: W S Bookwell.

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Websites:www.hotel-online.com www.hotelsmag.comwww.hospitalityupgrade.com www.lodgingmagazine.comwww.lodgingnews.com www.wiredhotelier.comwww.hospitalitynet.org www.htng.orgwww.hotelbenchmark.com

Supporting Software:MS WordMS ExcelMS AccessBlackboard.comHOTSFidelio Front office

Databases: Emerald; EBSCO

Websites:http://coursesites.blackboard.comBlackboard accesshttp://www.htf.orgHospitality Training Foundationhttp://www.ft.comFinancial times onlinehttp://www.haworthpress.comHaworth press collection of hospitality & foodservice journalhttp://www.brint.com

Students are invited to increase their knowledge, manage their learning experience and to develop their research skills by selecting reading appropriate to their individual needs. Reading lists provided in this unit will provide a useful starting point. In particular students will be expected to consult recent academic research published in scholarly journals. A range of other trade journals and publications are also available in the library that will assist students in their work.


In this unit, synthesis of business management practises and Information Technology (IT) are considered. Essentially, the success of any organisation is attributed to its business model. Emergence of the knowledge society and knowledge-based economy makes it imperative to incorporate and integrate managing information systems with business management.

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http://www.brint.com/

http://www.haworthpress.com/

http://www.ft.com/

http://www.htf.org/

http://coursesites.blackboard.com/

http://www.hotelbenchmark.com/

http://www.htng.org/

http://www.hospitalitynet.org/

http://www.wiredhotelier.com/

http://www.lodgingnews.com/

http://www.lodgingmagazine.com/

http://www.hospitalityupgrade.com/

http://www.hotelsmag.com/

http://www.hotel-online.com/


UNIT TITLE Management Accounting and Finance UNIT CODE NUMBERHOME PROGRAMME MSc / PgDip International Hospitality ManagementHOME DEPARTMENT University Centre ‘César Ritz’SUBJECT AREAUNIT LEADER(S) Armin Torweihe and Colin SeeleyCREDIT VALUE 20 CREDITS AT

LEVEL:M

AMOUNT OF STUDENTS EFFORT (HOURS)


Lectures and Tutorial = 88 hours


Upon completion of this unit, students will be able to:1. comprehend and critically analyse financial statements2. understand and employ cost concepts3. employ cost-volume-profit analyses in managerial decision

making4. evaluate and apply different approaches to pricing5. critically assess tax issues and prepare forecasts and budgets6. appraise the fundamentals of stock and bond markets7. know how a business can be financed and the impact of8. financing on profitability and risk9. make capital budgeting decisions10. identify and critically evaluate impact of changes in credit and

inventory policies11. comprehend and critically review regulations for financial

reportingCURRICULUM OUTLINE

An overview of the Regulations for Financial Reporting explanation of financial statements and ratio analysis examine purchase and allocation decisions, fixed and variable

costs analyse breakeven and other cost-volume-profit critically consider pricing with emphasis on bottom-up

approach to pricing evaluate corporate taxation, forecasts, cash budget analyse characteristics of stocks and bonds, valuation, risk critically assess leverage, risk, earnings per share critically appraise payback period, net present value, internal

rate of return explore credit and inventory policies


Lectures, discussions, and tutorials (if required), TV business news, problem solving exercises, self-assessments, weekly reading

ASSESSMENT STRATEGIES

Assessment 1: Examination (30%)Assessment 2: Group Case Study (30%)Assessment 3: Examination (40%)

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Both examinations are graded based on accuracy of calculations and marks are awarded accordingly. The total number of marks for each question is clearly indicated in the examination paper.

Group case study is related to investment in four publicly traded companies. The written report should consist of - a history of each company and stock price performance chart for each for the past five years (20%) - analysis of companies’ performance (past and present) and justification of choice of these companies in view of current geopolitical and/or economic environment; firm-specific and market-related risk and growth prospects to be discussed. Grading of this part is not based on profitability of proposed investment, but on in-depth analysis, logical reasoning, up-to-date information and accuracy of statements made. (50%)- alternative investments to be explained if funds available for a longer period of time, choice to be made and justified of one such investment, concept of opportunity cost to be addressed (20%)- calculation of return on investment for the case study period, stock price charts for the same period, accuracy of calculation (10%)


Essential texts: Keown, A.J., Martin, J.D., Petty, J.W. & Scott Jr., D.F. (2005). Financial Management (10th ed.). N.J., U.S.A.: Prentice Hall. Schmidgall, R.S. (2002). Hospitality Industry Managerial Accounting (5th ed.). M.I., U.S.A.: Educational Institute of the American Hotel and Lodging Association.

Recommended texts:Adams, D. (2006). Management Accounting for the Hospitality, Tourism and Leisure Industries: A Strategic Approach (2nd ed.). London: Thomson Learning.Brigham, E. & Ehrhardt, M. C. (2002). Financial Management: Theory and Practice (10th ed.). London: Thomson Learning Inc.Cote, R. (2002). Basic Hotel and Restaurant Accounting (5th ed.). MI, USA: Educational Institute of the American Hotel and Lodging Association. Drury, C. (2005). Management Accounting for Business (3rd ed.). London: Thomson Learning.Harvard Business Essentials (2003). Finance for Managers. MA: Harvard Business School Publishing Corporation.Jagels, M.G. & Coltman, M.M. (2004). Hospitality Management Accounting (5th ed.). N.J., U.S.A.: John Wiley & Sons.Moosa, I.A. (2002). Foreign Direct Investment: Theory, Evidence and Practice. N.Y.: Palgrave.Mowen, M.M. & Hansen, D.R. (2005). Cost Management (5th ed.). O.H., U.S.A.: Southwest College Publishing.Shapiro, A.C. (1999). Multinational Financial Management (6th ed.). N.Y.: John Wiley & Sons.

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Students are invited to increase their knowledge, manage their learning experience and to develop their research skills by selecting reading appropriate to their individual needs. Reading lists provided in the Finance unit will provide a useful starting point. In particular students will be expected to consult recent academic research published in scholarly journals. A range of other trade journals and publications is also available in the library that will assist students in their work. In order to be current with financial issues around the world, it is recommended that students watch business reports on BBC, CNN and CNBC.



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UNIT TITLE Strategic Marketing in Business Environment UNIT CODE NUMBERHOME PROGRAMME MSc/PgDip International Hospitality ManagementHOME DEPARTMENT University Centre ‘César Ritz’SUBJECT AREAUNIT LEADER(S) Saskia Faulk and Charles BruggmannCREDIT VALUE 20 CREDITS AT

LEVEL:M

AMOUNT OF STUDENTS EFFORT (HOURS)


88 hrs =Lecture 44 hrsTutorials 44 hrs


Upon completion of this unit, students will be able to:1. identify differences in marketing and business

environments within which national and international hospitality and tourism industries operate and evaluate their impact on strategy, design, and manufacturing of hospitality and tourism products.

2. critically evaluate marketing and business situations through the use of theories pertaining to marketing, consumer behaviour, business strategy, economics, political science, and cultural studies.

3. appraise the impact of international, cultural, social, economic and legislative factors on marketing and business strategies.

CURRICULUM OUTLINE

importance and role of marketing within the hospitality and tourism and related service industries; the role of marketing in organisational strategy, environmental scanning.

the role of marketing in the value chain, marketing mix strategies for service companies, generic strategies and the development of competencies for competitive advantage, marketing analysis of competition, five forces analysis of competition.

the role of companies and management in the social, cultural and economic context, the importance of and choices in corporate governance.

The importance of different stakeholders in the corporate environment and how their different expectations will affect company behaviour.

consumer behaviour, individual, social, cultural, and psychological factors in buyer decision-making, decision-making processes and theories.

segmentation of industrial and consumer markets, targeting rationales, positioning strategies.

understand the role of and choices implicit in corporate

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level strategies including the international dimensions. definition and dimensions of culture; the parameters,

sources and functions of culture including the cultural environment; models of cultural differences.

political, regulatory, economic, social, cultural, technological, ecological, and demographic factors in the business environment; implications of environmental changes on business and marketing management.

integrated marketing communications strategies, including advertising, public relations, personal selling, internet marketing, direct marketing, viral and guerrilla marketing.


Lectures, seminars, videos, group and class discussions, workshops, individual tutorials, applications project, and case studies. The sessions are designed to be interactive and are supported by extensive pertinent research, directed study and weekly reading.


Case-study based exam (25%) Essay based exam (25%) 5,000 word academic paper and applications exercise

(50%) developed from theoretical bases and using the marketing plan as a model.


Case-study based exam (criteria equally weighted)Appropriate application of pertinent theories and models to case study situation; Quality and clarity of arguments; level of critical analysis; written expression.

Essay based exam (criteria equally weighted)

In-depth coverage of relevant topics; Quality and clarity of arguments; level of critical analysis; written expression.

Academic paper and applications exercise (criteria equally

weighted except for topic selection and correct citation)Selection of a reasonably realistic services marketing situation as a focus; Identification and use of an appropriate literature base. Quality of presentation and argumentation of relevant theories and concepts; application to a specific marketing situation. Critical analysis, evaluation and synthesis of evidence. Correct citation of source material according to the American Psychological Association style. Overall clarity, style, logic and coherence of the written submission.


Essential texts: Blackwell, R. D., Miniard, P. W., and Engel, J. F. (2006). Consumer Behavior (10th ed.). Thomson Southwestern. Johnson G., Scholes K., and Whittington R. (2005) Exploring Corporate Strategy – Text & Cases (7th ed.). New York: Prentice

_____________________________________________________________________________23



Hall.Lewis, R. C. and Chambers, R. E. (2006) Marketing Leadership in Hospitality (4th ed.). New York: John Wiley & Sons.Shimp, T. A. (2003). Advertising, Promotion and Supplemental Aspects of Integrated Marketing Communications (6th ed.). Thomson Southwestern.Usunier, J. C. and Lee, J. (2005). Marketing Across Cultures, (4th Ed.) Harlow: Prentice Hall.

Recommended texts:Bradley, F. (2003). Strategic Marketing in the Customer Driven Organization. Chichester, UK: John Wiley & Sons.Czinkota, M. R. and Ronkainen, I. A. (2004). International Marketing (7th ed.). Thomson Southwestern. Hitt M., Ireland R., and Hoskisson R. (2004) Strategic Management: Competitiveness & Globalization: Concepts & Cases (6th ed.). Belmont, CA: Thomson LearningHofstede, G. (2001) Culture’s consequences: comparing values, behaviours, institutions and organisations across nations. London: Sage Publications Inc.Kotler, P., Bowen, J. T., and Makens, J. C. (2005). Marketing for Hospitality and Tourism (2nd ed.). New York: Prentice Hall.Lambkin, M., Foxall, G., Van Raaij, F., and Heilbrunn, B. (Eds.) (1998). European Perspectives on Consumer Behaviour, Hemel Hempstead: Prentice Hall.McCue, S. (2006). Farce to Force: Building Profitable E-Commerce Strategies. Thomson Southwestern.Palmer, A. (2005). Principles of Services Marketing (4th ed.). Maidenhead: McGraw Hill.Perreault, W. D., Jr. and McCarthy, E. J. (2006). Essentials of Marketing: A Global-Managerial Approach, (10th ed.). New York, NY: McGraw-Hill/Irwin.Porter, M. (2004). Competitive Strategy: Techniques for Analysing Industries and Competitors (8th ed.) Free Press.Schneider, S. and Barsoux, J. J. (2002). Managing Across Cultures (2nd ed.). London: Pearson EducationSeth, J. N. and Mittal, B. (2004). Customer Behaviour: A Managerial Perspective (2nd ed.) Thomson Southwestern. Scollon, R. and Scollon, S.W. (1999). Intercultural Communication. Oxford: Blackwell Publishing.Trompenaars, F. and Hampden-Turner, C. (1997). Riding the Waves of Culture: Understanding Cultural Diversity in Business (2nd ed.). London: Brealey.

Databases: Emerald Library; EBSCO

Web sites:For a complete listing see

_____________________________________________________________________________24



http://www.ritz.edu/Brig/lrc/marketing.html

Students are invited to increase their knowledge, manage their learning experience and to develop their research skills by selecting reading appropriate to their individual needs. Reading lists provided in this unit will provide a useful starting point. In particular students will be expected to consult recent academic research published in scholarly journals. A range of other trade journals and publications is also available in the library that will assist students in their work.


In this unit, students are encouraged to develop a realistic approach to marketing and business problems by conceiving of their own services marketing situation, for which they must elaborate a fact-based environmental context and which they will use to apply the marketing and strategy theories and models presented during contact hours and in the readings.

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http://www.ritz.edu/Brig/lrc/marketing.html


UNIT TITLE Human Resources Management in Legal and Cultural EnvironmentUNIT CODE NUMBERHOME PROGRAMME MSc/PGDip International Hospitality ManagementHOME DEPARTMENT University Centre ‘César Ritz’SUBJECT AREAUNIT LEADER(S) Carrol Jordan and George H.CockerCREDIT VALUE 20 CREDITS AT LEVEL: MAMOUNT OF STUDENTS EFFORT (HOURS)


Lectures and Tutorials = 88 hours


Upon completion of this unit, students will be able to/ have gained an understanding of the importance:

1. appraise and compare the human resources and cultural environments within which national and international hospitality and tourism industries operate and evaluate their impact on the hospitality and tourism product.

2. apply and evaluate critically by academic theories, pertaining to human resource and diversity management and national and organisational culture, which may inform and influence the development of HRM and cultural strategies and procedures in hospitality and tourism organisations.

3. assess and evaluate the impact of international, cultural, social, economic, ethical and legislative factors on organisational behaviour and human resource management.

4. identify and examine macro and micro cultural determinants of effective employee management and customer care strategies and the significance of diversity at international, national and sub-cultural levels.

CURRICULUM OUTLINE

structure of organisations and the influence on generic metaphors; resourcing the organisation: human resource planning and

organisation of work in the hospitality and tourism industry; contractual obligations; managing diversity.

development and performance; training and learning process; performance management process; individual, team and organisational performance as linked to appraisal or reward systems;

employment relations: building and maintaining the employment relationship; leadership and management style; commitment and involvement; conflict and grievance resolution; discipline and termination of employment.

Ethics & social responsibility in employment; the psychological contract in the employment relationship.

definition and dimensions of culture; the parameters, sources and functions of culture including the cultural environment.

international models of cultural differences. implications of culture for business management; the culture of

_____________________________________________________________________________26



organisations; the transmission and perception of organisational culture international models of cultural differences.

implications of culture for business management; the culture of organisations; the transmission and perception of organisational culture.

dominant business cultures; corporate culture; the impact of cultural issues on people and businesses within hospitality and tourism.


Lectures, seminars, videos, group and class discussions, problem solving exercises, workshops, self-assessments, mini case studies. The sessions are designed to be interactive and are supported by extensive pertinent research, directed study and weekly reading.


2500 word essay. (50%) 2500 word academic paper (50%) developed from a theoretical

basis and exemplified using self task design focusing on a study of companies, a company, employees or consumers

(Please see LTSN Case Studies Ineson 2002 at http://www.hlst.ltsn.ac.uk/resources/cases/case40.html)


Essay Coverage of topic Organisation of thoughts and material, quality and clarity of argument; level of critical analysis; written expression and style. Evidence of breadth and depth of reading; appropriate APA system of referencing and bibliography.

Academic paper (Each criterion is weighted equally)Justification of topic area and selection of a focus. Identification and use of an appropriate literature base and correct citation of source material. Discussion of pertinent key issues underpinned by the literature base. Presentation and sustainability of the arguments. Critical analysis, evaluation and synthesis of evidence. Overall clarity, style, logic and coherence of the written submission.


Essential texts: Brown, A. D. (1998). Organisational Culture (2nd ed.). London: Pitman.D’Annunzio-Green, N., Maxwell, G., and Watson, S (2002). Human Resource Management: International Perspectives in Tourism and Hospitality. London: ContinuumMullins, L. J. (2001) Hospitality Management and Organisational Behaviour (4th ed.). Harlow: Longman.Riley, M., Ladkin, A., and Szivas, E (2002). Tourism Employment: analysis and planning. Clevedon, OH: Channel View Publications Usunier, J. C. (2000). 'Marketing Across Cultures (3rd ed.). Harlow: Prentice Hall.

Recommended texts:Barnard G. (1999). Cross-cultural communication: a practical guide. London: Cassell.Gabbott, M. and Hogg, G. (eds.) (1998). Consumers and Services. Chichester: John Wiley and Sons Ltd.

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Gatley, S., Lessem, R. and Altman, J. (1996). Comparative Management: A Transcultural Odyssey. London: McGraw-Hill.Hofstede, G. (2001). Culture’s consequences: comparing values, behaviours, institutions and organisations across nations. London: Sage Publication Inc.Hoque, K. (2000). Human Resource Management in the Hotel Industry. London: Routledge.Lee-Ross, D. (ed.) (1999). HRM in Tourism and Hospitality: international perspectives on small to medium sized enterprises. London: Cassell. Scollon, R. and Scollon, S.W. (1999). Intercultural communication.Oxford: Blackwell.Torrington D., Hall L., and Taylor S. (2002). Human Resource Management (5th ed.). Harlow: Prentice Hall.Trompenaars, F. (2000). Riding the Waves of Culture: Understanding Cultural Diversity in Business (2nd ed.). London: Brealey.

Databases: Emerald; WHATT; CAB; AHT

Web sites:http://www.ipd.co.ukInstitute of Personnel and Developmenthttp://www.peoplemanagement.co.ukPeople Managementhttp://www.PERSONNELTODAY.COMPersonnel Today http://www.dti.gov.ukDepartment of Trade and Industryhttp://www.open.gov.ukGovernment statistics and policieshttp://www.tuc.org.ukTrades Union Congresshttp://www.htf.orgHospitality Training Foundation

Students are invited to manage their learning experience by selecting reading appropriate to their individual needs. Reading lists provided in this unit will provide a useful starting point. In particular students will be expected to consult recent (within previous 5 years) academic research published in scholarly journals. A range of other texts available in the library will assist students in identifying human resources, legal and cultural issues.


In this unit, outcomes for the determination of integration and commitment, management style, organisational structure and work organisation, employee resourcing, development and performance management, and industrial relations’ environment are considered. Furthermore, increasing diversity in terms of products, markets and suppliers necessitates some understanding of those aspects of culture that may affect the effect success in terms of achieving a competitive

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http://www.htf.org/

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

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

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

http://www.PERSONNELTODAY.COM/

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

http://www.ipd.co.uk/


advantage. Intangible as well as tangible aspects interact to produce the synergy of ‘the service product’, the implications of which are evident in the context of offering and marketing a quality international service. It is acknowledged that sustained competitive advantage rests on having a constructive relationship with employees and a management approach that enables them to draw on and develop a potential global workforce. This approach is relevant particularly in labour intensive hospitality and tourism organisations where organisational performance, human resource and diversity management are perceived as central business concerns that contribute to effective performance, stability and consumer satisfaction.


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UNIT TITLE Methods of EnquiryUNIT CODE NUMBERHOME PROGRAMME MSc / PgDip International Hospitality ManagementHOME DEPARTMENT University Centre ‘César Ritz’SUBJECT AREAUNIT LEADER(S) Michael Vieregge, Matthew Yap and MMU Exchange FacultyCREDIT VALUE 20 CREDITS AT LEVEL: MAMOUNT OF STUDENTS EFFORT (HOURS)


Lectures, Tutorial and Workshops = 88 hours

UNIT STATUS Mandatory Core (compulsory for all students)PRE-REQUISITES NoneCO-REQUISITES NoneUNIT LEARNING OUTCOMES

Upon completion of this unit, students will be able to:1. identify the main concepts, techniques and applications of

research

2. select pertinent literature and analyse it effectively

3. understand the employment of statistical software.

4. produce a research proposal for their MSc dissertation that

(a) demonstrates the ability to critically select, justify and use appropriate enquiry methods and processes;

(b) demonstrates the ability to engage with relevant methodological and substantive bodies of knowledge in a critical and reflective manner; and

(c) reflects upon management theories and current industry practices.

5. communicate clearly, both orally and verbally, with specialists and non-specialists.

6. evaluate critically and apply appropriate problem identification, analysis and solution techniques within the context of a small-scale, applied research project.

CURRICULUM OUTLINE

problem identification, analysis and solution techniques. critical and creative thinking. research topics, questions and dissertation considerations. research philosophies, ethics and methodologies. research designs, qualitative and quantitative data

collection/analysis methods and techniques. the conduct of small-scale, applied research within an

unfamiliar context. operation of statistical software.


Self-study; desk research; tutorials; lectures; discussion, seminars; research case studies; group and individual exercises; drop-in workshops, and individual tutorials.

ASSESSMENT This unit will be assessed by two pieces of coursework as follows;_____________________________________________________________________________

30Document last modified on 08 May 2023


STRATEGIES dissertation Research Proposal of 1,500 words (50%). Final Examination (50%)


1. The research proposal for the MSc dissertation will include: a working title; an aim and 3-5 objectives; literature review from at least 10 key sources (references to be provided); justifications of the study; proposed method(s) of research design, sampling method, data collection and analysis, anticipated outcomes. The research proposal must be no more than 1,500 words in length. Lists of bullet points without justification are not acceptable in the main body of the text that should be written in essay format. The word count must be stated and marks will be deducted if the proposal is more than 10% (150 words) over this maximum word length on the following basis. Where the word length of the proposal is >10% and <=20% (300 words) over the 1,500 word limit the mark /100 will be reduced by 10%. If the length exceeds 1,800 words the work will be failed. Presentation of the proposal must adhere to the University writing handbook.Each student is required to have two dissertation supervisors. Students are invited to select their own supervisor, with the agreement of the individual concerned. However, assistance will be available from the unit leader if required. It is suggested that students consult with their supervisor on at least two/occasions prior to submitting this coursework. The supervisor should be prepared to comment on ways in which draft proposals might be improved.In assessing the dissertation proposals, the following criteria will be taken into account:

(a) Working title (This should be stated in one sentence, capturing the essence of the study.)

(b) Purpose or aim of the study (The purpose should be clear and concise, set the stage for the study and establish the direction that the study will take.)

(c) Objectives (These are "concise statements of expected outcomes" of the study that are clearly measurable. Three to five objectives should be listed.)

(d) Literature review (The literature review should provide comprehensive coverage of the major areas of the study and should integrate these areas. At least ten key sources should be used.)

(e) Justification of the study (The literature review should identify a gap in knowledge that this study proposes to fill, or a question/problem that needs to be answered/addressed.)

(f) Proposed method (This section should fully address the sampling method, data collection method/s (quantitative, qualitative or both), and data analysis methods. The research method should be justified

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and appropriate to achieve the purpose and objectives of the study.)

(g) Anticipated findings (This section should detail the anticipated findings of the study based on deductions made from the literature.)

(f) Completeness of the Proposal (This includes presentation, style, grammar, syntax and spelling, length, citation of references, and reference list)

The research proposal will be marked independently by the first dissertation supervisor and a designated second marker. If the two markers are not able to agree a mark a member of this unit’s delivery team will act as a third marker/moderator.

2. The Final Examination aims to assess the students’ analytical and reasoning skills in assessing and justifying the employment of research methods. In addition, the students’ level of knowledge on research methods will be determined.


Essential text:Saunders, M., Lewis, P. and Thornhill A. (2007) Research Methods for Business Students, (4rd ed.). London: Prentice Hall.

Recommended texts:Brotherton, B. (Ed.). (1999). The Handbook of Contemporary Hospitality Management Research. New York: John Wiley & Sons, Inc.Clark, M., Riley, M., Wilkie, E. & Wood, R. (2002). Researching and Writing Dissertations in Hospitality and Tourism. London: Thomson Learning. Corston, R. & Colman, A. (2003). A Crash Course in SPSS for Windows, (2nd ed.). Oxford: Blackwell Publishing.De Vaus, D. (2001). Research Design in Social Research. London: Sage Publications, Inc.Denzin, N.K. and Lincoln, Y.S. (eds) (1994) Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications.DeVallis, F. R. (1991). Scale Development: Theory and Applications. London: Sage Publications, Inc.Dillman, A. D. (2000). Mail and Telephone Surveys: The Tailored Design Method. New York: John Wiley & Sons. Greenfield, T.(Ed.). (2002). Research Methods for Postgraduates. London: Arnold Publishers. George, D. & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference, 11.0 Update (4th ed.). Boston: Pearson Education, Inc.Hart, C. (2001). Doing a Literature Search. London: Sage Publications Ltd.Jankowicz, A.D. (2005). Business Research Projects for Students, (4th ed.). London: Chapman and Hall.Pallant, J. (2005). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS Version 12 (2nd ed.). Bershire, UK: Open

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University Press.Porter, S. (Ed.), (2002). Doing Postgraduate Research. London: Sage Publications Ltd.

Supporting Software:The Electronic Textbook (StatSoft) (http://www.statsoft.com/textbook/stathome.html)Statistical Package for the Social Sciences (SPSS) version 12.0

Databases:Emerald Library, EBSCO, MMU Library.

Students are invited to manage their learning experience and to develop their research skills by selecting reading appropriate to their individual needs. Reading lists provided in the Research Methods unit will provide a useful starting point. In particular students will be expected to consult recent (within previous 5 years) academic research published in scholarly journals. A range of other texts available in the library will assist students in identifying the appropriate design and method for their Dissertation.


Feedback and evaluationThe supervisors are responsible for providing students with written comments on their proposals one week after the submission of the proposals.

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http://www.statsoft.com/textbook/stathome.html


MSc in International Hospitality Management

UNIT TITLE Dissertation

UNIT CODE NUMBER

HOME PROGRAMME MSc in International Hospitality Management

HOME DEPARTMENT University Centre ‘César Ritz’

SUBJECT AREA

UNIT LEADER(S) Michael Vieregge and Matthew YapCREDIT VALUE 60 CREDITS AT

LEVEL:M

AMOUNT OF STUDENT EFFORT (HOURS)


10 hours per student – individual student supervision

UNIT STATUS Mandatory Core (compulsory for all students)PRE-REQUISITES Postgraduate Diploma in International Hospitality ManagementCO-REQUISITES NoneUNIT LEARNING OUTCOMES

On completion of this unit students will be able to:1. Understand the requirements, nature and form of the MSc

Dissertation2. Critically evaluate a range of research methodologies with

particular reference to research design, data collection and data analysis techniques

3. Select, implement and justify those techniques that are best suited to the needs of their individual studies

4. assess, evaluate and reflect upon relevant management theories, models and current practices in the international hospitality industries

5. demonstrate enhanced powers of critical analysis, synthesis and evaluation

6. communicate effectively in a professional environment7. plan, execute and document original academic research.

CURRICULUM OUTLINE

Critically evaluate a range of research methodologies with particular reference to data collection and analysis techniques

Select an appropriate research topic and justify those research techniques that are best suited to the topic.

Plan and write a dissertation.TEACHING AND LEARNING STRATEGIES

Self-study; desk research; tutorials; lectures; individual exercises; drop-in workshops.


Write a dissertation (not to exceed 15,000 words excluding tables, diagrams and appendices).


Although the range and format of dissertations varies according to the nature of the exploration undertaken, assessment (by both External and Internal Examiners) criteria normally taken into account are: the quality and originality of the issue(s) selected for

consideration;_____________________________________________________________________________



the selection, application and critique of ideas, concepts, theories and empirical research relevant to the issue(s) in question;

the quality and relevance of the literature reviewed; the appropriateness of the method; the sampling method and justification; the quality and appropriateness of data gathering and analysis; the reliability, validity and relevance of the data and the

appropriateness of the conclusions; the reflections, practical implications and recommendations for

future research; the quality of the presentation in terms of logic, structure and

coherence; the style in which it is written.The relative weightings of these criteria are determined by the nature of the enquiry undertaken, and are subject to the agreement of the examiners.

INDICATIVE STUDENT LEARNING RESOURCES

Essential text:Saunders, M., Lewis, P. and Thornhill A. (2007) Research Methods for Business Students, (4rd ed.). London: Prentice Hall.

Recommended texts:Brotherton, B. (Ed.). (1999). The Handbook of Contemporary Hospitality Management Research. New York: John Wiley & Sons, Inc.Clark, M., Riley, M., Wilkie, E. & Wood, R. (2002). Researching and Writing Dissertations in Hospitality and Tourism. London: Thomson Learning. Corston, R. & Colman, A. (2003). A Crash Course in SPSS for Windows, (2nd ed.). Oxford: Blackwell Publishing.De Vaus, D. (2001). Research Design in Social Research. London: Sage Publications, Inc.Denzin, N.K. and Lincoln, Y.S. (eds) (1994) Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications.DeVallis, F. R. (1991). Scale Development: Theory and Applications. London: Sage Publications, Inc.Dillman, A. D. (2000). Mail and Telephone Surveys: The Tailored Design Method. New York: John Wiley & Sons. Greenfield, T.(Ed.). (2002). Research Methods for Postgraduates. London: Arnold Publishers. George, D. & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference, 11.0 Update (4th ed.). Boston: Pearson Education, Inc.Hart, C. (2001). Doing a Literature Search. London: Sage Publications Ltd.Jankowicz, A.D. (2005). Business Research Projects for Students, (4th ed.). London: Chapman and Hall.Pallant, J. (2005). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS Version 12 (2nd ed.). Bershire, UK: Open University Press.Porter, S. (Ed.), (2002). Doing Postgraduate Research. London:

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Sage Publications Ltd.

Supporting Software:The Electronic Textbook (StatSoft) (http://www.statsoft.com/textbook/stathome.html)Statistical Package for the Social Sciences (SPSS) version 12.0

Databases:Emerald Library, EBSCO, MMU Library.

Students are invited to manage their learning experience and to develop their research skills by selecting reading appropriate to their individual needs. Reading lists provided in the Research Methods unit will provide a useful starting point. In particular students will be expected to consult recent (within previous 5 years) academic research published in scholarly journals. A range of other texts available in the library will assist students in identifying the appropriate design and method for their Dissertation.


The dissertation requirement provides the student with the opportunity to exercise the skills acquired and developed previously through participation in a self-initiated and self-programmed exploration of a realistic issue pertinent to the international hospitality industry. Utilising prior experiences from the Methods of Enquiry, the Dissertation provides an opportunity for the students to demonstrate mastery of high level cognitive and personal skills, and a critical and creative engagement with leading edge thinking in the specific subject area.The dissertation normally involves both desk research and empirical enquiry into the chosen topic and is concerned primarily with reviewing the pertinent literature to put the study into context, analysing and evaluating data, drawing valid conclusions and making appropriate recommendations for future research and application of the findings in industry. Candidates must demonstrate evidence of reflection upon the theoretical implications and practical applications of their research. In view of the varied interests and experiences of candidates, there is considerable flexibility with regard to the choice of the dissertation topic. Suggestions are offered by prospective supervisors and a list of previous MSc dissertation titles is available in the UCCR library.The dissertation must be submitted within 6 months for full-time students and twelve months for part-time students.Students are referred to the dissertation handbook for further information regarding responsibilities, planning, recording, writing, submission, assessment and moderation/standardisation.

Feedback and evaluationWith the agreement of Examiners, students are provided with written comments on their dissertation following the Examination Board.

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http://www.statsoft.com/textbook/stathome.html


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2.4 Relationship to Subject Benchmark Statement(s)

QAA subject benchmark statements are intended to provide an overview of expectations in subject disciplines at Honours level within the Framework of Higher Education Qualifications. Accordingly, their relevance to programmes of study at Masters level is not always direct. In addition, because of the multidisciplinary nature of the programme, there is no clear unitary relationship to a single set of benchmark statements.

2.5 Relationship to Professional/Statutory Body Expectations

There is no recognised professional or statutory body appropriate to the diverse international student body at University Centre ‘César Ritz’.

3.0 Assessment Regulations

The MMU Regulations for taught postgraduate programmes of study will apply. With reference to Programme-Specific Regulations, all students are required to attend all seminars, workshops and other sessions for which they are timetabled.

4.0 Programme Management and Student Support

4.1 Programme Committee

4.1.1 Membership

The Programme Committee will consist of the following members:

Programme Leader (Chair) MMU Head of Department Dean of Hollings UCCR Dean of Faculty UCCR School Director MMU Link Tutor Student representative elected from the Programme Teaching Staff Representative UCCR Head of Learning Resources UCCR Link Tutor

4.1.2 Responsibilities

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

i the maintenance and enhancement of the academic standards of the Programme

ii the monitoring and evaluation of the Programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs

_____________________________________________________________________________38



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

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

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

Programmes, teaching and learning, the content of the curriculum

the assessment and examination of students (in conjunction with Board of Examiners)

criteria for the admission of students

research, scholarship and Programme-related staff development

the appointment of internal and external examiners

vi advising the UCCR Academic Council on such matters as above

vii ensuring the academic development of the Programme

viii advising the UCCR Academic Director through the Programme Leader on the resources needed to support the Programme

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

4.2 Programme Leader Responsibilities

The appointment and duration of office of a Programme Leader shall be determined by the UCCR Dean of Faculty. Programme committee recommendations shall be addressed through the Programme Leader to the Academic Director who in turn shall report to the UCCR Academic Council.

The Programme Leader shall be responsible for:

Leading academic development of the Programme. Advising on recruitment and admissions to the Programme.

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Producing and distributing to members of the Programme Team a Programme calendar.

Collating assessment plans for the Programme, and negotiating with individual Unit Leaders as necessary to produce a suitably balanced assessment regime.

Ensuring that assessment spreadsheets are complete and accurate before their presentation to the pre and final Examination Boards.

Maintaining contact as appropriate with the External Examiner. Producing term and annual Programme reports. Counselling students Liaising with external bodies in relation to the Programme. Providing support for faculty and students. Maintaining close relationship with Manchester Metropolitan University Attending meetings at Manchester Metropolitan University in Manchester

UK. The current Programme Leader is Dr. Matthew Yap.

4.3 Link Tutor Responsibilities

The MMU Programme Link Tutor acts as a critical friend, offering help, support, guidance and advice, and also monitoring adherence to MMU quality management procedures

If appropriate, the Programme Leader may delegate responsibility for the operation of day-to-day mentoring and quality management to MMU and Partner Programme Link Tutors. If Programme Link Tutors are not appointed, the roles and responsibilities of the Programme Link Tutors remain, and must be undertaken either by the Programme Leader him/herself or by clearly identified alternatives, so that the performance of those specific responsibilities at both MMU and the partner may be monitored and documented.

maintenance of regular contact with the MMU Programme Leader and the Partner Programme Link Tutor (or, in the case of a programme not delivered at MMU, the Partner Programme Leader alone)

providing general assistance and guidance on programme development and management, MMU regulations, policies and procedures

guidance on wider HE issues, eg QAA Academic Infrastructure visiting the partner at least once during the academic year. Meetings with

partner staff , partner students (separately), Partner Librarian, to provide an opportunity to receive feedback on any issues of concern or good practice

producing a Link Tutor report on those visits, to be submitted to the Head of Department (or equivalent) and Head of Academic Partnership

overseeing compliance with the Agreement, its schedules and the Definitive Document.

advising on general programme development supporting the Partner Programme Link Tutor and other partner staff in

undertaking the Annual Monitoring Exercise

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provision of current documentation (for example: copies of external examiner reports and responses to them, Annual Monitoring Exercise information, the Programme Specification, information on MMU policies and procedures) to the partner Programme Link Tutor for circulation to teaching staff teaching delivering or supporting elements of the programme under collaborative arrangements

monitoring support and academic guidance systems provided for students (including MMU approved systems for personal development planning and the opportunity to participate in student satisfaction surveys) as specified in the Definitive Document

ensuring students are appropriately familiar with, and involved in, quality management procedures

overseeing the administration of assessment and moderation arrangements attendance at the partner and (if the programme is also delivered at MMU)

MMU Programme Committee meetings attendance at Boards of Examiners meetings in co-ordination with the MMU Designated Administrator, ensuring that

programme management data and documentation requirements relating to the elements of the programme delivered under collaborative arrangements (for example: admission, retention, attendance, withdrawal, progression and completion, student satisfaction surveys, annual monitoring, Programme Committee minutes) are understood and submitted in a timely manner to MMU by the partner

reporting to the MMU Head of Department (or equivalent) on the effective operation of systems for monitoring the accuracy, reliability and completeness of all material published by the partner in any format relating to elements of the programme delivered under collaborative arrangements (for example: student handbooks, publicity, admission and recruitment information)

reporting to the MMU Head of Department (or equivalent) on any matters of concern relating to the academic standard or the academic quality of the programme

The MMU Programme Link Tutor is not responsible for formal line-management or staff quality assurance matters, but should bring any such matters to the attention of her/his own Head of Department (or equivalent)

The MMU Programme Link Tutor is supported and advised by the MMU Head of Department (or equivalent), the MMU Programme Leader, the MMU Designated Administrator, the Faculty Co-ordinator and the Head of Academic Partnership

(S)he is line-managed by the Head of Department (or equivalent). The current Link Tutor is Mr. Neil Symon.

4.4 Other Staff Responsibilities

Unit Leaders provide a progress report in Week 5-6 of each term, and a summary report at the end of each term. These reports are monitored by the Academic Director, Programme Leader and, where appropriate, the Board of

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Examiners to ensure effective oversight and evaluation of student progress and achievement.

All Unit Leaders are required to provide schemes of work. The ‘scheme of work’ provides a detailed breakdown of the course delivery, lesson by lesson over the 11 week term, and is distributed in the first class. Schemes are presented in a standard format, an electronic copy of which is available to faculty on the network server.

Schemes of work must be completed prior to the start of the relevant term, and an electronic copy sent to the Programme Leader, normally by the last week of the previous term. In the scheme of work, the contributory assessment elements and submission dates are clearly set out. Unit Leaders provide an assessment plan with details of all contributory assessment elements, to the Programme Leader at the start of each term.

All final exams are submitted to the Programme Leader in Week 10 for review. This review process assures that learning objectives for each course are being assessed at an appropriate level, and that examination papers are clear, fair and consistent.

All exams, tests and major assessments must be kept by the Unit Leader and given to the Registrar at the end of the Term together with the grading spreadsheets, marking schemes, assignment briefs and syllabi. These records ensure any student appeals can be dealt with promptly and permit on-going monitoring of assessment activities and student learning outcomes.

4.5 Student Support Strategy

1 The Programme Leader is responsible for assuring quality in the pastoral care and learning support provided for each student enrolled in the Programme. The Programme Leader maintains close contact with students and has specific responsibility for:

Monitoring student attendance and academic progress, and providing counselling as appropriate. Assisting students in the resolution of personal and academic problems that may from time to time arise. Meeting with student representatives at least one per term.

2 Student learning support sessions are organised periodically to improve students’ verbal and non-verbal communication skills.

3 Student Services Office is responsible for assuring students developing a healthy mind and body, and quality lifestyle on and off campus in Brig,

Switzerland, during their leisure time.

4 The availability of Student Counsellor on campus to listen and address students’ confidential personal issues.

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Appendix A – Scheme for the Admission of Students with Advanced Standing Following the Accreditation of Prior Learning

1. This scheme is to be used for the accreditation of prior learning of applicants seeking admission with advanced standing to a programme, either undergraduate or taught postgraduate, of the University.

2. APL involves assessing and, where appropriate, recognising certificated or experiential prior learning for the purpose of admitting students with advanced standing, i.e. to a point after the normal beginning of the programme.

3. Consideration of applications for admission with advanced standing shall only be given to applicants considered to be qualified and/or suitable for admission to the programme and judged to have the ability and motivation to complete it and gain the award to which it leads.

4. Admission with advanced standing will exempt students from studying one or more programme Units or Stages, subject to the limits set out in 10 and 11 below.

5. No award may be granted retrospectively in respect of any learning that is accredited and/or any programme Units or Stages which have been exempted.

6. Exemption from part(s) of a programme may only be given if the applicant has demonstrated achievement of the learning outcomes and progression requirements specified for the Unit(s) or Stage(s) in question by means other than attendance on the planned programme, and will be able by completing the remaining requirements to fulfil the objectives of the programme and attain the standard required for the award.

7. The amount of exemption that may be granted under this scheme will be subject to programme requirements and regulations and 10-11 below.

8. Where exemption is sought of the supervised work experience component of a Sandwich award, then the applicant can only be a candidate for an award in the non-sandwich mode unless the exemption is sought on the basis of previously completed comparable supervised work experience as part of a previously studied programme.

9. Exemption for supervised work experience on Sandwich programmes may not be given for work experience undertaken outside the programme except in the case of a transfer between equivalent courses.

10. Exemptions granted under this scheme shall not exceed 50% of a programme except in undergraduate cases covered by 11 below. Note: Students admitted to a taught postgraduate programme are subject to this limit except that they may be given specific credit for the whole of a PgCert or PgDip already gained in a subject cognate to the Diploma or Masters programme being entered.

11. Exemption of up to 240 credits at levels 1 and 2 of an undergraduate degree programme may be granted in respect of prior certificated learning (defined below) accepted as fulfilling the attendance, progression and assessment requirements of those Units and/or Stages for which exemption is sought, and where a student so exempted will be able by completing the remaining programme requirements to fulfil the programme objectives, demonstrate the _____________________________________________________________________________



required learning outcomes and attain the standard required for the award to which the programme leads. Note: This provision does not apply to taught postgraduate awards.

12. Notwithstanding the provisions of this scheme, students may be allowed to transfer from a point on one programme of study within or outside the University to the same point on another within the University where it can be shown that the two programmes are equivalent in terms of the curriculum and learning outcomes. Such transfers will not require to be accredited under this scheme.

13. An applicant may apply to be admitted with advanced standing only on the basis of his/her prior certificated learning or prior experiential learning.

14. Admission with advanced standing shall only be given in cases where the prior certificated or experiential learning is accepted as equivalent to that of the learning that might otherwise have been achieved by following the programme of study.

15. Prior certificated learning refers to learning undertaken as part of a recognised programme of studies completed satisfactorily in whole or in part for which formal recognition or certification has been given. An Award Certificate or Transcript of Studies from the awarding institution verifying the learning undertaken and its outcomes will form acceptable evidence of certificated learning.

16. To be considered for admission with advanced standing on the basis of prior certificated learning, the applicant must have undertaken acceptable Units or Stages on another programme of study, under the auspices of a recognised educational institution, for which (s)he has received certificated academic credit in the form of an official Certificate, Transcript of Studies or some other acceptable documentary evidence. Where the certificated learning corresponds to that covered by the syllabus and learning outcomes of the programmeapplied for, the applicant may be considered for admission with advanced standing and be exempted from any or all of the corresponding Units/Stages subject to the maximum specified above.

17. Prior experiential learning refers to learning achieved outside the recognised educational or training systems; it will not, therefore, be certificated.

18. To be considered for admission with advanced standing on the basis of prior experiential learning, the applicant must articulate the learning outcomes of his/her experience/s and provide acceptable documentary evidence to substantiate their achievement. Where the experiential learning corresponds to that covered by the syllabus and learning outcomes of the programme applied for, the applicant may be considered for admission with advanced standing and be exempted from any or all of the corresponding Units/Stages subject to the maximum of 50% of a programme.

19. Prior certificated or experiential learning recognised under this scheme shall be given an appropriate Credit-value counting towards the Credit total required for completion of the programme and the gaining of any award to which it leads.

20. A student given Credit for prior learning accredited under this scheme shall, where it possible to do so, be graded in terms of the Units/Stages for which Credit has been given so that the relevant undergraduate or taught postgraduate award classification schemes can be _____________________________________________________________________________



applied. Where it is not possible to do so, the final result of the student shall be based on the results of those Units undertaken whilst on the programme.

21. Where it is considered not possible to grade accredited learning and where this may restrict the award classification or the standing of the award in relation to recognition by a professional body, this must be clearly conveyed in writing to the applicant prior to him/her joining the programme.

22. Claims may be judged to be successful in whole or in part, or unsuccessful. Appeals will not be considered but re-submissions will be considered.

PROCEDURE23. Applications for advanced standing in respect of an entire stage of a programme must normally be made prior to the student commencing the programme concerned. Applications for advanced standing in respect of part of a stage(s) of a programme will normally be made no later than the end of the student’s first term. The accreditation of learning from any employment or other activity being undertaken in parallel to the programme shall not be eligible for consideration under this scheme for purposes of advanced standing but may, where programme regulations permit, attract Credit as independent study modules.

24. Prior learning, whether certificated or experiential, accredited under this scheme shall be recorded on the student’s transcript of learning.

25. A student seeking to transfer from a point on one programme of study within or outside the University to the same point on another within the University where it can be shown that the two programmes are equivalent in terms of the curriculum and learning outcomes shall apply to do so in writing to the relevant Head of Department/School. The student shall provide such information as may be required for a decision on the transfer to be made. A record of a transfer and of the evidence on which it was approved shall be kept on the student’s file.

26. Applications for exemption on the basis of either prior certificated learning and/or prior experiential learning shall be submitted on the APL CLAIMDECISION FORM (Appendix APL1). The completed form shall be considered by the relevant Programme Admissions Tutor(s) with advice from subject specialist(s) where the subject matter of any part of the claim is outside the professional competence of the Admissions Tutor(s). Any exemptions must be approved by the Programme Leader or relevant Head of Department/School (or equivalent) (i.e decision always taken by more than one person).

27. Where the prior learning has been Credit rated and marked/graded and it is possible to do so, corresponding Credit, marks and grades on the new programme shall be given and recorded (on the APL CLAIM-DECISION FORM). Where this is not possible, the student shall be informed in writing of the Unit(s)/Stage(s) of the new Programme he/she will be exempted from and of the implications this may have for any final award in terms of degree or other classification or the standing of the award in relation to recognition by a professional body.

28. Applicants must be informed in writing of any exemptions that would subsequently debar them from professional body recognition.

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29. Applications for exemption on the basis of prior experiential learning and the decisions made on these should be included in the sample of student’s work considered by external examiners. There is no requirement placed on programme teams to involve external examiners beyond this.

30. Decisions on the nature and range of evidence appropriate to support a claim for the accreditation of prior learning shall be made having regard for the following criteria:

(a) Acceptability – is there an appropriate match between the evidence presented and the learning being demonstrated? Is the evidence valid and reliable?

(b) Sufficiency – is there sufficient evidence to demonstrate fully the achievement of the learning claimed?

(c) Authenticity – is the evidence clearly related to the applicant’s own efforts and achievements?

(d) Currency – does the evidence being assessed relate to current learning? Do any relevant professional, statutory or regulatory bodies have specific requirements in this respect?

GUIDANCE31. Programme teams must make information available to applicants, staff andexaminers that will include an explanation of:• The roles and responsibilities of staff and applicants• Deadline dates for the submission of claims• The nature of the support and advice available to applicants• How claims are to be presented and submitted, including information on: the scope and nature of the evidence required; time limits to be applied to the currency of evidence; the assessment procedures and methods and guidance on these; the assessment criteria that will be applied; the amount of credit that can be awarded; to whom claims are to be submitted• How accredited learning will affect the availability of any potential awards or classifications• How accredited learning might have implications for the choice of options that can be followed in the programme after admission

32. Programme teams must offer active support for applicants. This will include guidance on the knowledge, skills and understanding that have to be demonstrated. Support might be in the form of documentation that will assist applicants to reflect upon their experiences and/or prior study and to identify and evidence the learning gained, or it might be in the form of a short course, workshop or unit.

33. Programme teams must provide appropriate feedback to applicants and consider how such feedback can promote future learning and progression.

ROLES34. Applicants:• To prepare a claim for entry or credit based on the criteria provided by the Programme Team;• to identify how they can make their experience count by reflecting on their learning from experience and reviewing their academic and professional needs;

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• to negotiate credit that can be awarded for specific modules given other appropriate certificated or experiential learning;• to produce a claim based on the appropriate mechanism that has been agreed with the advisor and assessor.

35. Advisors:Enable each learner to:• review their academic and professional needs;• reflect on their learning from experience or prior certificated learning;• work through the APL process and use the appropriate mechanism to provide supporting evidence to demonstrate learning;• review the plan and draft of their portfolio and check it against the criteria defined by the member(s) of the Programme Team.

36. Assessors:• to assess the evidence against the criteria defined;• to confirm the outcome of the assessment they have made and report their recommendation to the Programme Leader.

37. Programme Leaders:• to provide details of the APL procedures when submitting either a new programme proposal or the re-specification of an existing programme;• to inform the External Examiner that APL is being used on the programme and provide the External Examiner with a copy of documentation used by the Programme Team;• in respect of APEL claims, to make completed portfolios and evidence from candidates available for the External Examiner to sample;• to monitor the number of learners making APL claims and track their progress, as part of the programme’s annual monitoring and evaluation exercise;• to approve, or have the Head of Department approve, APL decisions;• to ensure that all colleagues use the appropriate documentation.

38 Notes for programme teams

1. All programme teams operating APL should identify a formal mechanism for the operation of APL. This might include the appointment of an APL coordinator at programme level, who would have responsibility for the development of APL procedures and of programme-specific APL guidance and support materials for staff and applicants, and for staff development of colleagues involved in APL.

2. There are various methods which programme teams can use in order to help support claimants.- formally organised class/es,- individual tutorials,- guidance manuals,- a combination of any of the above.

3. Programme teams will also need to decide on assessment methods, especially in relation to APEL. For example, will assessment of claims be conducted by:- interview,- observation of performance,_____________________________________________________________________________



- reading of portfolios?Of paramount importance is the matter of evidence. Here it must be recognised that APL is not about the candidates’ experience per se, but about the learning which has come about from these. Evidence must be authentic, acceptable, sufficient and current. The issue of what evidence is required within a claim will be, of course, an important aspect of the work in guiding candidates in making claims.

39. Guidelines for APL AssessorsThe function of an Assessor is to make an academic judgement upon an APL claim. The judgement will relate to the award, on the basis of the claim, of admission with credit/advanced standing. It is important to appreciate that each claim is the product of an extended and rigorous process involving systematic reflection on the learning outcomes of one or more experiences. Each claim has been prepared with a particular objective in mind: to match learning outcomes against the programme aims generally, and/or specific units. It should be judged in relation to this objective. Each individual will have attempted to direct his/her claim to achieving the desired objective by meeting the demands of an appropriate ‘checklist’ which sets out what is required of applicants. They must:(a) identify relevant experiences(b) identify the relevant learning(c) present appropriate evidenceIt is important to determine whether and to what extent the appropriate requirements are met by the learning claims in the claim and by the evidence given in support of the claim. Check that the evidence supports the learning which is claimed. Wherever possible, the evidence provided should be direct (i.e. in a form which the claimant has produced using the skills/knowledge claimed) rather than indirect (i.e. from some source other than the claimant.) But it is important to appreciate that it can take a variety of forms. The evidence should be considered in relation to any programme-specific criteria and to four generic criteria:(i) relevance: does it relate to the knowledge, understanding and skills appropriate to the programme?(ii) authenticity: does it relate to the applicant’s work?(iii) currency: can the applicant do now what s/he has previously done? Is the knowledge relevant to the subject today?(iv) sufficiency: does it relate to all of the learning claimed?Where a claim to learning cannot be supported by direct or indirect evidence, you may suggest additional means of providing evidence e.g. by some form of test, interview, corroboration by third parties, etc. In the last analysis the assessor retains the right to be satisfied as to the validity of the learning claims in whatever way he/she feels is necessary. The decision of the assessor/s may be one of the following:• the award of credit;• the award of credit, conditional upon completing a programme of work, e.g. a bridging programme;• a request for further evidence e.g. more precise documentation, an oral interview, completion of a test or simulation exercise;• refusal of credit with or without recommendation If credit is awarded, then a grade(s)/mark(s) in the subject should be given where this possibility is allowed for in programme regulations. Assessors must, of course, give a numeric value in credit points to the claim, and indicate the appropriate credit level/s.

40 Guidance Notes for Applicants_____________________________________________________________________________



IntroductionThese notes are designed to help you identify the learning you have gained from your past experiences and to put this into a form in which it can be recognised and assessed. They take you through the stages involved in doing this. You will be asking yourself:

what have been the experiences relevant to the programme I am registering for? what have I learned from them which I can match against the

programme aims generally and/or those of specific units? what evidence can I present in support of my claim?

Identifying Your ExperiencesWhat follows is a prompt list, by no means comprehensive, which may help you to identify your past experiences. Do remember that these must be limited to those which you think will be relevant to your programme; it is important, therefore, that you are familiar with the relevant programme documentation. Formal academic qualificationsAttendance on short programmesCorrespondence programmesTraining schemesApprenticeship servedWork experienceGeneral interests and hobbiesLife experience e.g. domestic rolesVoluntary activities

Identifying the Resultant LearningThis is possibly the most difficult task of all. You may find it useful to distinguish between:

knowledge and understanding (of, for example, content, concepts, procedures, principles);

skills, techniques and application of knowledge: what you can do; different ‘levels’ of learning e.g. how ‘in-depth’ is your knowledge? How

sophisticated is your understanding of a concept?You will certainly find it useful to study material in your programme documentation, for example unit descriptions, which deals with programme content, intended learning outcomes or objectives, and unit levels.

Identifying the EvidenceThe reflections on your experiences which lead you to identify learning outcomes is in itself a source of evidence of some learning. You will, however, need to gather and prepare other proof that you really know, understand, and can do what you say you can.Such proof might include:

anything that you yourself have produced (e.g. reports, databases, artefacts or, in the case of bulky items, authenticated photographs;

a letter of confirmation by an employer or supervisor; documentation which details the work which led to the learning e.g. a programme

transcript.Your learning may also be ascertained by being interviewed by tutors or by being set some form of assessment. This might be necessary if assessors of your claim feel, for instance, that there are gaps in the evidence you present; it is quite often the case that it is difficult to assemble evidence. In such cases it is useful to alert your tutor to this fact in advance of _____________________________________________________________________________



submitting your claim. In order to present the strongest possible evidence you should keep in mind the criteria which assessors will apply in considering your evidence. These will include a number of generic criteria:1. relevance: the learning you identify and your evidence of this must relate to the knowledge, understanding and skills appropriate to your programme;2. authenticity: the evidence must be your work or about your work; here, it is often important to show your particular contribution to the work undertaken as a member of a group;3. currency: your assessors will want to make sure that you can do now what you have previously done, and that the knowledge you have previously acquired is relevant to the subject today;4. sufficiency: you need to provide enough evidence. In particular, it needs to relate to all of the prior learning you are claiming. This does not necessarily mean that you need to have a separate piece of evidence for each element of learning; many pieces of evidence relate to more thanone element.

Developing your application for APLYour application for APL should be submitted on the form prepared for this purpose obtainable from the department/unit in which you are seeking to study. This should be accompanied by:i A brief account of your experiences, together with appropriate information e.g. dates/lengths/topics covered in uncertificated courses and details of the course provider/s; e.g. dates, nature and tasks involved re work/voluntary experience.ii Reflections on the learning which resulted. You should regard this as the key element of your claim.You might find it appropriate to match particular experiences against particular learning outcomes, in which case you could treat i) and ii) together, dealing with each experience and associated learning one at a time.iii Your evidence, each piece of which should be numbered to aid crossreferencing between sections i) and/or ii) and the evidence. Also, unless it is self-explanatory, it may be useful to write a brief description or explanation of each piece of evidence.

Assessing your claimOnce you have submitted your claim, it will be evaluated by assessors from the programme team. Their job is to make sure you really do know, understand and can do what you claim, and to decide on how many credit points, and at what level, your claim justifies. Your claim form and associated documentation is the starting point of that confirmation, and in many cases it is all that will be required. However, it is possible that the assessors might ask you to provide further evidence of your learning. Alternatively, they might ask to interview you and/or recommend or require that you undertake an assignment or other test or top-up your study. Please ensure that your claim is neatly presented, errorfree, and carefully ‘bound’ so that none of the contents can be lost.

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Appendix B – APL CLAIM

RECORD OF DECISION IN RESPECT OF ADVANCED STANDING

PLEASE NOTE: This form is only to be completed in respect of decisions concerning exemption/advanced standing. If a student is being accepted simply for entry to stage 1 on the basis of APL [sometimes referred to as ‘exceptional admission’] then the reasons for that ‘exceptional admission’ should be recorded in the student’s file.

Student Name:

Student Number:

Programme of Study:

Mode of Study:

Dlelete as applicable

FULL TIME / PART TIME

Entry Date:

If advanced standing is being granted in respect of a stage(s) of the programme, please specify:Stage(s) exempted from: Any mark/grade/ classification awarded

If advanced standing is being granted in respect of a unit(s) of the programme, please specify:Unit(s) exempted from: Level & credit points Any mark/grade awarded

Has the claim for advanced standing been evidence by means of prior Yes / No

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certificated learning?If yes, please attach a copy of the award certificate or transcript

Has the claim for advanced standing been evidence by means of prior experiential learning?

Yes / No

If yes, please indicate how the programme team verified the evidence (eg by assessing a portfolio of learning; through interview; by means of a demonstration of skills; by assessing an exhibition of work etc)

Please indicate whether there are any implications regarding:

(a) any final award in terms of either the degree or other classification

(b) professional body recognition

Signed: ……………………………………………….. Date: …………………………

Admissions Tutor

Signed: ……………………………………………… Date:…………………………

Programme Leader/HoD

One copy of this form and the claim for advanced standing must be retained by the programme team until 12 months after the applicant completes the programme of study.

A copy of this form should also be sent to the applicant.

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Appendix C – Agreement(s) with Partner Institution

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Documents

UNIV H/BK FOR ACAD QUAL ASS'NCE - Manchester ... · Web viewAll candidates will be enrolled as full-time 3 X 11 Weeks for PgDip. Then, candidates will enrol for a 6 months (full-time)