City College Plymouth Tourism Student Handbook 2009-10

University of Plymouth

University of Plymouth Colleges Faculty

City College Plymouth

FdSc Tourism

STUDENT HANDBOOK

2009-10

Please note:This handbook is for general guidance only. Content may be subject to change.

This document is available in large print and electronic format. Please contact your Programme Manager

Contents

Page

1. Introduction 1

2. Programme Management 1

2.1 Who’s Who 1

2.2 Contact Details 2

3. Studying at University Level 3

3.1 General Information 33.2 Your Approach to Studying 43.3 Student-centred Learning 43.4 Academic Teaching and Support 73.5 Assessment 83.6 Other Factors in your Learning Environment 10

4. About the Programme

4.1 Background to the Development of your Foundation Degree 14

4.2 Work-based Learning and Employability 14

4.3 Careers Education, Information and Guidance 16

4.4 Programme Content: General Expectations 16

4.5 Stage1 and Stage 2 Modules 19

4.6 Indicative Programme Assessment Schedule 19

4.7 Progression Opportunities 19

5. General College Information and Guidance 19

6. Programme Specification 20

7. UPC – The Student Portal 33

1 Introduction

May we begin by warmly welcoming you to the Foundation Degree in Tourism. The College is delighted that you have chosen to study with us. We are sure you are going to have a great time here and will get a great deal from the programme.

This Student Handbook is designed specifically for the Foundation Degree you are studying, the FdSc in Tourism. In it you will find information about:

Who will be teaching and providing support to you

What you will be studying

What particular opportunities are available for: Work-based learning Professional accreditation (if relevant) The development of academic and employability skills Progression onto further study – especially honours degree routes

2 Programme Management

2.1 Who’s Who

Student support in the College is based on the ground floor in the ‘student services’ department. You can also contact them by calling them on 01752 305803, or e-mail [email protected]. The Higher Education Team (located in room K106 of the HE Centre on the first floor of the Kings Road campus) are also available to provide support and respond to a range of queries and/or concerns related to your time as a higher education student.

Key staff helping you through the challenges of study at this level include: the Programme Manager for your Foundation Degree. As part of the Programme Management Group, s/he is responsible for the effective delivery and promotion of the programme and providing, as required, specialist advice to students.

Name Role Tel Fax EmailWin Scutt

Programme Manager

305332 [email protected]

Other vital cogs are the Module Leaders who you can contact with queries relating directly to their module(s).

Name Modules Tel EmailWin Scutt Tourism Studies;

Work Based 305332 [email protected]

Student Handbook Page 1 of 75

mailto:[email protected]

Learning;Action Research;Countryside and Heritage;Guiding through Heritage

Linda Jordan Business Finance 305719 [email protected] Carson Marketing 305719 [email protected] Mills Business

Environment305338 [email protected]

Tony Hewling Personal and Professional Development


Management Information Systems

Sarah Ogorek Travel Agency Management


Sue Abercrombie

World Wide Travel Destinations; Tourism Planning and Management; Tour Operations Management


Demelza Thackeray

Research Skills 305867 [email protected]

Chris Stafford Managing People 305332 [email protected] Merriman

Customer Relationship Management


You will also have a Personal Tutor throughout your studies – for further details see section 3.6.5

2.2 Contact Details

2.2.1 Keeping in Contact

Staff communicate information to students in many ways:

Email University of Plymouth Student Portal College intranet (Moodle) Higher Education notice board in the HE Suite (1st floor, Kings

Road) Google Calendar

It is in your interest to check all of these on a regular basis to ensure you have not missed important messages.


Occasionally, you may need to see a member of academic staff. In the first instance please try to email or telephone the relevant member of staff. If this isn’t possible please go to the HE Reception, 1st floor, Kings Road.

2.2.2 Staff Details

As your Foundation degree is designed as a broad programme of study which develops a wide range of skills, knowledge and understanding, few, if any, staff teach exclusively to your programme. Indeed, you will be taught by staff from different subject areas within your College such as:

Business Professional Studies Public Services Performing Arts

3 Studying at University Level

University level education (or Higher Education, as it is often referred to) may be very different from your previous experiences of school, college or the workplace. This section describes some of the key features of your new learning environment. General descriptions of expectations can be found at section 4.4

3.1 General Information3.2

The Academic Year is spread over three terms:

Autumn term 21 September 2009 – 18 December 2009Spring term 4 January 2010 – 1 April 2010Summer term 19 April 2010– 28 May 2010

Full-time:Each module is taught over either one or two semesters. Semester 1 runs from 21 September 2009 until 29 January 2010. Semester 2 runs from 1 February 2010 until 28 May 2010.

During your induction you will receive your timetable detailing when classes take place for your programme. Classes may be timetabled anytime on Mondays to Fridays between 9.00 and 18.00.

Your programme is made up of modules, which are simply units of study. Modules are normally worth 20 credits. Your Foundation Degree consists of 160 Level 4 credits and 120 Level 5 credits.

You will hear reference being made to your programme of study and your programme. These terms are interchangeable.


Please see Section 6 of this document for your Programme Structure, which will outline the modules you will be studying, and whether they are core or optional.

Please note that an optional module may occasionally not be able to run owing to insufficient numbers of students.

On the following page there are some key messages to you as a new student. The rest of this section gives a detailed explanation of what to expect and where you can find help as you begin your studies.

3.2 Your Approach to Studying

Probably the most significant difference between university level study and secondary education is the amount of personal responsibility you have. This has implications for how you approach your studies.

You will receive some ‘traditional teaching’ – when lecturers tell you what you ‘need to know’ – but you will have to take responsibility for acquiring all the required knowledge.

If you read nothing else in this section, please read this:

Key Messages to become a Successful Student

You must take responsibility for your own studies. We will give you as much help and support as we can but ultimately your success (or failure) is down to you.

Plan your time carefully. Write a personal timetable as soon as you can.

Attend all lectures and tutorials and take notes.

Do not miss deadlines.

Read extensively around your subject. Just being familiar with the set text books is unlikely to be enough to pass.

Seek help, if you need it, as soon as possible. If you need specific help with your studies, speak to your lecturer or tutor or make a personal appointment to see them. Even if your problem has nothing to do with your programme, it may have an effect on your ability to study. Let someone at the College know – ignoring problems will only make things worse later on.

At this level of study there will be an expectation that you are responsible and capable of acting on your own initiative.


This new freedom can be exciting and stimulating but it can also be worrying or even frightening at times. You may be used to a learning or workplace environment with more fixed hours and routine activities, so your weekly timetable may not appear to be particularly full. For example, the contact time that you have with lecturers will be a fraction of the hours that you should expect to spend on the module as a whole. As an indication, the average amount of ‘total student effort’ expected for a 20 credit module will be around 200 hours, but you may only be timetabled for 60 hours. You must, therefore, learn to use your time constructively.

Your most valuable learning will be done in your own time and in your own way.

3.3 Student-centred Learning

3.3.1 Reading

You will not complete your programme successfully if you do not read regularly and in-depth. You will be given reading lists for each module. You should purchase at least one recommended text for each module. Since books are expensive, however, it may be a good idea to pool resources by sharing with friends in a study group.

Please note that you may only be able to borrow basic texts from the library on a short-term basis. Demand for these texts may be very high at certain times in the year, so do not rely on them being available.

You are strongly recommended to follow current issues relevant to your programme in the quality press, for example, The Times, Independent, Guardian and Telegraph. You should also make use of subject-related journals held in the library.

Reading texts for higher education demands note-taking as well as reading skills, as with lectures (see section 3.4.1), keep careful notes from your reading.

To help you in your studies the College has libraries, study areas and production facilities. At the Kings Road site there is a main library and a smaller specialist library for those studying construction and marine engineering. At the Goschen site there is a main library and two further study areas. Altogether there are some 55,000 books, over 300 current journals and e-resources including electronic copies of key textbook titles. There are 219 computers for individual study, all with access to the internet, to the Microsoft office suite and to specialist programs, as well as linking you to the e-resources at the College and at the university. There is a silent study room at the Goschen Centre and a seminar room at Kings Road, where there is also an IT suite used exclusively by Higher Education students.


The main libraries are open for 47 hours each per term-time week and 30 hours between them in vacations. There are 176 study places at group tables and individual study carrels and many of these have wi-fi access.

When you start your course you will have an induction into the facilities and resources which will be linked to the subjects you study. There is a subject librarian specialising in each area who works with your lecturers to provide the materials you need. If you want particular titles added to stock please hand your recommendations in at a service point. There are also Study Support Assistants who will help you with the computers and the range of software, including Web 2.0 resources.

The College also provides printing, copying and finishing facilities, at self-service digital copiers and through the Central Printroom at Kings Road. The Printroom also has audio-visual equipment which can be lent to students and support is available to help you to make podcasts and films. Throughout your studies all the staff will be pleased to help you if you have any queries or need assistance.

As a University of Plymouth student, you have full access to the University Portal, and through it to the University library and information resources. You will be given induction to help you to access this valuable source of information and there is a guide appended to the end of this handbook to help.

3.3.2 Private Study

Your private study time is likely to be taken up by different tasks for each module, by preparing for tutorials or undertaking some reading of a programme text or library research. In addition, private study time provides students with the opportunity to ensure they have understood the subject, reflecting on any feedback on assessed work and building up a good set of notes for revision.

3.3.3 Study Groups

In all our programmes, the College encourages students to learn skills to enable them to work as groups and teams. These are not merely useful during your programme. In any employment context you will find such skills and experiences invaluable. Sometimes you will find you are assessed on a piece of written work or presentation completed as a group. Many students benefit significantly from working collaboratively in study groups, to check their understanding of difficult issues or concepts and to revise.

3.3.4 Work-Based Learning


Work-based, or professional practice, in all its aspects is fundamental to all foundation degrees. College based learning will inform work-based activity and work-based learning will be vital in contributing to your understandings of theory and your success in assessment tasks. You should be sure to keep careful records of significant experiences in your work-placements so that you can refer to them with confidence in discussions and assignments.

3.4 Academic Teaching and Support

3.4.1 Lectures

Most modules have timetabled lectures. While lecturing styles may vary, you will need to develop note-taking skills and other techniques to help you get the most out of a lecture.

You should develop a style of note-taking that suits you. There is no ‘right method’ but certain general principles are useful:

Your notes need to be an accurate record of the key points Notes should be neat and tidy and in such a form that they can be

supplemented easily Notes should be presented in a logical fashion and deal with the

essentials Make a note of questions or doubts and leave space to insert

solutions later Keep a clear record of references – these will need following up

In some lectures, you will be given handouts of diagrams, key concepts or the material used to deliver the lecture in the form of presentation slides. These are often available for reference electronically. Reading handouts or getting copies of slides is not a substitute for attending the lecture. You may miss vital verbal information.

Lecturers will not give you all the information on a topic but provide a structure from which you can work to develop your knowledge and ideas. While a lecture introduces important concepts, you will need to develop your understanding of these concepts by further reading, research, discussion and working through problems in tutorials.

3.4.2 Seminars/Tutorials/Workshops

These sessions are meetings of small groups of students. Here you will have a chance to demonstrate what you have learnt and understood and to clarify areas you are not so sure about. Normally you will be assigned to a group and you will have to attend a specific timetabled slot.


A lecturer will manage the session, although the focus is on students’ contributions. Sometimes you will be given assignments beforehand, so you can prepare materials or you might be asked to lead the tutorial in an informal way, or give a formal presentation.

Seminars, tutorials and workshops are a crucial part of the learning process, as you have the opportunity to analyse problems and discuss issues in depth. You should come to these sessions prepared to participate fully. Although you may be shy at first, you will find that as the group gets to know each other and develop more confidence, these discussions become one of the most valuable parts of your learning.

3.4.3 Practicals N/A

3.4.4 Other Academic Support

Some modules may have relatively little formally timetabled teaching. This is part of a deliberate strategy to help you develop and manage your own learning. Where this is the case, there will be other academic support such as:

Feedback on assessed work – to help you develop your knowledge, understanding and skills through undertaking assessments.

Tutorials by appointment. Teaching staff normally have ‘office hours’ when you can book an appointment to see them.

Information and support on Moodle Student Portal and email. Some staff use these to initiate

discussions and set up learning support groups for their modules. Learning packs. Some modules use learning packs for students to

work through in their own time. These may involve exercises to help you develop your understanding of the materials.

3.5 Assessment

3.5.1 Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your Foundation Degree. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme. Every assessment is important.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills.


During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions Coursework group reports Coursework case study problems Group presentations Small group assessed discussions Practicals Formal examinations In-class tests

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme, then you will qualify for the award of a foundation degree with distinction.

3.5.2 Procedures for dealing with late submissions and extenuating circumstances

Your programme operates under University of Plymouth Academic Regulations and specifically the regulations for Foundation Degrees. To view regulations, go to http://student.plymouth.ac.uk/

3.5.3 Academic Offences

Issues of plagiarism and any form of academic dishonesty are treated very seriously. They could result in you failing a module or even having to leave your programme. Your study skills module will make clear to you how these offences can occur. If you are in any doubt about citing references, or using any other form of intellectual property, most particularly from web based material, then please consult your tutor. Please see http://student.plymouth.ac.uk/ for more information


http://student.plymouth.ac.uk/

http://student.plymouth.ac.uk/

3.6 Other Factors in your Learning Environment

In addition to teaching, academic support and private study there are often factors which influence your learning environment. If you are aware of these, you will be able to manage your studies more effectively.

3.6.1 Effective Learning

Learning refers not simply to the sum total of facts and information you can recall at a given moment. It also relates to how you use and apply information; and how you find, store and retrieve it. One of your aims as a student should be to become a more effective learner.

The quality of your learning will depend on these starting points:

Your attitudes, attendance, aims and goals Your dedication Your aptitude for the subject Your intelligence Your willingness and ability to learn Your use of resources – tutors, books, materials, the work

experiences built into the programme, etc – and time – your timetabled lectures and tutorials as well as private study

To assess how well you are learning, you should frequently check your progress. One method is to keep in touch with your tutors and your fellow students; another is ensuring you are well organised and up-to-date with deadlines. If at any time you experience doubt or problems with your studies, you must take quick action to resolve them. Do not be afraid to ask for help from academic staff.

3.6.2 Time Management

Good time management lies at the root of effective learning. You will need to plan the use of your time carefully. You will have the demands of your programme, learning in lectures and tutorials, working on assessments and completing your private study to consider.

A personal timetable can help you in assessing all your priorities: paid work, social and family commitments, as well as your studies. You need to be honest and realistic if you are to reach manageable goals – do not try to achieve the impossible!

3.6.3 Working Hours and Effort

In planning your time, you will have to think realistically about the number of hours that you need to work to be a successful student. If you are studying full-time, we would expect that your lectures, other


timetabled sessions and private study taken together will amount to a working week of around 37 hours, or 200 hours for each 20 credit module. The amount of study effort required, however, varies from student to student. This depends on factors such as your reading speed and ability to absorb information, your skills in planning and writing assignments, etc. As you progress, you will discover your strengths and weaknesses and identify which areas you need to spend more time on.

3.6.4 Attendance

As you are responsible for your own learning, you have to take responsibility for attending timetabled sessions. In some modules if you do not attend consistently you may risk losing marks, either directly or by missing an assessed presentation or group activity. You will be expected to be available for every week of your college terms. Please ensure that holidays are only arranged outside of term and assessment commitments.

Students who do not attend run a very high risk of failure.

3.6.5 Your Personal Tutor

During induction, you will be allocated a Personal Tutor. Personal Tutors are there to offer you academic and personal advice throughout your time at the College. We have, however, found that Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and profiling your progress through the programme.

If you cannot find your Personal Tutor and need to speak to someone urgently, ask at the HE Office.

3.6.6 Coping with Stress

Stress can be a serious problem, particularly in your first year when you may be adjusting to a new environment, arranging accommodation, managing your finances, living away from home and balancing your time between study and family/work commitments. There is, however, plenty of help available and you are encouraged to make use of support services, such as the College Counselling Service. Please see the details of the Counselling Service on the Student Services section of Moodle for more information..


3.6.7 Learning Skills

To support your transition to University level study there are a range of different resources available. As part of your induction into Higher Education study at City College Plymouth you will be provided with a details of a number of useful electronic learning resources to help you with your studies.

These include a number of study guides covering areas such as:

Starting out in Higher Education Organisational skills Learning from Lectures and Seminars Effective Reading Note taking techniques Academic Writing Revision and Examination Techniques Giving Presentations

These documents will also be available in hardcopy from the Higher Education office in K106.

If you would like further support or advice with regards to Learning Skills please contact your tutor.

3.6.8 Student liaison, evaluation, representation and feedback

Module staff – when you have questions or need support associated with a module, your first move should ALWAYS be to contact the module leader or a member of the teaching team responsible for the particular module with which you have an issue. This can be done in person, by ‘phone, or by email. Please do this as soon as possible so you don’t get left behind.

Learning Resources – if you feel that the resources you can reasonably expect are not available – be they online, library, physical materials etc – then report the problem as soon as possible to the appropriate member of the academic or support staff. If you feel the response is not adequate, contact your Programme Manager and your student representative so that the issue can be addressed in the Programme Committee or Student Representative Meeting.

Student Representatives – each programme’s cohort of students should have one or more representatives – chosen by their fellow students – to sit on the Programme Committee. Student representatives are a VITAL conduit, linking staff and students so that issues of quality of provision affecting students can be


promptly and appropriately addressed. In addition, representatives provide feedback to the programme’s staff on innovations and can assist the programme team to develop the curriculum to meet student needs. Students are also represented on the University of Plymouth Colleges (UPC) Joint Board of Studies which is responsible for all the University of Plymouth programmes delivered at your college. Your college will have a person who liaises with the University of Plymouth Student Union who can advise on student representation.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS) – the University will ask you to complete an annual questionnaire (SPQ) specifically tailored to the needs of students in partner colleges. You will also be asked to participate in the National Student Survey (NSS) at the end of your programme. Both of these provide valuable information to enable us to improve your programme and learning experience.

3.6.9 Suggested reading for new students

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

Bowden, J. (2008) Writing a Report. 8th edition. Oxford: How to Books

Burns, T. and Sinfield, S. (2008) Essential Study Skills: the Complete Guide to Success at University. Sage Study Skills Series. London: Sage

Cottrell, S (2005) Critical Thinking Skills; Developing Effective Analysis and Argument. Palgrave Study Guides. Basingstoke: Palgrave

Cottrell, S. (2003) Skills for Success: the Personal Development Planning Handbook. Palgrave Study Guides. Basingstoke: Palgrave.

Cottrell, S. (2008) The Study Skills Handbook. 3rd edition, Palgrave Sudy Guides. Basingstoke: Palgrave

Drew, S and Bingham, R (2004) The Student Skills Guide. 2nd edition. Aldershot: Gower

Greetham, B. (2008) How to Write Better Essays. Palgrave Study Guides. Basingstoke: Palgrave.

Murray, N (2008) Writing Up Your University Assignments and Research Projects; a Practical Handbook. Maidenhead: Open University Press


Pears, R and Shields, G (2008) Cite Them Right: the Essential Guide to Referencing and Plagiarism. 7th edition. Newcastle upon Tyne: Pear Tree Books

4 About the Programme

4.1 Background to the Development of your Foundation Degree

A compulsory work-related learning experience has been built into all Foundation Degree programmes.

Studies will be supported by visits to tourism organisations and facilities

4.2 Work-based Learning and Employability

Work-based learning, in its various forms, is one of the major defining characteristics of your Foundation degree. It plays a central role in enabling you to apply academic study to workplace environments and problems. In its turn, your programme of study at Level 5 should enable you to integrate knowledge and skills developed in work-based learning into your project work and study of taught modules. Every University of Plymouth foundation degree has a 20 credit work place learning module that is assessed at level 4 whenever it takes place in the programme.

An employable graduate is one who is able to meet the requirements of employers and fulfil their career aspirations at graduate level. They will be able to apply the skills, knowledge and personal qualities developed during their programme of study in the workplace and other contexts. An employable graduate will need to be able to:

a. demonstrate and apply graduate attributes and skills;

b. demonstrate and apply career management skills: preparing effectively for the recruitment and selection process, based on an understanding of their needs and career opportunities;

c. demonstrate and apply lifelong learning skills: reflecting critically on their academic, personal and professional development, identifying and articulating their achievements and planning for the future;

d. demonstrate business and organisational awareness: understand changing working practices, including self-employment, with particular reference to the professions and sectors relating to their programme of study;

e. demonstrate an international outlook: understanding the attributes and breadth of outlook appropriate for working in a global economy.


Your programme has been designed to put all this in perspective, and give you the opportunities to develop the requisite skills. Work relatedness is integral to the modules, and many specifically offer you the opportunity to view the world of work, even if you are studying full time. Your programme specification details the knowledge skills and understanding will be able to that you will have acquired should you succeed in passing the course. Your personal tutor will help you to complete a Professional Development Profile to evidence this.

Skills Plus and Professional Development

For the purposes of this Handbook, Professional Development Planning (PDP) is defined as:

“a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their educational and career development”(QAA, 2002, Policy Statement on a Progress File for Higher Education)

We have introduced the Professional Development Planning (PDP) to aid your academic and personal development. This is in conjunction with the University of Plymouth and it is highly recommended that you use this resource (see www.staff.plymouth.ac.uk/pdp/intranet.htm )

In the early stages of your programme you will be introduced to the concept of PDP, and encouraged to develop your own profile record through a range of experiences. A number of modules lend themselves through their assessment mode to building a PDP. In addition, your personal tutor will review your PDP on a regular basis and support the process.

The level of engagement and what you get out of your period of higher education is your choice. You have responsibility for your own learning.

Taking stock of your position and setting goals in all areas of your life is a crucial step. But in order to maximise your potential you must be clear about how you can transfer the skills and knowledge you have acquired into other situations. You must learn to be able to communicate your unique skills and abilities.

The UoP online guide to Professional Development Planning is designed to help you do just that and to look strategically at where you are and where you want to be addressing the following areas:

Key Skills - This section covers the important area of Key Skills: What are they? Why are employers so keen on them? Do I have any? How do I develop mine? Completing the online audit will help you to plan how you will move your key skills forward.

Background - This section allows you to record your current skills, knowledge and competence in relation to qualifications, work-experience, positions of responsibility and extracurricular activities. Here is the chance to look in detail at how you have developed as a


http://www.staff.plymouth.ac.uk/pdp/intranet.htm

result of all these experiences, using both your own self-reflection and feedback from objective sources. There is also an opportunity to pinpoint your key strengths and key areas for improvement.

Learning Style - The quiz in this section helps you recognise your learning style, a crucial step in increasing your effectiveness and reaching your potential.

Goals - Setting clear goals for the different areas of your life can be invaluable. This section allows you to bring into focus your aspirations in terms of your career, your academic ambitions and your personal goals.

Planning - Having set your goals, break each one down into manageable action points. Use this section to get a clear picture of what you need to do and when. A financial planning tool is also included.

Opportunities - There are so many opportunities at College and in the local area, but how do you find out about them all? This section gives a comprehensive guide from voluntary work to round-the-world expeditions.

Progress - During your time at College make time to assess how you are progressing towards your goals. Even if you only take a few hours each term, it will help to keep you on target towards achieving your goals and getting the most out of your time here. At the end of each academic year pull together all your thoughts and reassess your progress.

Job Applications - This section contains useful tips on producing a professional CV. By completing the main sections of this guide you will already have done much of the hard work. It pays to keep track of things as you go along so that you have all the information at your fingertips when it comes to applying for your next step.

Reference – This section includes a link to your Reference Summary page. This is the only part of your file which will be held by your tutor and will contain the information you want to be included in your references.

4.3 Careers Education, Information and Guidance

Of course, most of your programme has been designed to help you make progress with your career plans, and your work based learning, PDP and other work-related activities will be important in preparing you to succeed in your career aspirations. In addition, your programme has been designed with the involvement of local employers. Many of them are prepared to come to your college to give talks to students about their working environment and the qualities that they expect from potential employees. Please make every effort to attend such events and to profit from such employer contacts.

Many of your teaching staff will have such knowledge too and will be able to give you helpful career advice. The College Careers Service offers information, advice and guidance to students at all stages of their Foundation Degree and further advice is available from the University of Plymouth


Careers Service. As a Foundation Degree graduate you will have a wide choice of career opportunities throughout the private and public sectors, both in the United Kingdom and abroad. The University of Plymouth enjoys a good record for the employability of its graduates.

4.4 Programme Content: General Expectations

Below there are descriptions of the general expectations of work at higher education level. In a full time foundation degree, all your work in the first year (Stage 1) will be at level 4 (up until 2008, this was called HE level 1 and this description may still be seen in your programme materials). The module that supports your work placement will also be at level 4, even if it is not assessed until the end of your course. Any other modules done in Stage 2 (the second year of a full time course) will be at level 5 (old style HE level 2). If you progress to an honours degree, only the level 5 modules will contribute to your honours degree classification.

Level 4

Successful work at Level 4 will show sound knowledge of the underlying concepts and principles of the subjects that you have studied and you will have learned how to take different approaches to solving problems. You will be able show that you can communicate accurately, in written and spoken language appropriate to the work in hand and the audience. You will have the demonstrated the qualities needed for employment requiring the exercise of some personal responsibility.

You will, in addition, be able to show that you can evaluate the appropriateness of different approaches to solving problems and be able to present, evaluate and interpret material, including numerical data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts the subjects that you have studied.

Level 5

Successful work at level 5 will show that you can apply the knowledge, understanding and skills that your course has given you more widely, so that you can evaluate the appropriateness of different approaches to solving problems in some unpredictable situations. You will be able to show the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making and that you can perform effectively in your chosen field.

You will be able to show knowledge and critical understanding of the well-established principles of the subjects you have studied and


of the way in which those principles have developed. You will be able to apply your knowledge, understanding and skills outside the context in which they were first studied, including in an employment context. You will also be able to show that you can apply the main methods of enquiry in the subjects studied and evaluate critically the appropriateness of different approaches to solving problems in the field of study. In particular, you will be able to show that you have an understanding of the limits of your knowledge, and how this can influence your thoughts and decisions. Your standard of communication in all the accepted forms related to your course will be good and you will be able to communicate well to a variety of audiences. You will be able to undertake further training, develop existing skills and acquire new competences so that you can assume significant responsibility within organisations. You will be able to show that you have qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

4.5 Stage 1 and Stage 2 Modules

Please see the programme structure in section 6 and the Definitive Module Records at the end of this document for details of the modules you will be studying.


4.6 Indicative Programme Assessment Schedule

4.7 Progression Opportunities

Successful completion of the FdSc Tourism automatically entitles you to progress to Stage 3 of the BSc (Hons) in Tourism Management at the University of Plymouth.

If you progress to the final stage of a University of Plymouth programme then your level 5 marks will be taken into account in your final degree classification. Please note that marks from your work-based learning module, as a level 4 module, will not contribute.

5 General College Information and Guidance

City College Plymouth is committed to an equal opportunities policy, and does not discriminate against staff or students on the basis of sex, race, colour, nationality, ethnic or national origins, disability or sexual preference, age or marital status.


week beginning

Tourism Studies Finance Marketing

Business Envrnmt.

Personal and Prof.

Devel.

Mangmnt. Information

Systems

Travel Agency

Managmt.Action

Research

Worldwide Tourism Destins.

Work Based

Learning 21-Sep-200928-Sep-2009

5-Oct-2009 Journal12-Oct-2009 Journal Proposal19-Oct-2009 Journal26-Oct-20092-Nov-20099-Nov-2009 Assign 1 Method.

16-Nov-200923-Nov-200930-Nov-2009 Report

7-Dec-2009 Data14-Dec-2009 Test Assign.121-Dec-200928-Dec-2009

4-Jan-2010 Assign 1 in11-Jan-2010 Revision Analysis18-Jan-2010 Assign 1 Test25-Jan-2010 Assign. 1-Feb-20108-Feb-2010 Journal

15-Feb-2010 Assig In22-Feb-2010 Final

1-Mar-2010 Test8-Mar-2010

15-Mar-2010 PBL Presentatio22-Mar-2010 Seminar Assign 1 29-Mar-2010 Seminar

5-Apr-201012-Apr-201019-Apr-201026-Apr-20103-May-2010 Assign. 2 Assign 1

10-May-2010 Test Portfolios Mock Test17-May-2010 Test24-May-2010 Test Reflection

If special needs arise, you should let your Personal Tutor know immediately. Conditions such as dyslexia must be officially assessed, and he/she can help arrange this. Unless this is done, the College will not be able to make any special arrangements. (The Programme Leader has a copy of the college Special Needs policy, if you wish to refer to it at any stage).

If problems arise...

Most students gain their qualifications successfully. But if problems arise, the last thing you want is to have an irate lecturer demanding to know what has happened to your work! So keep the communication channels open: let your Personal Tutor and/or Programme Leader know if you have been ill, if there has been some domestic problem, or if you feel you are simply not on top of the work. Confidentiality will always be respected. Alternatively, you may prefer to speak to one of the counsellors in Learner Services.

Student Complaints

If at any stage in your studies a problem arises which you wish to complain about please speak to your Programme Manager or Tutor. However, if you wish to complain formally, please complete a ‘Talkback’ form (available online via Moodle (compliments and complaints site) and from reception). Your complaint will be dealt with fairly, sensitively and in confidence. We will acknowledge your complaint within five working days and send you a response within ten working days. Some complaints, especially if they are complex, may take longer. If it is going to take longer than ten working days to deal with your complaint we will let you know and keep you informed of progress. If you are not satisfied with the College’s response to your complaint, the Deputy Principal will advise you on what to do next. You have the right to expect a good service from the College.

6 Programme Specification

On the following pages you will find the specification for your programme of studies. It is a University of Plymouth Colleges requirement that this is included in your Student Handbook. Before reading it, please study the following notes carefully as these will help you to understand what the programme specification is telling you.

The programme specification is an overview to the programme as a whole. It explains what you will learn and what you will be assessed on throughout the two stages of your Foundation Degree.

The Programme Learning Outcomes Map specifies the knowledge and skills you will develop at each stage of your Foundation degree.

Work-based learning and employability are key features of all Foundation degrees. You will develop a range of knowledge and skills which will be of use to current and/or future employers.


PROGRAMME SPECIFICATION FOR FOUNDATION DEGREES

Awarding Institution: University of PlymouthTeaching Institution: City College PlymouthAccrediting Body: N/AFinal Award: FdScIntermediate Awards: Certificate of Higher Education (CertHE)Programme Title: Tourism

UCAS Code: N808JACS CodeBenchmarks Foundation Degree; Hospitality, Leisure & Tourism

Date Produced: June 2004

Date of Approval: 2004

Admissions Criteria:

Qualification(s) Required for Entry to the FdA or FdSc

Comments

Candidates must have:

Key Skills requirement/Higher Level Diploma

Preferred:Application of Number Level 2Information Technology Level 2Communications Level 2

and/orGCSEs required at Grade C and above

4 GCSEs at grade C or above preferred

Plus at least one of the following:A Levels required: (College to insert AS/A2/UCAS Points Tariff)

60 UCAS points preferred

Advanced Level Diploma Equivalent of 60 UCAS pointsBTEC National Certificate/Diploma

Pass

HNC/D In relevant disciplineVDA: AGNVQ, AVCE, AVS Double Award AVCE preferredAccess to HE No preferenceInternational Baccalaureate Equivalent to 60 UCAS PointsIrish/Scottish Highers/Advanced Highers

Equivalent to 60 UCAS Points

Work Experience At least 2 years work experience preferred

Other non-standard awards or experiences

None


APEL/APCL possibilities See Academic regulations:http://www.plymouth.ac.uk/pages/view.asp?page=11219

Interview/portfolio requirements

Applicants who do not meet the standard entry requirements may be required to attend an interview

Criminal Record Bureau (CRB) clearance required

No

Aims of the Programme: The Foundation Degree programme aims to enable students to gain a thorough understanding of the development of tourism and have a critical awareness of the moral, ethical and legal issues which underpin best practice in the tourism sector. Furthermore, it aims to introduce a wider understanding of the roles, responsibilities, environment and operational requirements needed for the tourism industry. In particular, in partnership with employers in the tourism industry, the programme aims to have both a practice-based and an academic input. This will be achieved by developing the necessary skills to become a competent manager while encouraging sound levels of critical thinking through the understanding and application of a variety of research paradigms in this area.

Programme Learning Outcomes:

This programme aims to enable the student on completion to:

1. Understand a wide range of moral, ethical and legal issues in tourism

2. Understand and analyse management structures, operational practices and functions in relation to tourism management.

3. Practice communication, motivation, self-management and project management strategies and skills including research skills, problem solving, teamwork and ICT which will help facilitate management and organisational effectiveness within tourism organisations.

4. Gain a reflexive experience of the working environment, practice, problems and organisational nature of the tourism industry, gained through work-based learning opportunities.

5. Develop a theoretical understanding of a range of research methodologies and be able to apply them to a variety of situations


http://www.plymouth.ac.uk/pages/view.asp?page=11219

http://www.plymouth.ac.uk/pages/view.asp?page=11219

Programme Specification

A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

synthesise information from disparate sources

interpret a particular case in the context of generalised or abstract concepts and vice versa

understand the role of tourism in contributing to knowledge

understand how tourism can operate over a variety of scales in space and time

Primary Lectures and tutorials Directed independent study Learning from work experience

Secondary Case studies Problem-solving exercises

NB: Benchmark References

QAA Foundation Degree benchmark

Assessment

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

Plan, design and execute and report on an original tourism investigation

Understand the contested nature of knowledge and identify and evaluate alternative viewpoints

Identify, formulate and resolve problems

Assess the reliability and validity of evidence

Collate, analyse and interpret data in quantitative and qualitative forms

Problem solving and research skills

Primary Class exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc)

Secondary Policy and practice analysis in

surgeries Computer-based practicals on

travel agency projects




Assessment

Assessed discussions Essays/projects/dissertations Examinations/tests Coursework/groupwork on

practical application questions

C: Key Transferable Skills Learning and Teaching Strategy/Method

Participate effectively and supportively in groups, meeting obligations to others

Search for, retrieve, sift and order information from a variety of sources

Develop a reasoned and informed argument

Reflect upon their learning process, evaluating personal strengths and weaknesses; and setting appropriate targets

Communicate effectively through the spoken work and in a variety of written, geographical and graphical formats

Develop analytical skills in numeracy and quantification

PrimaryLibrary and other research exercisesGroup work awareness and practiceComputer-based learning and assessment

SecondaryClass and seminar interactions and feedback



Assessment

Coursework of all types Examination preparation and

completion Assessed discussions Group work assessments


D: Practical Skills Learning and Teaching Strategy/Method

Work independently and organise his/her own learning

Apply concepts and principles of tourism management to new issues and situations

Transfer existing skills to new contexts

Select and apply appropriate research and management techniques; and interpret and present the results in the following contexts:

Primary and secondary data collection in a business environment

manual and computer based analysis

Projects Designated tasks Lectures and tutorials Learning from work



Assessment

Project work Competence in a range of

business-related communication techniques

Distinctive Features of the Foundation Degree Students will gain a critical understanding of tourism and business

management necessary to meet the changing demand of the economy and society

Students are taught how to apply skills to successful management in a range of rewarding employment opportunities in the worldwide tourism industry

The programme emphasises personal contact between lecturers and students in order to ensure that they achieve their full potential and gain full understanding of applying relevant concepts and disciplines which contribute to an understanding of the course domain

Students are required to participate in work-based learning within local or overseas tourism-related organisations. The College’s excellent relationships with employers strengthen industrial placement links and provide a wide range of career prospects for our students


Brief Description of the ProgrammeThe Foundation Degree in Tourism is designed to produce graduates who have the skills to function and communicate in the world's fastest growing industry. The course is designed to develop a critical understanding of tourism and business management to meet the changing demands of society and the economy. Students have the opportunity to gain valuable work experience in the UK or abroad through Work-Based Learning.

Programme Structure and Pathways

Please see following page for programme structure.

Give Details of Any Exceptions to Regulations

None


Programme Structure for the Foundation Degree in Tourism (full-time) 2009/2010 Course code: UF2829

Year 1 Year 2

Module Code

Module Title No. of Credits

Core / Optional

Module Code

Module Title No. of Credits

Core / Optional

TOFD106 Personal & Professional Development

20 Core TOFD130 Work Based Learning 20 Core

TOFD100 Tourism Studies 20 Core TOFD200 Tourism Planning and Management

20 Core

FPC1018 Business Finance 20 Core TOFD219 Countryside and Heritage Management

10 Optional*

FPC1022 Marketing 20 Core FPC2019 Customer Relationship Management

20 Optional*

FPC1017 Business Environment 20 Core TOFD207 Research Skills 20 Core

TOFD109 Management Information Systems

10 Optional* TOFD210 Tour Operations Management

20 Optional*

TOFD124 Travel Agency Management 10 Optional* TOFD215 Guiding Through Heritage 10 Optional*

TOFD128 Archaeology and Heritage 10 Optional* TOFD217 Managing People 20 Core

TOFD129 Worldwide Travel Destinations

10 Optional* PFD221 Introduction to Events Management

20 Optional*

TOFD132 Action Research 10 Optional* PFD230 Licensed Trade Management

20 Optional*

*40 credits of optional modules are selected in Stage 1*60 credits of optional modules are selected in Stage 2

Work Based Learning (TOFD130)

Student Handbook Page 27

Foundation Degree Intended Learning Outcomes Map

Certificate Level

1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes The holder of a Certificate of Higher Education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. He or she will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility.

Aim Subject Benchmark

Related Core Modules

Knowledge/ Understanding Demonstrate knowledge of the underlying concepts and

principles associated with tourism, and an ability to evaluate and interpret these within the context of tourism or principles of tourism

synthesise information from disparate sources interpret a particular case in the context of generalised or abstract

concepts and vice versa understand the role of tourism in contributing to knowledge understand how tourism can operate over a variety of scales in

space and time

Aims1; 2

QAAFoundation Degrees

Hospitality, Leisure and Tourism

TOFD 100FPC1018FPC1022FPC1017TOFD 124TOFD 128TOFD 132


Cognitive / Intellectual Skills (generic) Demonstrate an ability to present, evaluate, and interpret

qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of tourism

Plan, design and execute and report on an original tourism investigation

Understand the contested nature of knowledge and identify and evaluate alternative viewpoints

Identify, formulate and resolve problems Assess the reliability and validity of evidence Collate, analyse and interpret data in quantitative and qualitative

forms Problem solving and research skills

Aims2; 3



FPC1018FPC1022FPC1017TOFD 109TOFD 128

Key / Transferable Skills (generic) evaluate the appropriateness of different approaches to solving

problems related to the study of tourism communicate the results of their study/work accurately and

reliably, and with structured and coherent arguments Participate effectively and supportively in groups, meeting

obligations to others Search for, retrieve, sift and order information from a variety of

sources Develop a reasoned and informed argument Reflect upon their learning process, evaluating personal strengths

and weaknesses; and setting appropriate targets Communicate effectively through the spoken work and in a

variety of written, geographical and graphical formats Develop analytical skills in numeracy and quantification

Aims4



FPC1022FPC1017TOFD 124


Practical Skills (subject specific) Work independently and organise his/her own learning Apply concepts and principles of tourism management to new

issues and situations Transfer existing skills to new contexts Select and apply appropriate research and management

techniques; and interpret and present the results in the following contexts:

Primary and secondary data collection in a business environment manual and computer based analysis

Aims4; 5



TOFD 130TOFD 132

Employment-related skills Undertake new and further training and develop skills within a

structured and managed environment Demonstrate qualities and transferable skills necessary for

employment requiring the exercise of personal responsibility

Aims3; 4



TOFD 106TOFD 130


Foundation Degree Intended Learning Outcomes Map Intermediate level

1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning OutcomesHolders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.

Aim(s) SubjectBenchmark

Related Core Modules

Knowledge/ Understanding knowledge and critical understanding of the well established

principles of tourism, and the way in which those principles have developed

knowledge of the main methods of enquiry within tourism an understanding of the limits of their knowledge, and how this

influences analysis and interpretations based on that knowledge

Aims1; 2; 5



TOFD 200TOFD 207TOFD 217TOFD 210TOFD 215

Cognitive / Intellectual Skills (generic) ability to apply underlying concepts and principles outside the

context in which they were first studiedAims2; 3



TOFD 207


Key / Transferable Skills (generic) ability to evaluate critically the appropriateness of different

approaches to solving problems in tourism management use a range of established techniques to initiate and undertake

critical analysis of information, and to propose solutions to problems arising from that analysis

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non specialist audiences, and deploy key techniques of the discipline effectively

Aims4



TOFD 200TOFD 207TOFD 215

Practical Skills (subject specific) ability to evaluate sustainability in a tourism context employ a range of customer service skills and improve technique

through reflexive practice, and through peer and customer feedback

identify the tourism elements appropriate for given development ability to prepare clear, specific, measured, achievable, timed

(SMART) recommendations and strategies understanding human resource management and bringing the

best out of staff for their benefit and that of the organisation and its customers

Aims4; 5



TOFD 200TOFD 207TOFD 210TOFD 215

Employment-related skills the application of subject principles in an employment context undertake further training, develop existing skills and acquire new

competencies that will enable them to assume significant responsibilities within organisations

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



TOFD 200TOFD 207TOFD 210TOFD 217FPC2019


7 UPC - The Student Portal

A portal is a gateway. The University of Plymouth portal is your gateway to various resources to support your study e.g.:

UoP Information and Library Services where you can access Metalib which will enable you to locate a range of journals and electronic resources from the University library

Training packages and Guidance on searching for information

The UPC student community will give you: General information on studying at degree level and opportunities and resources for UPC

students

http://student.plymouth.ac.uk/ This is the general link and you should sign in with your University of Plymouth Registered Username and Password.When you have signed in you will see a direct link to the University of Plymouth Colleges on the right hand side of the page

Once onto the student site it is recommended you save it to your Favourites You might wish to change your password to one you will remember using the menu in the top right corner You should keep your username and password secure.Please let tutors or learning support staff know if you have difficulties with logging in. Once you have logged in you will find a more detailed guide to finding specific resources which you should open and use online. The links in this document are live and will give you a ‘tour’ of various resources and sites. To access library resources you need to go via Metalib. From http://student.plymouth.ac.uk/ click University Information > Library, Media and IT (ILS) > Electronic Library > login to MetaLib using the same university username and password. Unfortunately you will not be able to save these sites to favourites.

2009-2010Edition

Need Help? Contact 01752 588588, [email protected] or [email protected]

33

http://student.plymouth.ac.uk/Pages/Default.aspx

http://student.plymouth.ac.uk/Pages/Default.aspx

UNIVERSITY OF PLYMOUTH MODULE RECORDMODULE CODE: FPC1018 CREDITS: 20 LEVEL: 4

MODULE TITLE: Business Finance

PRE-REQUISITE(S): None

CO-REQUISITE(S): None

COMPENSATABLE WITHIN THIS PROGRAMME: Yes

SHORT MODULE DESCRIPTOR The module introduces the student to key aspects of financial and management accounting in order to be able to use/understand financial information for decision making purposes.

ELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100%Give Subject Assessment Panel Group to which module should be linked – Business

Minimum pass mark for professional body accreditation - N/A

MODULE AIMS: The aim of this module is for students to gain an understanding of the management and presentation of financial information within a business organisation. They will learn how to interpret financial information and use basic financial tools for decision making purposes.

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:

Understand the importance of financial information and the underlying principles and concepts within business organisations

Analyse and evaluate financial information for a business organisation Prepare financial information for decision making purposes for a business organisation

INDICATIVE SYLLABUS CONTENT:Sources of finance – choosing sources and the underlying implications Finance as a resource – flow of finance, decision making, assets and liabilitiesFinancial performance – financial statements, analysing performance, comparison of statementsFinancial decisions – budgeting, costing, investment and project appraisal

APPROVAL: DATE OF APPROVAL: Feb 2007 DATE OF IMPLEMENTATION: Sept 2007DATE(S) OF APPROVED CHANGE: FACULTY: SCHOOL: PARTNER

INSTITUTION: City College Plymouth

(For FHSW) NAME OF SITE:

MODULE LEADER: Linda Jordan Term All year

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Assessment Criteria (Threshold Level) :

Understand, evaluate, manage and prepare financial information for decision making purposes for a business organisation.

Assessment Mode:

Assignments, class tests, essays, case material, multiple choice.

Schedule of Teaching and Learning:

This module will be taught by lectures, workshops, self directed study.

Recommended Texts and SourcesThe recommended texts for the course are:

Atrill and McLaney (2006) Accounting and Finance for Decision makers, FT Prentice Hall.

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MODULE TITLE: Marketing




SHORT MODULE DESCRIPTOR This module introduces students to the basic principles of marketing and their application in a business context.ELEMENTS OF ASSESSMENT: (C1) COURSEWORK 100%

Give Subject Assessment Panel Group to which module should be linked – Business

Minimum pass mark for professional body accreditation – N/A

MODULE AIMS:For students to investigate the principles that underpin the marketing process and how they apply in a business. It aims to provide a broad based general overview of marketing and to be a foundation for further specialist study.


Understand the importance of the principles and concepts of marketing to enable business organisations to become marketing orientated.

Identify how marketing research and market segmentation will enable different business organisations to develop a marketing strategy.

Develop the marketing mix, product, price, place and promotion (4Ps) for different business organisations.

INDICATIVE SYLLABUS CONTENT:MARKETING DYNAMICS - definitions, marketing concepts and marketing process overview

SEGMENTING MARKETS - consumer and business2business (B2B)

MARKETING RESEARCH - overview of secondary and primary research methods

MARKETING MIX - product, price, place and promotion 4Ps shift to 7Ps people, physical evidence and processes, e-marketing and international marketing

APPROVAL: DATE OF APPROVAL: February 2007 DATE OF IMPLEMENTATION: September 2007DATE(S) OF APPROVED CHANGE: FACULTY: University of Plymouth Colleges (UPC)

SCHOOL: PARTNER INSTITUTION: City College Plymouth


MODULE LEADER: Tam Carson Term* All year

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Assessment Criteria (Threshold Level) : Understand the importance of the principles and concepts of marketing to

enable business organisations to become marketing orientated. Identify how marketing research and market segmentation will enable

different business organisations to develop a marketing strategy. Develop the marketing mix, product, price, place and promotion (4Ps) for

different business Assessment Mode: Coursework100%Business studies - two studies based of real businesses designed to provide evidence of knowledge and understanding across the range of outcomes (short reports).Schedule of Teaching and Learning:The module is delivered by means of weekly lectures and seminars and relevant visits.Recommended Texts and SourcesThe recommended texts for the course are:

Brassington F & Pettitts S (2006) Principles of Marketing. 4th ed. Harlow: FT/Prentice HallBlythe J (2005) Essentials of Marketing. 3rd ed.. Harlow: FT/Prentice HallLancaster G & Withey F (2005) Marketing Fundamentals. 2nd ed. Elsevier: Butterworth HeinemannSmith PR & Chaffes D (2005) e Marketing excellence. 2nd ed. Elsevier: Butterworth HeinemannYouell R (2003) A-Z Business Book. London: Hodder & StoughtonTimes on Line www.timesonline.co.ukTrade Magazines: The Grocer

Drapers Record

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MODULE TITLE: Business Environment




SHORT MODULE DESCRIPTOR The module introduces students to the national and European business environment and considers a range of economic factors that affect decision making in business organisations.

ELEMENTS OF ASSESSMENT: COURSEWORK 100%

Give Subject Assessment Panel Group to which module should be linked - Business

Minimum pass mark for professional body accreditation ...N/A

MODULE AIMS: The aim of this module is for students to be able to investigate issues concerning the interaction of business organisations and the environment they face, in particular directing focus on the economic environment in a national and European context.


1. Understand the impact on business organisations of a range of micro and macro economic issues

2. Discuss the impact of a range of government economic policies on organisations3. Understand and explain the impact on UK based organisations of specific European

Union policies.

INDICATIVE SYLLABUS CONTENT:

Local & National Economy – types of economic system, role of state, Government policyMarket factors – market forces, market types, organisational responses to market situationEurope – EU institutions and decision making process, EU polices, EMU.

APPROVAL: DATE OF APPROVAL: Feb 2007 DATE OF IMPLEMENTATION: Sept 2007DATE(S) OF APPROVED CHANGE: FACULTY: SCHOOL: PARTNER



MODULE LEADER: Peter Mills Term* All year

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Assessment Criteria (Threshold Level) :Explanation of relationship between market forces & retail organisational responses, and explanation of market structures.

Discussion of impact of government policies on organisations and identification of named policies of EU and their impact on organisations.

Explanations of: features of economic system, differing views of role of state, features of EU, market forces, government policies, market structures

Assessment Mode: Report – 30%Company Study – 30%Test – 40%

Schedule of Teaching and Learning:This module is delivered by means of regular lectures and seminars and relevant visits


Sloman J (2005) The Economic Environment of Business, FT Prentice Hall

Worthington I, Britton C and Rees A (2005) Economics for Business, FT Prentice Hall

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Appendix AUNIVERSITY OF PLYMOUTH MODULE RECORD

MODULE CODE: TOFD 100 CREDITS:20 LEVEL:4

MODULE TITLE: Tourism Studies

PRE-REQUISITE(S):

CO-REQUISITE(S):

COMPENSATABLE WITHIN THIS PROGRAMME: Yes/No (please indicate)

SHORT MODULE DESCRIPTOR This unit is designed to provide an introduction to tourism as an area of academic and applied study.

ELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100%

Give Subject Assessment Panel Group to which module should be linked : Tourism

Minimum pass mark for professional body accreditation N/A

MODULE AIMS:The aim of the unit is to encourage the learner to develop an understanding of the nature and significance of tourism, its structure and development, and the pattern of trends in tourism activity. ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:1. Recognise the influences of the past, current and future trends in the demand for and significance of

tourism;2. understand the influence of geographical factors on tourism development and activity;3. demonstrate knowledge of the structure and organisation of the tourism industry;4. identify the interrelations that exist between the various sectors which provide services and facilities

for tourism;5. assess the role of the tourist and describe the needs of different groups;6. demonstrate an understanding of the economic, social and environmental impacts of tourism activity.

INDICATIVE SYLLABUS CONTENT: Definitions and concepts of tourism Historical development, current and likely future trends; determinants and facilitators of tourism Geographical influences on tourism development Structure of the tourism industry: sector analysis; accommodation, transport, travel organisers,

destination organisers Different types, needs and expectations of tourists Issues raised by the demand for tourism; social, economic and environmental impacts of tourism;

sustainable tourism developmentAPPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01-09-01 DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER

INSTITUTION:CCP(For FHSW) NAME OF SITE:

MODULE LEADER: Winfrid Scutt Term* S1

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Assessment Criteria:The student will demonstrate that they:1. recognise the influences of the past, current and future trends in the demand for and

significance of tourism;2. understand the influence of geographical factors on tourism development and activity;3. understand the structure and organisation of the tourism industry;4. can identify the interrelations that exist between the various sectors which provide

services and facilities for tourism;5. can assess the role of the tourist and describe the needs of different groups;6. understand the economic, social and environmental impacts of tourism activity.Assessment Mode: Coursework: 90% End Test: 10%

Reflective Journal entries: 40% Report 20% Problem Based Learning seminar presentation 30% an end module test weighted at 10%

Schedule of Teaching and Learning:In this unit the student will encounter a range of learning and teaching methods designed to support both individual and group learning programmes. Lectures will provide an introduction to major themes and concepts, which will be developed further during seminars. Group-work will provide forum for discussion and the development of interpersonal skills.

Recommended Texts and Sources The recommended texts for the course are:

COOPER, C.P et al. (2008). Tourism: principles and practice. 4th edition. Harlow: FT Prentice HallDAVIDSON, R. (1998). Tourism in Europe. 2nd edition. Harlow: FT Prentice Hall. FAULKNER B., (2004) Tourism in the 21 century: reflections on experience. London: Thomson.HOLLOWAY, J.C.R. (2009). The business of tourism. 8th edition. Harlow: FT Prentice HallKRIPPENDORF, J. (1999). The holiday makers: understanding the impact of leisure and travel. Oxford:

Butterworth Heinemann. LAVERY, P. (2004). Travel & tourism 4th edition. Huntingdon: Elm.PAGE, S.J.et al (2001) Tourism: A modern synthesis. London: Thomson. LICKORISH, L.J. & JENKINS, C.L. (1997). An introduction to tourism. Oxford: Butterworth Heinemann.SHARPLEY, R. (2003). Tourism, tourists and society. Huntingdon: Elm.SWARBROOKE, J. & HORNER, S. (1999). Consumer behaviour in tourism: an international perspective.

Oxford: Butterworth Heinemann.

Journals:Annals of Tourism ResearchJournal of Sustainable Tourism Journal of Travel and Tourism MarketingTourism Management

Web-based sources:Altis: the guide to internet resources in hospitality, leisure, sport and tourism http://www.altis.ac.ukDepartment for Culture, Media and Sport – tourism pages: http://www.culture.gov.uk/about_us/tourism_and_leisure/default.aspx

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http://www.culture.gov.uk/about_us/tourism_and_leisure/default.aspx

http://www.altis.ac.uk/

UNIVERSITY OF PLYMOUTH MODULE RECORDMODULE CODE: TOFD 106 CREDITS:20 LEVEL:4

MODULE TITLE: Personal and Professional Development

PRE-REQUISITE(S):

CO-REQUISITE(S):


SHORT MODULE DESCRIPTOR This module will incorporate Personal Development Planning to enable students to identify, engage with, and reflect upon the personal and professional skills and competences required for entry to and progression within their chosen profession.




MODULE AIMS:The aim of this module is to encourage students to develop personal and professional skills directly relevant to successful academic and professional career development. The module will also aim to instil an ethos of continuous professional development and lifelong learning as an essential and pivotal part of professional life. ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:1. identify the transferable skills and attributes required for academic and professional

development;2. conduct an analysis of personal and professional skills and attributes3. demonstrate development of the identified academic and professional skills and attributes4. produce a Personal Development Plan which incorporates evidence of skills development

and reflection on future career planning. INDICATIVE SYLLABUS CONTENT:

Academic skills, research and referencing, information sources and retrieval, academic communication skills

Professional skills, sector specific skills and attributes, ICT and technical skills Reflexive practices, gap analysis, 180 appraisal, Johari windows Career Planning Personal Development Planning

APPROVAL: DATE OF APPROVAL: 30/3/06 DATE OF IMPLEMENTATION: 01-09-06 DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Tony Hewling Term*S1&S2

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Assessment Criteria:

The student will produce a Personal Development Plan which will:

identify the transferable skills and attributes required for academic and professional development evidence of academic and professional skills development.

demonstrate an analysis of personal and professional skills and attributes. demonstrate development of the identified academic and professional skills and

attributes incorporate evidence of skills development and reflection on future career planning

Assessment Mode: 100% Coursework


The module will be delivered via a combination of lectures, seminars and individual tutorial and guest speakers where appropriate. A comprehensive package of support and learning resources will be available to students via the VLE.

Recommended Texts and Sources

The recommended texts for the course are:

Armstrong M (1999) Managing activities. Wimbledon: CIPD

Schon D (1995) The Reflective Practitioner. Chichester: Jossey Bass

Woodruffe C (2000) Development and Assessment Centres. London: CIPD

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MODULE TITLE: WORK BASED LEARNING

PRE-REQUISITE(S):None

CO-REQUISITE(S):None


SHORT MODULE DESCRIPTOR This module enables learners to research issues relating to real working environments




MODULE AIMS:To enable students to identify and investigate work-related issues within a selected organisation; operate effectively within the organisation, demonstrating and applying appropriate attitudes, knowledge and skills; acquire work-based knowledge and develop transferable and employability skills.


apply their acquired knowledge and skills in a work-related environment evaluate current practice in a selected area of work activity, considering the professional,

legal and ethical framework within which they are operating demonstrate a range of personal skills: show initiative and work independently; co-

operate and communicate effectively with others; manage their own time; work to deadlines

INDICATIVE SYLLABUS CONTENT:Most of the theoretical background, knowledge and practical skills will be integrated into other modules, with the specific application to WBL being emphasised in all appropriate areas of study

APPROVAL: DATE OF APPROVAL: Feb 2007 DATE OF IMPLEMENTATION: Sept 2007 DATE(S) OF APPROVED CHANGE: FACULTY: UPC SCHOOL: PARTNER

INSTITUTION:CCP (For FHSW) NAME OF SITE:

MODULE LEADER: Win Scutt Term* All Year

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The learner will produce a business report of 2500 words to show evidence of an investigation into a real situation affecting a selected business which should be one in which he/she has personal involvement through employment, placement or assignment brief. The report will demonstrate understanding of the key issues, and clearly link these to appropriate theory drawn from other modules. Evaluation will identify any perceived problem areas, and suggestions made for improvement.

A separate submission (500 words) will give the learner the opportunity to reflect on his/her experience in the work context, identify strengths/weaknesses, and suggest a personal action plan to address any issues of personal performance

Assessment Mode:

Coursework: 100% (80% report; 20% review/reflection)


The module is delivered by means of seminars and personal tutorials


There are no fixed recommended texts for this module as most of the background theory will be covered in other modules. Tutors will advise on recommended reading when the focus of each individual project is agreed.

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MODULE TITLE: MANAGEMENT INFORMATION SYSTEMS

PRE-REQUISITE(S):N/A

CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR To provide an appreciation and broad understanding of how management systems are used in business and an appreciation of how system changes can be evaluated and implemented successfully. Students will develop their understanding and capabilities for system applications with a continual 'hands on' approach.




MODULE AIMS:This module will introduce the main concepts and techniques used in Management Information Systems.

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to: Recognise the likely human impact of IT development and demonstrate to users on how they might overcome any negative

effects on work and the environment; Advise an employer on how to set up a system development project or to demonstrate ‘off the shelf’ applications or

bespoke software; Understand the place of scientific and operational management process within management systems; Advise on the appropriate use of data-base techniques and security measures; Organise a computer operation in line with current trends with due regard to Health and Safety legislation’s; Competently demonstrate the professional use of a wide range of software applications.

INDICATIVE SYLLABUS CONTENT: Investigate the uses & applications of IT within the travel & tourism industry

the skills associated with specific applications of IT currently used in the industry the benefits and limitations of IT to the user and customer the implications of the use of IT

Introduction: The meaning of MIS; the nature of control systems, Management by Objectives, Systems in support of management decision making;

The effect of IT systems on people; motivational, the environment, Health and Safety at Work, who is in control; where will IT lead us in the future?;

Software applications; Practical hands-on training in the use of word processing packages; integrated packages, presentation of statistical information, data-base, Desktop Publishing and Graphic packages, Spreadsheets and financial packages, Project Management Applications;

Systems in use in business; Payroll systems, Sales and Inventory Control systems; Supplies systems; Accounting Systems;

Implementing Systems Improvements; A typical Management Services Department; End user computing; the software maintenance problem;

Choosing a package.

APPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01-09-01 DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Russell Pitt Term* S1, S2

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Through their coursework and end module test, learners will demonstrate that they:1 can recognise the likely human impact of IT development and how they might

overcome any negative effects on work and the environment;2 can advise an employer on how to set up a system development project or to

demonstrate ‘off the shelf’ applications or bespoke software;3 understand the place of scientific and operational management process within

management systems;4 can advise on the appropriate use of data-base techniques and security measures;5 can organise a computer operation in line with current trends with due regard to Health

and Safety legislation;6 are competent in the professional use of a wide range of software applications.

Assessment Mode: Coursework: written report weighted at 80%– (max word count 2000) End test weighted at 20%


Lectures, group-work, computer-based learning



Davidson R (1998) Tourism in Europe. 2nd edition. Harlow: FT Prentice Hall

Heap N et al (1996) Information technology and society, a reader. London: Sage.

Inkpen G (1998) Information technology for travel and tourism. Harlow: Longman

O’Connor P (1999) Electronic information distribution in tourism and hospitality. Wallingford: CABI.

Werthner H & Klein S (1999) Information technology and tourism – a challenging relationship. New York: Springer Verlag

Zorkoczy P & Heap N (1995) Information technology, an introduction. Harlow: FT Prentice Hall

Journals:Journal of Travel and Tourism MarketingTourism Management

Web-based sources:EEVL the internet guide to…computing http://www.eevl.ac.uk

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http://www.eevl.ac.uk/


MODULE TITLE: TRAVEL AGENCY MANAGEMENT


CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR The module will allow learners to be aware of and understand the role of the manager within a retail travel operation, and to be able to develop the knowledge and skills required to carry out the role effectively and professionallyELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100% Give Subject Assessment Panel Group to which module should be linked : Tourism


MODULE AIMS:The aim of this module is to enable the learner to understand the role of the manager within a retail travel operation, and to develop the knowledge and skills to carry out this role effectively and professionally.

In order to make them more desirable to employers this module will expect the learners to participate in the College Enrichment Programme to achieve one or more coaching awards.ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to: Create an environment to meet the needs of the customer; Provide a range of travel services for customers; Explore a range of management duties involved in running a retail travel business.

(It is expected that learners will use Voyagers as a vehicle for their experience for this module)

INDICATIVE SYLLABUS CONTENT:Create an environment to meet the needs of the customerInformation needs: land, sea, air, national, international, packages, individual components, routine travel arrangements, destinations, events, accommodation, ancillary services;Sources of information: technology, manuals, journals, timetables, published literature, colleagues;Customers: various types of client;Agency: design, layout, ambience.Provide a range of travel services for customersCostings: routine and complex travel service arrangements;Documentation: ticketing, booking forms, visas, passports, client records, data storage, stock control;Complaints: procedures, advice.Explore a range of management duties involved in running a retail travel businessLines of communication: internal, regional, national/head office, types of retail businesses, range of services offered;Financial control: sales/commission, turnover, ancillary profits, overheads, incentives, marketing and equipment costs;Legal and regulatory requirements: health and safety, liability, insurance, EU regulations, personnel law, licensing requirements, ABTA, bonding trust funds;Marketing: strategic, tactical;Staff: team building, rota’s, planning, job design, training development and career planning delegation;

Change; impacts of change, response to changes in the market place, growth of specialisation, impact of discounting, technological innovation.



MODULE LEADER: Sarah Ogorek Term*S1 or S2

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Learners will demonstrate through coursework Create an environment to meet the needs of the customer; Provide a range of travel services for customers; Explore a range of management duties involved in running a retail travel business.

Assessment Mode:

Coursework: Assignment weighted at 80%, (2000 words) End test weighted at 20%


The module will allow learners to be aware of, and to understand the role of the manager within a retail travel operation, and to be able to develop the knowledge and skills required to carry out the role effectively which will be achieved through lectures, simulations, role play, guest lectures and use of popular TV travel programmes



Bray R & Raitz V (2001) Flight to the sun: the story of the holiday revolution, London: Thomson

European Tourism University Partnership (2001) Resort management in Europe: case studies & learning materials, London, Continuum

Hall C & Page S (2000) Tourism in South and South-east Asia: issues & cases. Oxford: Butterworth Heinemann

Heath E & Wall G (1992) Marketing tourism destinations. Chichester: Wiley

Hoyle B & Knowles R (1998) Modern transport geography, 2nd edition. Chichester: Wiley.

Hudson S. (2000) Snow business: a study of the international ski industry, London: Thomson

Page S. (2005), Transport and tourism. Harlow: Prentice Hall

Pender L (2001) Travel trade and transport: an introduction. London: Continuum

Journals:Annals of Tourism ResearchJournal of Sustainable TourismJournal of Travel and Tourism MarketingTourism Management

Web-based sources:Altis: the guide to internet resources in hospitality, leisure, sport and tourism http://www.altis.ac.uk

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MODULE TITLE: ARCHAEOLOGY AND HERITAGE


CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR This module will examine how archaeological sites are presented to the public. The main archaeological periods are outlined, national and local bodies in archaeology will be discussed and case studies of existing sites will be examined.




MODULE AIMS:To enable the learner to understand the key features of each archaeological period.To understand the problems/merits in presenting archaeological sites to the public.


State how/where a particular monument fits into an archaeological / chronological framework; Name appropriate bodies/ legislation in archaeology; Devise appropriate methods of interpretation/ presentation for a variety of sites.

INDICATIVE SYLLABUS CONTENT:What archaeological is/involves, with brief historical outline;Introduction to main periods and features in British Archaeology:

Mesolithic Neolithic and Bronze Age Iron Age Roman Medieval Post-medieval Case studies in South West England to illustrate the above

Introduction to main bodies – legislation involved in archaeology (English Heritage, Council for British Archaeology, Institute of Field Archaeologists, National Trust, Commission for Ancient and Historic Monuments, Planning Policy Guidelines);

Interpretation/reconstruction methods – problems and applications;

Presentations – museums and modern ‘hi-tech’ theme attractions (eg Stonehenge, Avebury, Maiden Castle, Morwellham Quay, Plymouth Dome);

APPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01.09-01 DATE(S) OF APPROVED CHANGE: FACULTY: UPC SCHOOL: PARTNER


MODULE LEADER: Winfrid Scutt Term* S1 & S2

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Learners will demonstrate through a written assignment A knowledge of how/where a particular monument fits into an archaeological / chronological framework; Name appropriate bodies/ legislation in archaeology;

and through an interpretation assignment How to devise appropriate methods of interpretation/ presentation for a variety of sites.

Assessment Mode:

Coursework: 100% Assignment 2000 words weighted at 50% Interpretation assignment 2000 words weighted at 50%


This module will use seminars, lectures and fieldtrips to develop understanding of archaeology and heritage and how it is interpreted and presented to the public.



Chippindale, C. (2004) Stonehenge complete. 3rd edition London: Thames and Hudson

Fleming, A. (2007) The Dartmoor Reaves: investigating prehistoric land divisions. Windgather Press.

Gerrard, S. (1997) Dartmoor. London: Batsford/English Heritage

Grant, J, Gorin, S and Fleming, N (2002) The archaeology coursebook. London: Routledge

Greene, Kevin (2004) Archaeology: an introduction. London: Routledge

McIntosh, J. (1999) The practical archaeologist. London: Thames and Hudson

Renfrew, C. & Bahn, P. (2004) Archaeology: theories, methods and practice London: Thames and Hudson

Journals:AntiquityCornish ArchaeologyInternational Journal of Heritage StudiesProceedings of the Devon Archaeological SocietyProceedings of the Prehistoric Society

Web-based sources:Department for Culture,Media and Sport – heritage pages : http://www.culture.gov.uk/historic_environment

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

UNIVERSITY OF PLYMOUTH MODULE RECORDMODULE CODE: T0FD 129 CREDITS:10 LEVEL:4

MODULE TITLE: WORLDWIDE TRAVEL DESTINATIONS

PRE-REQUISITE(S): n/a

CO-REQUISITE(S): n/a


SHORT MODULE DESCRIPTOR This module will introduce learners to the location of tourist attraction destinations and principle geographic features as part of the essential selling skills needed by managers within the travel and tourism industriesELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100%



MODULE AIMS:The aim of this module is to introduce learners to the location of tourist attraction destinations and principle geographic features as part of the essential selling skills needed by managers within the travel and tourism industries.

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to: Examine the main tourist destinations regions of the world; Identify the transport network utilised by the tourist and business traveller; Identify the main tourist destinations, cultural and tourist centres in the UK, Europe and selected destinations in the rest of

the world; Investigate the impact of tourism on the natural and built environment.

INDICATIVE SYLLABUS CONTENT:Examine the main tourist destinations regions of the world

Location: the major tourist destinations selected from the UK, Europe and the rest of the world;Distribution: selection of resorts, domestic, regional and international tourism flows;Travel barriers: political, physical, socio-cultural and socio-economic.

Identify the transport network utilised by the tourist and business travellerRoute systems: economic data and tourism statistics;Modes of transport: needs of different client groups, suitability of different modes of transport.

Identify the main tourist destinations, cultural and tourist centres in the UK, Europe and selected destinations in the rest of the worldResource selection: historical, cultural, coastal, landscape, wildlife and urban resources;Tourist generation: determinants of demand, reasons for growth, world distribution- domestic and international.

Investigate the impact of tourism on the natural and built environmentClimate: temperature, rainfall, cloud-cover , sunshine and types of ;Landscape: geology of lakes, mountains, coastline, profile of beaches, flora and fauna, preferences of landscape, affects of man and the need for preservation, impact of tourism on resources and local community;Sustainability: policy, dilemma, and alternatives to mass tourism.

APPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01-09-01

DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Sue Abercrombie Term* S2

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The learner will be able to: describe the main tourist destinations regions of the world; describe the transport network utilised by the tourist and business traveller; identify the main tourist destinations, cultural and tourist centres in the UK, Europe and selected

destinations in the rest of the world;investigate the impact of tourism on the natural and built environment.

Assessment Mode:

Coursework: 100%

An assignments weighted at 80% and a presentation weighted at 20%


The module will be delivered via a combination of lectures, seminars and individual tutorial and guest speakers where appropriate. A comprehensive package of support and learning resources will be available to students via the UoP Portal and the College VLE.

Recommended Texts and Sources The recommended texts for the course are:The recommended texts for the course are:

BRAY R., & V. RAITZ (2001) Flight to the Sun: The Story of the Holiday Revolution, London, Continuum

COOPER, C and BONIFACE, B (2004) Worldwide destinations. 4th rev ed. Oxford, Butterworth Heinemann

COOPER, C and BONIFACE, B (2004) Worldwide destinations casebook. Oxford, Butterworth Heinemann

EUROPEAN TOURISM (2000) Resort Management in Europe: Case studies & Learning Materials, London, Continuum

HALL C., & S PAGE, (2000) Tourism in South and South-east Asia: Issues & Cases, England , Butterworth –Heinemann

HEATH E & G WALL (1992) Marketing Tourism Destinations, Chichester, Wiley

HOYLE B. & R KNOWLES, (1998) Modern Transport Geography (2nd Ed.) Chichester, Wiley.

MANCINI, M (2003) Selling destinations. 4th rev ed. New York, Thomson Learning

PAGE, S (2005) Transport and tourism: global perspectives. Harlow, Prentice Hall - In stock

PENDER L, (2001) Travel Trade & Transport: An Introduction London, Continuum(now out of print, but in College library stock)

Journals:Annals of Tourism ResearchJournal of Tourism StudiesTourism ManagementInsights: The Marketing Intelligence Service

Electronic Sources Travelmole http://www.travelmole.comTravelweb

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http://www.travelmole.com/


MODULE TITLE: ACTION RESEARCH

PRE-REQUISITE(S):n/a

CO-REQUISITE(S):n/a


SHORT MODULE DESCRIPTOR The module consists of a short fieldwork practice for an appropriate organisation, or an approved individual research




MODULE AIMS:To gain practical experience of conducting fieldwork research within an organisation or as an individual researcher


Understand the need for primary and secondary research in the leisure & tourism industry Demonstrate a knowledge of the range of methodologies suitable for the collection of quantitative and

qualitative data. Design and carry out a questionnaire The student will be able to write a research report based on data collected and evaluate the findings.


There is no specific syllabus. The learner will execute research in the field either individually or as part of an group. The learners will meet for regular supervisory sessions with a member of College staff.

APPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01.09-01 DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Winfrid Scutt Term*S1 or S2

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Assessment Criteria:By reporting on an individual field study supported by data analysis, learners will demonstrate: an understanding the need for primary and secondary research in the leisure & tourism industry a knowledge of the range of methodologies suitable for the collection of quantitative and qualitative

data. that they can design and carry out a questionnaire that they can write a research report based on data collected and evaluation of the findings.

Assessment Mode: Coursework: 100% Coursework: Individual field study supported by data analysis in the form of a formal report (2000 words)


Seminar, Group work, fieldwork, tutorials & presentation



Bell J (2005) Doing your Research Project. 5th edition Milton Keynes: OU Press

Buglear J (2000) Stats to go – A guide to statistics for hospitality, leisure & tourism. Oxford: Butterworth Heinemann

Brunt P (2000) Market research in travel and tourism. Oxford: Butterworth Heinemann

Finn, M. et al (2000) Tourism and leisure research methods: data collection, analysis and interpretation London: Longman

Frechtling D C (2001) Forecasting tourism demand: methods & strategies. Oxford: Butterworth Heinemann

Hinton P R (2004) Statistics explained: a guide for social science students. 2nd edition. London: Routledge

Veal A J (2005) Research methods for leisure & tourism, a practical guide. 3rd edition Harlow: FT Prentice Hall

Journals:Annals of Tourism ResearchInternational Journal of Tourism ResearchTourism and Hospitality Research Web-based sources:SOSIG: social science information gateway: http://www.sosig.ac.uk

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http://www.sosig.ac.uk/

UNIVERSITY OF PLYMOUTH MODULE RECORDMODULE CODE: PFD 221 CREDITS: 20 LEVEL: 5

MODULE TITLE: Introduction to Events Management

PRE-REQUISITE(S): Nil

CO-REQUISITE(S): Nil


SHORT MODULE DESCRIPTOR This module will offer students the opportunity to plan, organise and manage a hospitality related eventELEMENTS OF ASSESSMENT:

(C1)COURSEWORK 100% Give Subject Assessment Panel Group to which module should be linked ..........Hospitality....................................................Minimum pass mark for professional body accreditation ...........N/A.....................

MODULE AIMS:To enable students to coordinate, facilitate, organise and run an appropriate hospitality event. To market, disseminate and advertise a hospitality event. To work as part of a team in a professional context.


Interact effectively by exercising personal responsibility and decision making processes in accordance to leadership model constructs

Develop existing skills and where necessary acquire new competences to support the leadership and management of a hospitality event

Effectively communicate information in a variety of forms to both specialist and non-specialist audiences by managing appropriate interventions in relation to facilitating a hospitality event

Evaluate and reflect on facilitating a hospitality event.(selected from Knowledge and Understanding; Cognitive/intellectual skills; Key/transferable skills; Practical skills - see SEEC level descriptors)

INDICATIVE SYLLABUS CONTENT: Advertising strategies Marketing concepts Leadership skills and qualities Customer care and budgeting constraints Business/Event plans

APPROVAL: DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE: FACULTY: SCHOOL: PARTNER

INSTITUTION:(For FHSW) NAME OF SITE:

MODULE LEADER: F. Wilson Term* S3

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Initiate, prepare, plan, organise and deliver a hospitality event (50%) Evaluate and critically analyse the hospitality event management process from an

individual and group stand point (20%) Testing of knowledge gained (30%)

Assessment Mode: Practical (50%)Evaluation (20%)End Test (30%)


Lectures, seminars, guest speakers, visits to local hospitality providers of events.


Bowdin, G. A. J., McDonnell, I., Allen, J. & O’Toole, W. (2006) Events Management, 2nd ed. Oxford: Butterworth-HeinmannFisher, J. G. (2000) How to Run a Successful Conference, 2nd ed. London: Kogan PageRogers, T. (2003) Conferences and Conventions, A Global Industry, Oxford: Butterworth-HeinemannTum, J., Norton, P. & Nevan Wright, J. (2005) Management of Event Operations. Oxford: Butterworth-Heinemannwww.eventmagazine.co.ukwww.worldofevents.netwww.esc-events.co.uk

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http://www.esc-events.co.uk/

http://www.worlofevents.net/

http://www.eventmagazine.co.uk/


MODULE TITLE: COUNTRYSIDE & HERITAGE MANAGEMENT

PRE-REQUISITE(S): N/A

CO-REQUISITE(S): N/A


SHORT MODULE DESCRIPTOR This module is designed to promote an awareness of the principles and practices that have developed in this rapidly expanding area of the tourism industry. It is a broad-based unit, defining heritage in a natural, built and cultural context.




MODULE AIMS:The aim of this module is to explore the complex issues of Heritage and Countryside Tourism Management.

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:Learners will be able to:

evaluate key issues in heritage and countryside tourism managementanalyse a range if issues that link tourism development, the countryside and industrial heritage

INDICATIVE SYLLABUS CONTENT:Demand and Supply/Resource base for Heritage and Countryside Tourism (cultural, architectural, natural, rural, archaeological); the role of private, public and voluntary sector tourism provision including social and environmental impact on rural landscapes and communities; sustainable tourism; different concepts of Heritage and Countryside Tourism;economic and political relationships between the heritage organisation and the local communities; Heritage and Countryside Tourism organisations; role of public agencies ; Land Management Principles; visitor management and interpretation.

APPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01-09-01 DATE(S) OF APPROVED CHANGE: 1/12/08 FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Winfrid Scutt Term* S3 or S4

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Through assignments and explore dilemmas and make valuable judgements in maintaining a balance between conservation and access; evaluate a variety of areas including interpretation and exploitation; rural tourism; commercial pressures and the

demand for funding demonstrate an awareness of the links between tourism development and environment; tourism growth and its

impact on the community; analyse the increase of supply and demand in urban tourism, industrial and maritime heritage and the integration of developments in the planning system.

Assessment Mode:

Coursework: 100%

Assignment weighted at 80% (1500 words) Presentation weighted at 20%


Seminars, lectures, group work guest lectures



Brown F (2000) Tourism reassessed: blight or blessing . Oxford: Butterworth Heinemann

Butler R & S Boyd (2000) Tourism & national parks: issues & implications. Chichester: Wiley

Cooper C P et al (2004) Tourism: principles & practice. 3rd edition. Harlow: FT Prentice Hall

Frechtling D C (2001) Forecasting tourism demand: methods & strategies. Oxford: Butterworth Heinemann

Leask A & Yeoman I (2002) Heritage visitor attractions: An operations management perspective. London: Cassell

Robinson M (Ed) (2000) Developments in urban & rural tourism. Tyne & Wear: Business Education

Yale P (2004) From tourist attractions to heritage tourism. 3rd edition. Huntingdon: Elm


Web-based sources:Department for Culture, Media and Sport – heritage pages : http://www.culture.gov.uk/historic_environment

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


MODULE TITLE: Customer Relationship Management




SHORT MODULE DESCRIPTOR The module examines key aspects of customer service provision and evaluates the methods by which organisations manage both customer services and the development of relationships. ELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100%Give Subject Assessment Panel Group to which module should be linked – Business

Minimum pass mark for professional body accreditation - N/A

MODULE AIMS: The module aims to increase knowledge and understanding of essential aspects of customer service skills in practice and develop a critical awareness of key issues and principles affecting organisations’ relationships with their customers in a range of business sectors.ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:

Carry out an analysis of different types of customers and their needs showing clear understanding of their importance to organisational survival and growth

Develop and justify customer service policies in support of strategic business objectives, identifying possible conflict between them.

Incorporate consumer protection into customer service policies and identify any resource implications

Demonstrate an understanding of the need for customer relationships to be developed and managed.

Analyse the methods used by organisations to manage their relationships with customers and evaluate their influence on the development of specific campaigns.

INDICATIVE SYLLABUS CONTENT:The needs of the internal and external customers; Consumer perceptions of service & care; Establishing standards and assessing returns; Sales functions & selling skills; Consumer protection; Architecture of CRM; Technical functions; Privacy and ethical concerns; Setting frameworks for CRM; CRM influence on campaignsAPPROVAL: DATE OF APPROVAL: May 2006 DATE OF IMPLEMENTATION: Sept 2006DATE(S) OF APPROVED CHANGE: FACULTY: SCHOOL: PARTNER



MODULE LEADER: Chloe Merriman Term All year

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1. Assignment. Analysis and evaluation of a business’s customer service policy with recommendations for improvement and development of customer services training guide.

2. Case studies: Analysis of mini case studies demonstrating knowledge of consumer legislation and importance of sound company complaints policy

3. Assignment: Review of CRM techniques with recommendation for an appropriate framework designed to assist an organisation to develop a successful campaign

Assessment Mode: (i) Assignment: report (40%)(ii) Case studies: report (30%)(iii) Assignment: review (30%)




Cox R and Brittan Retail Management 4th edition London: PitmanMcGoldrick P (2002) Retail Marketing London : McGraw Hill

JournalsCustomer Service, The Grocer, Retail Week

Electronic referenceswww.CRM2DAY.com http://guide.darwinmag.com/technology/enterprise/crm/

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http://www.CRM2DAY.com/

UNIVERSITY OF PLYMOUTH MODULE RECORDMODULE CODE: PFD 230 CREDITS: 20 LEVEL:5

MODULE TITLE: LICENSED TRADE MANAGEMENT


CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR The licensed trade is an integral part of the hospitality industry and this module aims to provide students with the operational skills and legal information necessary to manage premises that are licensed.ELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100%

Give Subject Assessment Panel Group to which module should be linked : Hospitality


MODULE AIMS:This module aims to develop the knowledge and skills required for the efficient and legal provision of alcoholic beverages in a variety of licensed trade situations.ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:

Define and analyse the production, characteristics and storage of alcoholic beverages Describe and discuss the nature, evolution, structure and status of the licensed trade in

the UK and the implications of the moral and social responsibilities of the licensee Discuss primary customer segments within the licensed trade industry, the

characteristics of related premises and the changing nature and consumption trends of licensed retail business..

Name key licensing legislation and discuss the implications of the law to a licensee.(selected from Knowledge and Understanding; Cognitive/intellectual skills; Key/transferable skills; Practical skills - see SEEC level descriptors)INDICATIVE SYLLABUS CONTENT: The history, structure and status of the licensed trade. Primary customer segments and trends within the licensed trade industry. Product knowledge: The range, characteristics and consumption trends of licensed retailing

products. The management of alcoholic and non alcoholic beverages Key licensing legislation and the implications of the law for a licensee including local bye-

laws Cellar and Bar management and control.Marketing, advertising and merchandising linked to profitabilityAPPROVAL: DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: P. Alford Term*S4

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Essay that demonstrates ability to evaluate the characteristics of the Licensed Trade (70%)In class test that test knowledge across module (30%)

Assessment Mode:

Extended essay (70%)End Test (30%)


A series of lectures, guest speakers, visits and seminars


BooksBoella, M. (2001) Licensed Premises Management : Croner’s A-Z Essentials: CronerBruning, T. ed (1997) The Publicans Handbook: Kogan PageDavis, B., Lockwood, A. & Stone, S. (1998) Food and Beverage Management. London: Butterworth-HeinemannJulyan, B. (2001) Sales and Service for the Wine Professional, London: Butterworth-Heinemann

WebsitesSDC LIBRARY HeritageB.I.I Institute of Alcohol studiesHMSO – Legislation related to the Licensed Trade

MagazinesThe Inn KeeperLicenseeCaterer and HotelkeeperRestaurant Hospitality

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MODULE TITLE: Tourism Planning and Management

PRE-REQUISITE(S):

CO-REQUISITE(S):


SHORT MODULE DESCRIPTOR This module will build on the key principles and concepts introduced in stage 1 modules. The module seeks to examine the planning and management of tourism in the light of a rapidly changing environment. It will give students an understanding of the impacts and management of sustainable tourism and will investigate current trends in international tourism.




MODULE AIMS:This Module seeks to examine the practical application of tourism management principles, and provide students with an understanding of planning for tourism provision. The module aims to equip potential tourism practitioners with the skills and knowledge necessary to deal with rapidly changing tourism environments at local, national and international levels.

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:1. demonstrate knowledge of the institutions involved or associated with local, regional, national and international

tourism planning and development.2. apply appropriate techniques to identify and analyse factors affecting world-wide tourism development;3. understand the need for strategic planning for tourism growth, and of the main costs and benefits resulting from

such growth;4. demonstrate a critical awareness and understanding of sustainability issues in global tourism and current

trends in practice;5. evaluate different approaches to tourism planning and visitor management using selected case studies;6. analyse the requirements necessary for the successful management of the tourism site.

INDICATIVE SYLLABUS CONTENT: Public, private and voluntary sector organisations concerned with tourism development; strategies employed;

policy-making procedures. Planning processes and models of tourism development Social, economic, political and environmental factors affecting both national and international tourism

development Management and control of resources and development; consequences of unplanned development; negative

impacts of tourism Sustainable tourism as a business concept; feasibility of sustainable growth, third world tourism Tour management and event planning Tourism planning and management case studies; local, regional, national and international examples



MODULE LEADER: Winfrid Scutt Term* S4

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Learners will demonstrate through coursework and end module tests:1 knowledge of the institutions involved or associated with local, regional, national and international tourism

planning and development.2 that they can apply appropriate techniques to identify and analyse factors affecting world-wide tourism

development;3 that they understand the need for strategic planning for tourism growth, and of the main costs and benefits

resulting from such growth;4 a critical awareness and understanding of sustainability issues in global tourism and current trends in practice;5 that they can evaluate different approaches to tourism planning and visitor management using selected case

studies;6 analyse the requirements necessary for the successful management of the tourism site.

Assessment Mode:

Coursework: 60%: a written essay (max 1500 words) weighted at 20% report weighted at 20% a group oral seminar presentation and a written report (max 2000 words) weighted at 20%

End module tests (2 hours) 2 x 20%


A series of lectures, supported by guided reading will be used to examine concepts. Group seminars will provide an opportunity for students to demonstrate their depth of understanding. Case studies will be used to develop the ability to apply appropriate techniques in given situations.

Recommended Texts and Sources The recommended texts for the course are:Davidson R And Maitland R (1997). Tourism destinations. London: Hodder & Stoughton.

Doswell, R. (1997). Tourism: how effective management makes the difference Oxford: Butterworth Heinemann.

Frechtling D C. (2001) Forecasting tourism demand: methods & strategies. Oxford: Butterworth Heinemann

Gunn, C. (2002). Tourism planning, 4th edition. Washington: Taylor & Francis.

Inskeep, E. (1994). National and regional tourism planning. London: Thomson

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

Robinson M (Ed.) (2000) Developments in urban and rural tourism Tyne & Wear: Business Education

Robinson M (Ed.) (2000) Environmental management and pathways to sustainable tourism. Tyne & Wear: Business Education

Swarbrooke, J. (1999) Sustainable tourism management. Wallingford: CABI Publishing.

Swarbrooke, J. (2000). The development and management of visitor attractions. 2nd edition. Oxford: Butterworth Heinemann


Web-based sources:Altis: the guide to internet resources in hospitality, leisure, sport and tourism http://www.altis.ac.ukDepartment for Culture,Media and Sport – tourism pages : http://www.culture.gov.uk/tourism

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


UNIVERSITY OF PLYMOUTH MODULE RECORDMODULE CODE: TOFD217 CREDITS:20 LEVEL:5

MODULE TITLE: MANAGING PEOPLE




SHORT MODULE DESCRIPTOR This module explores aspects of the Human Resources specialist’s contribution to effective management of the employment relationship.


Give Subject Assessment Panel Group to which module should be linked : HR


MODULE AIMS:To clarify the contribution of effective management of human resources to achieving organisational/personal goals; to help learners appreciate the skills and challenges of people-management; to appraise strategies for developing flexibility and addressing such challenges, essential to organisational and personal success.


At the end of a module the learner will be expected to be able to:1. link the role/skills of the manager to organisational and personal efficiency/effectiveness in dynamic business environments2. investigate and evaluate differing theories, approaches and strategies for initiating, nurturing, developing and sustaining co-operative employer/employee relationships3. consider the implications and importance of ethics in employment relationships and research current approaches/practice

INDICATIVE SYLLABUS CONTENT:1. organisational environments2. organisational development3. management skills, and the employer/employee relationship4. stress management/conflict resolution/negotiation/persuasion5. delegation/empowerment/ownership6. strategies for managing change/flexible working practices7. ethics in employment relationship

APPROVAL: DATE OF APPROVAL: 28/2/07 DATE OF IMPLEMENTATION: 1/9/07 DATE(S) OF APPROVED CHANGE: FACULTY: UPC SCHOOL: PARTNER


MODULE LEADER: C.E.Stafford Term* 1&2

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Assessment Criteria: Demonstrate knowledge of the implications for managers of maximising human capital in dynamic work

environments Investigate, analyse and evaluate work-based application/implementation of HR strategies and

approaches, and where appropriate recommend alternatives.

Assessment Mode:

100% coursework – 2 assignments (35% each) + 1 time-constrained assessment (30%)


The module is delivered by means of weekly lectures and seminars


Mullins, L.J. (2005) Management and Organisational Behaviour, 7th. ed. London, Pearson EducationGraham, H.T. & Bennett, R. (1998) Human Resources Management London, Financial Times/PitmanCole, G.A. (2002) Personnel and Human Resource Management 5th. ed. London, Continuum

Journals: Personnel ManagementManagement Today etc.

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MODULE TITLE: Research Skills


CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR This module enables students to identify a range of different research methods, processes and considerations which are central in conducting a research project in their academic or professional discipline.




MODULE AIMS:The aim of this module is to enable students to develop an understanding of, and reflect upon the nature of a research project, the aims and applications of research, and the methods and procedures for conducting research.

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:At the end of this module students will be expected to be able to:1 Produce an appropriate research project proposal.2 Demonstrate an understanding of the factors which are prevalent when proposing and planning a research project in

their chosen academic or professional area.3 Evaluate a range of research methodologies and data collection techniques.4 Reflect and provide evaluation on the process of collecting data, and or conducting research

INDICATIVE SYLLABUS CONTENT:Types of research, barriers and restrictions in research, identifying research• Literature review and existing ‘knowledge’• Discipline specific research considerations and issues• Ethics, reliability and validity • Discipline specific research methods, sampling, and the research cycle• Data analysis techniques• Preparing a research proposal• Conducting a research project

APPROVAL: DATE OF APPROVAL: 30-03-06 DATE OF IMPLEMENTATION: 01-09-06 DATE(S) OF APPROVED CHANGE: FACULTY: UPC SCHOOL: PARTNER


MODULE LEADER: Demelza Thackeray Term* S4

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The student will demonstrate:• the ability to produce an appropriate research project proposal.• an understanding of the factors which are prevalent when proposing and planning a research project

in their chosen academic or professional area.• the ability to evaluate a range of research methodologies and data collection techniques.• reflection on the process of collecting data, and or conducting research

Assessment Mode:

Coursework: 100%




Berg, B (2001) Qualitative Research Methods for the Social Sciences. London: Allyn & BaconBlaxter, L Hughes, C and Tight, M (2001) How to Research (2nd edn.) Maidenhead: Open University Press Bryman A and Burgess R G (1994) Analysing Qualitative Data. London: RoutledgeBryman A and Cramer D (1990) Quantitative Data Analysis for Social Scientists. London: RoutledgeDawson, C (2002) Practical Research Methods. Oxford: How To booksGill J and Johnson P (1997) Research methods for Managers. (2nd edn.) London: Paul Chapman Publishing Gomm, R (2004) Social Research Methodology. Basingstoke: Palgrave Macmillan May T (2001) Social Research (3rd edn.) Milton Keynes: Open UniversityO’Leary Z (2004) The Essential Guide to Doing Research. London: SagePunch, K (2005) Social Research. London: SageRobson, C (1993) Real world research. Oxford: BlackwellRuane, J (2005) Essentials of Research Methods. Oxford: BlackwellWalliman, N (2001) Your Research Project. London: SageWilliams, M (2000) Science and Social Science. London: Routledge

JournalsAnnals of Tourism ResearchJournal of Sustainable TourismJournal of Travel and Tourism MarketingTourism ManagementInsights: The Marketing Intelligence Service

Web-based sources:Altis: the guide to internet resources in hospitality, leisure, sport and tourism http://www.altis.ac.ukSOSIG: social science information gateway: http://www.sosig.ac.ukwww.aqr.org.uk www.jrf.org.uk www.socialresearchmethods.net www.socresonline.org.uk www.soc.umn.edu

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http://www.sosig.ac.uk/


UNIVERSITY OF PLYMOUTH MODULE RECORD

MODULE CODE: TOFD 210 CREDITS:20 LEVEL:5

MODULE TITLE: TOUR OPERATIONS MANAGEMENT


CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR The aim of this module is to develop the learners understanding of scale and scope of the tour operating sector of the travel and tourism industryELEMENTS OF ASSESSMENT: (C1)COURSEWORK 100% Give Subject Assessment Panel Group to which module should be linked : Tourism


MODULE AIMS:The aim of this module is to develop the learners understanding of scale and scope of the tour operating sector of the travel and tourism industry, and to give them the opportunity to acquire the knowledge and skills associated with the basic functions of a tour operator.

It is designed for those learners wishing to enter employment within the tour operating sector of the travel industry, as well as those wishing to enter sectors of the industry which work closely with tour operators for example travel agents and airlines

ASSESSED LEARNING OUTCOMES: At the end of a module the learner will be expected to be able to:The student will be able to: Examine the role and purpose of tour operators; Examine the scale and scope of the UK and European tour operating industry; Understand & explain the production of a tour operator’s brochure; Identify the stages in the compilation of a package holiday.

INDICATIVE SYLLABUS CONTENT:Examine the role and purpose of tour operatorsDefinitions: tour operator, package holiday, travel agent;Development of the package holiday market: early package holidays, packages for the mass market, technological changes, development of consumer protection;Categories of tour operating businesses: outbound operators, domestic operators, incoming operators, specialist ops;Trends in tour operating; recession, EU directive, biggest tour operators, business collapses, expansion of the cruise market, changing trends in package holidays, product range, tour operators structures.Examine the scale and scope of the UK and European tour operating industryScale: number of passengers carried, reasons for travel, market share, turnover, profitability, ownership, market segments, competition;Integration: horizontal, vertical, conglomerates;Ancillary organisation: Association of British Travel Agents, Association of Independent Tour Operators, Federation of Tour Operators, Passenger Shipping Association, Civil Aviation Authority, British Incoming Tour Operators Association, Passenger Carrying Federation, Air Travel Organisers.Understand & explain the production of a tour operator’s brochurePlanning: purpose, target market, market segmentation, legal implications, pricing;Stages of production: creative brief, copy writing, proofing, logo’s and brands, colour proof, printing, production, distribution, multiple editions, time scale: distribution, direct mail, travel agencies, intensive/selective distribution systems: specialist carriers, haulier, consolidated delivery companies.Identify the stages in the compilation of a package holidayStages; market research, contracting, planning and scheduling, costing, staffing, training marketing, company systems;Contracting methods: air transport, time charter, series charter, ad hoc, split charter, seat purchase, accommodation, allocation, as hoc, surface transport: coach, including transfer, rail, ferry, self drive, cruise;

Costs: fixed variable, mark-up, seasonal flexing, comp., forward buying, interest earning, cash flow, hedging.

APPROVAL: DATE OF APPROVAL: 01-09-01 DATE OF IMPLEMENTATION: 01.09-01

DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Sue Abercrombie Term*S3 or S4

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Through the assignments and presentation the learners will demonstrate that they can:1 examine the role and purpose of tour operators; 2 examine the scale and scope of the UK and European tour operating industry; 3 understand & explain the production of a tour operator’s brochure; 4 identify the stages in the compilation of a package holiday.

Assessment Mode:

Coursework: two assignments each weighted at 40% (2000 words) Presentation weighted at 20% (15 mins)


Lectures, Tutorial, Seminars



Davidson, R. (1998). Tourism in Europe. 2nd edition. Harlow: Longman.

European Tourism,(2001) Resort management in Europe: case studies & learning materials, London: Thomson

Faulkner B (2004) Tourism in the 21st century: reflections on experience. London. Continuum.

Holloway J C R (2002) The business of tourism. 5th edition. Harlow: FT Prentice Hall

Hoyle B & Knowles R (1998) Modern transport geography 2nd edition. Chichester: Wiley

Krippendorf J (1999). The holiday makers: understanding the impact of leisure and travel. Oxford: Butterworth Heinemann.

Page S.J et al (2001) Tourism: a modern synthesis. London: Thomson.

Page S (2005) Transport and tourism: global perspectives Harlow: Prentice Hall

Pender L (2001) Travel trade & transport: an introduction. London: Thomson

Swarbrooke J & Horner S (1999). Consumer behaviour in tourism: an international perspective. Oxford: Butterworth Heinemann.

Journals:Journal of Sustainable TourismJournal of Travel and Tourism MarketingTourism Management

Web-based sources:Altis: the guide to internet resources in hospitality, leisure, sport and tourism http://www.altis.ac.uk

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MODULE TITLE: GUIDING THROUGH HERITAGE


CO-REQUISITE(S):N/A


SHORT MODULE DESCRIPTOR This module will examine the concept of and trends in cultural tourism. The learner will examine techniques of interpretation, visitor management and promotion

ELEMENTS OF ASSESSMENT: (Please consult DMR guidance notes – this is an example)(C1)COURSEWORK 100%



MODULE AIMS:The learner will examine the concept of and trends in cultural tourism. The learner will examine techniquesof interpretation, visitor management and promotion.


On completion of the module the learner will be able to:1. Prepare an itinerary in a professional form2. Identify & describe the social history and culture of named areas of interest3. Prepare interpretation and education materials


Identifying and describing the themes in cultural tourism; International trends; Who are the eco/cultural tourists; Identifying and managing the resource; Innovation; Major providers; Interpretation and education; Event planning and promotion – the development of itineraries, routes and risk analysis; Working with other agencies in the development of tours, promotions and general marketing strategies; Sustainability; Effective planning for on-site emergencies and problems; Selection and training of staff; Resource implications; Balancing the books.

APPROVAL: DATE OF APPROVAL: 01.09-01 DATE OF IMPLEMENTATION: 01.09-01 DATE(S) OF APPROVED CHANGE: FACULTY:UPC SCHOOL: PARTNER


MODULE LEADER: Winfrid Scutt Term* S3 or S4

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Through the assignments the learner will demonstrate that they can:

1 Prepare an itinerary in a professional form2 Identify & describe the social history and culture of named areas of interest3 Prepare interpretation and education materials

Assessment Mode:

Coursework: 100% Assignment – prepare an itinerary weighted at 35% Essay social history & culture weighted at 40% (1500 words) prepare interpretation materials weighted at 25%


Field trips, Lectures, Seminars & Guest speakers


Brown F (2000) Tourism reassessed: blight or blessing. Oxford: Butterworth Heinemann

Butler R and S Boyd (2000) Tourism and national parks: issues & implications. Chichester: Wiley

Cooper C P et al (1998) Tourism: principles & practice Harlow: FT Prentice Hall

Leask A and Yeoman I (2002) Heritage visitor attractions: An operations management perspective. London: Cassell

Robinson M (Ed) (2000) Developments in urban & rural tourism. Tyne & Wear: Business Education


Web-based sources:Association for Heritage Interpretation: http://www.heritage-interpretation.org.uk

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http://www.heritage-interpretation.org.uk/

Documents

City College Plymouth Tourism Student Handbook 2009-10