Post Graduate Diploma in Hospitality and Tourism Management

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Copyright CTH, 2009 1

Level 7 Postgraduate Diploma in Hospitalityand Tourism Management

Syllabus and Assessment Guide


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CONTENTS

1. Introduction Page 32. Postgraduate Diploma in Hospitality and Tourism Management Aims Page 33. Access and entry requirements Page 34. Postgraduate Diploma credit framework Page 55. Level 7 - postgraduate learning outcomes Page 6

5.1 Learning Outcomes Page 65.2 Wider abilities Page 6

6. Assessment Page 76.1 Assessment Page 76.2 Grading criteria Page 76.3 CTH Postgraduate Diploma Assessment Criteria Page 86.4 Assessment decisions Page 96.5 Academic conventions Page 96.6 Plagiarism and collusion Page 96.7 Recording assessment Page 106.8 Multiple assessment instruments Page 106.9 Assessment of presentations Page 106.10Assessments that are referred or failed Page 106.11Submission deadlines Page 106.12Informing candidates of grades Page 116.13Security Page 11

7. Learning and teaching Page 127.1 Module content Page 127.2 Use of research Page 127.3 Primary and secondary source Page 127.4 Research ethics Page 137.5 Industry based research Page 13

8. CTH Postgraduate Diploma Modules Page 149. Relationship of modules to UK National Occupational Standards Page 1510. HTMS: Hospitality and Tourism Marketing Strategies Page 1611. MLAC: Management and leadership Across Cultures Page 1812.

HTSP: Hospitality and Tourism Strategic Planning Page 20

13. MHTP: Managing Hospitality and Tourism Projects Page 2214. RMHTM: Research Methods for Hospitality and Tourism Managers Page 25AppendicesNo. 1 Assignment Progress Tutorial Form Page 27No. 2 Assignment Mark Sheet Page 29


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1. IntroductionThe purpose of this document is to explain the aims, structure, and content of the CTHPostgraduate Diploma in Hospitality and Tourism Management.1 This document includes

the learning outcomes and indicative content for each module, plus the assessmentcriteria. In this document there is guidance relating to learning, teaching and assessmentstrategies for this qualification, and an explanation of the assessment quality assuranceprocesses.

2. Postgraduate Diploma in Hospitality and Tourism Management -Aims

The aims of this qualification are to provide:

a qualification that focuses on the interrelationship between the hospitality andtourism sectors;

a qualification that focuses on strategic issues in business development, ratherthan operational issues;

an effective academic progression route for hospitality and tourism graduates; an effective academic progression route for non-graduate, but experienced,

hospitality and tourism managers;

an effective academic progression route for graduates in other fields who wishto make a career change into the hospitality and tourism sector;

a qualification that enables candidates to gain credit towards either an MA, or anMSc degree;

a qualification that enables candidates to develop higher level academic skillsthat can be applied in a vocational context;

3. Access and entry requirementsThe entry requirements below are intended for guidance only, as applicants may applywith a wide variety of backgrounds and qualifications. Institutions will probably publishentry criteria in order to give clear guidance to potential applicants. However, institutionsshould also consider applicants who, because of their background, do not meet thepublished criteria. Institutions primary considerations when formulating entryrequirements for this qualification must be that:

i) the qualification is accessible to all those with the potential to achieve therequired outcomes;

ii) there is equality of opportunity for all those who wish to access the qualification.

1 Here after known as the PGDHTM


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Applicantprofile

Recommended entry requirementsAdditionalrecommendations

Hospitality/Tourism

graduate withBachelors Degreefrom UK institution.

Minimum of degree in hospitality and/ortourism graded third or above.

IELTS 6.0 or other evidence of competence inEnglish at this level.

Hospitality/Tourismgraduate withBachelors Degreefrom a non-UKinstitution.

Evidence of equivalence of qualification to aUK hospitality and/or tourism degree,graded as third of above. Equivalence tobe evaluated through NARIC.


Graduate in other

field with BachelorsDegree from UKinstitution.

Minimum of degree graded third or above. IELTS 6.0 or other evidence of competence in

English at this level.

It is recommendedthat applicants inthis category alsoundertake theadditional, optionalWork ExperienceCertificate.

Graduate in otherfield with BachelorsDegree from non-UKinstitution.

Evidence of equivalence of qualification to aUK degree, graded as third of above.Equivalence to be evaluated through NARIC.


It is recommendedthat applicants inthis category alsoundertake the

additional, optionalWork ExperienceCertificate.

Non-graduate withhospitality and/ortourism workexperience

IELTS 6.0 or other evidence of competencein English at this level.

Evidence of at least three years workexperience in the hospitality and/or tourismsector at supervisory level or above.

For additional information on entry requirements please contact CTH.


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4. Postgraduate Diploma credit frameworkThe CTH PGDHTM is designed to be equivalent to Level Seven in the Framework forHigher Education Qualifications in England, Wales and Northern Ireland and are alsodesigned to provide a progression route towards a Masters Degree at this level. The

common credit accumulation approach for Masters Degrees in the UK is that to achievethis qualification a candidate must achieve a minimum of 180 credits at Level Seven. Inthe UK, Masters Degrees are normally awarded by universities and usually include a finalforty-credit dissertation plus 20 credit research module OR a sixty-credit dissertation.Postgraduate Diplomas are awarded for a minimum of 120 credits at Level Seven.

Therefore, the Postgraduate Diploma offers a progression route to a full Masters Degree.

The UK Quality Assurance Agency for Higher Education2 state that one credit representsten hours of study at any specified level. Therefore, a Postgraduate Diploma wouldnormally be awarded for a programme of study that has been designed to include aminimum 1200 notional learning hours. These hours would include, but are not limited to,

formal classes, self-study, revision and assessment. However, candidates successfullycompleting a Level Seven qualifications should be able to demonstrate their ability asindependent learners; therefore, candidates should expect that normally no more than20% of the 1200 notional learning hours would be spent in classroom based learning (e.g.lectures and seminars). Therefore no more than 20% of the notional learning hours foreach module should be spent in classroom-based learning.

CTH has allocated thirty credits to each module in the PGDHTM in order to make up thetotal required for the qualification. These modules have been designed to reflect thedepth and breadth of study required at Level Seven, and also the inter-related elements inthis area of study. The credit and module structure for the CTH PGDHTM is set out in the

following table.

Qualification Credits Units

Postgraduate Diploma 120 4 x 30 credit units (units 1, 2, & 3, pluseither unit 4 or unit 5)

In addition, centres may wish to offer an optional module, the CTH WorkExperience Certificate, to those candidates without prior experience of working ineither the hospitality or tourism industries. However, credits from the CTH WorkExperience Certificate do not count towards the Postgraduate Diploma.

2 here after known as QAA


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5. Level 7 - postgraduate learning outcomesThe QAA state that any qualification using the term Postgraduate should ensure that alllearning and assessment is at Level Seven. The QAA state that those achieving a LevelSeven should be able to demonstrate the outcomes and wider abilities set out below.

Therefore, centres must design learning activities and prepare candidates for assessment,in ways that will enable them to not only achieve the specified outcomes, but alsodevelop these wider abilities.

5.1 Learning outcomesThe QAA state that3 at Level Seven candidates will have demonstrated the followingspecific outcomes:

a systematic understanding of knowledge, and a critical awareness of currentproblems and/or new insights, much of which is at, or informed by the forefrontof their academic discipline, field of study, or area of professional practice;

a comprehensive understanding of the techniques applicable to their ownresearch or advanced scholarship;

originality in the application of knowledge, together with a practicalunderstanding of how established techniques of research and enquiry are used tocreate and interpret knowledge in the discipline;

conceptual understanding that enables the candidate: to critically evaluate current research and advanced scholarship in the

discipline;

to evaluate methodologies and develop critiques of them and, whereappropriate, to propose new criteria.

5.2 Wider abilities

The QAA also state that holders of a Level Seven qualification will also be able to: deal with complex issues both systematically and creatively, make sound

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

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

continue to advance their knowledge and understanding, and to develop newskills to a high level.

Additionally, the QAA state that holders of Level Seven qualifications will have the

qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex unpredictable situations; the independent learning ability required for continuous professional

development.

3 The framework for higher education qualifications in England, Wales and Northern Ireland, QAA, August 2008, (pages

21-23)


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The impact of these QAA statements on learning and assessment design at Level Sevenare that:

assessment criteria must reflect the statements of outcomes and abilities; the learning and assessment of knowledge should not be highly prescriptive, but

instead should reflect the development of candidates understanding of theapplication of both established and emerging theories and concepts in the areaof study;

learners should be expected to demonstrate a high level of autonomy in selectingand planning their learning and assessment activities;

learners should be expected to demonstrate a high level of skill in using primaryresearch, secondary research and literature sources.

All of the above factors have been taken into consideration in formulating the assessmentprocesses set out in the next two sections.

6. AssessmentGiven the broad and highly varied nature of the hospitality and tourism industry, as wellas the expected outcomes at Level Seven, assessment of knowledge by examination is notan appropriate method. As candidates need to demonstrate the higher-level skills andqualities specified in the above outcomes, within a non-homogeneous vocational context,investigative assignments and presentations are more appropriate.

6.1 AssessmentAssessment of candidates work will be centre based, against the specified learningoutcomes. The marking guidelines can be found in appendix XXX. CTH will second markall assessments.

Best practice for assessment is outlined in the following points.

AnonymityCandidates identities should not be overtly obvious to assessors. This is normallyachieved by a candidates assignment only being identified by a candidate number, ratherthan a name.

Continuous improvementCourse teams should carry out regular assessment training activities in order to share andimprove assessment practice.

6.2 Grading criteriaIndividual modules in these qualifications can be graded either as fail, referred, pass, meritor distinction. However, the qualifications are not themselves subject to grading. Thequalifications are either achieved or not achieved. In terms of certification this means thatcandidates will receive a transcript of their results showing the grades for each unitsuccessfully completed, plus the Diploma to recognise the level of achievement.

The following table explains the generic grading criteria that should be used by centres toassess all candidates work.


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6.3 CTH Postgraduate Diploma Assessment CriteriaTo achieve a

Distinction gradecandidates must:

demonstrate an outstanding level of achievement

high level of critical analysis and evaluation broad and deep understanding of current research, knowledge

and issues in the area of study

highly original thinking exceptional clarity of complex ideas, with excellent coherence and

logic

excellent presentation comprehensive understanding and application of research

techniques

very clearly formulated conclusions that are clearly communicated clear understanding of how knowledge developed can be applied

To achieve a Meritgrade candidatesmust:

demonstrate a very good level of achievement

good critical analysis and evaluation good understanding of current research, knowledge and issues in

the area of study

significant originality with very clear ideas high level of coherence and logic very good presentation good understanding and application of research techniques well formulated and fully justified conclusions a good understanding as to how knowledge developed can beapplied

To achieve a Passgrade candidatesmust:

demonstrate a good standard of work

evidence of critical analysis and evaluation some evidence or original thinking good use of research techniques clear and coherent conclusions good standard of presentation

Candidates whose

work is referred:

will have met the Pass criteria but with some minor weaknesses are allowed to resubmit once within a specified time period as setout in CTH academic regulations can only receive a maximum of a pass grade for resubmitted work

Candidates whofail:

will have major weaknesses or will have not fulfilled the CTHacademic regulations


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6.4 Assessment decisionsAssessment decisions should be based on assessors professional judgments. Whenmaking assessment decisions about candidates work, assessors should be asking two ofthree key questions.

1Has the learning outcome beenachieved?

This question relates to the specific learningoutcome/s associated with the assessmentactivity

2.If yes, to what extent has itbeen achieved?

This question relates to the pass, merit anddistinction grades.

3If no, to what extent has it notbeen achieved?

This question relates to referred and fail grades.

6.5 Academic conventions

At Level Seven it is expected that candidates use the following academic conventions inorder to achieve a pass, merit or distinction grade.

i) All sources, whether directly quoted, summarized or paraphrased, should beproperly acknowledged through citations and references via the Harvardmethod. The use of the Harvard method for acknowledging all sources is anexpectation at Level Seven; and failure to do so would normally result incandidates receiving refer or fail grades. Therefore, to receive a pass, a meritor a distinction, candidates must acknowledge all the sources they have used.

ii) It is expected that at Level Seven candidates write in an impersonal style. Theexception to this would be when candidates write self-reflective work.

iii) It is expected that at Level Seven candidates are able to communicate complexideas clearly in both written and spoken English. Candidates should be able touse appropriate technical vocabulary and use correct syntax and grammar.

6.6 Plagiarism and collusionWhen carrying out assessment and moderation, centres must ensure that they haverobust policies, procedures and practices to prevent instances of plagiarism and collusion.Centres approaches to these issues will be considered by CTH before granting centre

approval and as part of the on-going external moderation process.


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6.7 Recording assessmentBoth assessors of every piece of assessed work should record their assessment decisionson standard CTH assessment forms4. On each form assessors should record theirsummative feedback, (strengths and weaknesses of the assessed work), their grading

decision, (fail, referred, pass, merit or distinction), and their formative feedback, (guidanceto improve future performance).

6.8 Multiple assessment instrumentsIn those modules where more than one assessment format is used, (e.g. a report and apresentation) candidates are required to achieve a pass in each assessment in order topass the module. CTH will aggregate grades in order to establish a module grade.Aggregation will be based on the weighting given to each assessment.

6.9 Assessment of presentationsPresentations are a valuable assessment medium. They allow candidates to practise and

demonstrate a range of communications skills. Presentations are also beneficial to thosecandidates who are inclined to more auditory and visual learning styles. An essential partof the presentation process is the dialogue between the presenter and the assessors.

Through effective questioning, assessors are able to ascertain candidates knowledge andunderstanding of the presentation subject. The assessor should keep a record5 of theirevaluation of the assessment and their grading decision. The centre should submit theassessors feedback, together with hard copies of all other supporting evidence from thecandidate, for example PowerPoint print-outs, handouts, speakers notes etc to CTH.

6.10 Assessments that are referred or failedCandidates who have submitted work which has been referred should be given a re-

submission date of one month after the original specified submission date.

Candidates who receive a fail grade for submitted work should be allowed to submit onecompletely new piece of work for re-assessment within a specified time period. To pass afailed module candidates will have to submit a completely new work for assessment.Candidates are allowed to fail a module three times only. A further fail will result in anoverall fail result for the entire qualification.

CTH will charge the module assessment fee for re-marking referred assessments and newassessments which replace a failed assessment.

6.11 Submission deadlinesCentres must publish specified deadlines for the submission of all assessed work in linewith CTHs assessment timetable. Please refer to the document titled Centre Manual: CTHPostgraduate Diploma Qualification for further details .

CTH has policies and procedures in place to help candidates who need special support

4Appendix 1 To be provided at a later date.

5Appendix 2 To be provided at a later date.


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during the assessment process. Approved centres are expected to adhere to CTHs EqualOpportunities Policy in relation to support for candidates during the delivery of CTHqualifications. Copies of the Equal Opportunity Policy, Reasonable Adjustment and SpecialConsideration. These policies can be found on the CTH website: www.cthawards.com.

6.12 Informing candidates of gradesCTH will be responsible for informing centres of their candidates final grades in allassessments.

6.13 SecurityCentres are required to ensure the security and confidentiality of all candidates submittedwork, and also the associated assessment and grading records.


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7. Learning and teaching

7.1 Module contentCentres are responsible for designing the learning and teaching for the PGDHTM, basedon the module syllabi they will be teaching. When designing learning at Level Seven,tutors must consider the specific QAA learning outcomes stated above. In broad terms,the outcomes focus on the development and application of learning, the construction ofnew knowledge and understanding, and the development of candidates independentskills in critical analysis and evaluation. It would therefore, be inappropriate at Level Sevento be highly prescriptive in terms of subject content. Instead, candidates should have thefreedom to explore established, and emerging, theories and concepts in order to developtheir own knowledge and understanding.

The role of subject tutors is crucial in enabling candidates to access these theories andconcepts. Therefore, it is expected that subject tutors will not only have the pedagogic

skills required to develop appropriate learning and teaching strategies, but will also havecurrent subject expertise at the required level. This will normally mean that tutors will bequalified to at least Level Seven, (or an equivalent professional qualification), and will beable to demonstrate current subject knowledge, developed through on-going scholarlyactivity.

Whilst it is entirely appropriate for tutors to develop and deploy their own learning andteaching strategies and tactics, the expectation at Level Seven is that they should guidecandidates towards, and help them understand, the appropriate theories and concepts,and also enable candidates to develop the skills required for study at this level.

7.2 Use of researchAt Level Seven, research is the means to the development of learning. Therefore, anotherimportant factor to be considered by centres is the range of the research processes withinthe qualification. Tutors in centres must enable candidates to undertake and develop theskills in both qualitative and quantitative research methods, and also enable candidates todevelop and practice deductive and inductive research processes. Given the nature of theindustry it should not be difficult to reflect this need in learning design. Additionally,because these are vocational qualifications, tutors should ensure that candidates work isan appropriate balance of theoretical research and applied research. If there is too muchemphasis on purely theoretical research, it will be harder for candidates to understand theconnections between theory and practice. This is equally likely, if there is too much

emphasis on experiential research. The aim therefore, is for candidates to understand andapply, theories and concepts. Candidates will then be able to draw conclusions bycomparing and contrasting theory with practice.

7.3 Primary and secondary sourcesIt is not appropriate at Level Seven to be prescriptive regarding the types of data to becollected by candidates when undertaking research. The type of data required willdepend on both the subject and the object of any specific research activity, as well thetheoretical and/or conceptual models being used to frame the research. However, over


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the whole qualification candidates should develop skills in both primary and secondarydata collection. Therefore, tutors should facilitate the development of these skills throughthe guidance that they give to candidates.

7.4 Research ethics

The research activities that candidates will undertake in this qualification are likely toinclude consideration of human behaviours and attitudes, and/or the results of humanbehaviours and attitudes. Therefore, it is essential that centres ensure that candidatesdevelop and practise appropriate research ethics. To assist candidates with this, it iscommon practice for educational institutions to publish clear research ethics policies andprocedures. These are normally set out as a code of ethics and include the principles, thecompliance procedures, and the action to be taken in cases of non-compliance. Forguidance, centres should note that in formulating research codes of ethics, frequentlyused principles include, (but are not necessarily limited to):

the research must be beneficial; the research must not damage any business or person; informed consent; confidentiality; honesty; objectivity.

7.5 Industry based researchIn a number of modules candidates are required to carry out primary research inhospitality and tourism businesses. Candidates may find it easier to focus on one businessfor all of these research activities; particularly if they have access to people and databecause they currently work, or have worked, there. However, tutors should discouragethis approach as it could limit candidates learning. If candidates are encouraged toextend their research and understanding beyond the limitations of their own experiences,it should help them to develop deeper levels of learning.


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8. CTH Postgraduate Diploma ModulesThe following tables summarises the modules in these qualifications.

Postgraduate Diploma in Hospitality and Tourism Management

Unit title and number

HTMS: Hospitality and Tourism Marketing Strategies 30 credits

MLAC: Management and Leadership Across Cultures 30 credits

HTSP: Hospitality and Tourism Strategic Planning 30 credits

Plus one of the two following options

MHTP: Managing Hospitality and Tourism Projects 30 credits

RMHTM: Research Methods for Hospitality and Tourism Managers 30 credits


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9. Relationship of modules to UK National Occupational StandardsThe following table outlines the relationship of these qualifications to NationalOccupational Standards.

Unit title and number Related National Occupational StandardsHTMS: Hospitality andTourism MarketingStrategies

Marketing and Sales Standards for non-specialists(Marketing and Sales Standards Setting Body)

National Occupational Standards for Management andLeadership (MSC)

MLAC: Management andLeadership Across Cultures

Intercultural Working: Standards for working with peoplefrom different countries and diverse cultures (NationalCentre for Languages (CILT)

Human Resources - National Occupational Standards(ENTO)

HTSP: Hospitality andTourism Strategic Planning

National Occupational Standards for Management andLeadership (MSC)

MHTP: Managing Hospitalityand Tourism Projects

National Standards, Project Management (ECITB)

RMHTM: Research Methodsfor Hospitality and TourismManagers

National Occupational Standards currently not available


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10. HTMS: Hospitality and Tourism Marketing Strategies

Level: 7

Status: mandatory

Number of Credits: 30

Pre-requisites: none

Lectures/seminars: 60 hours

Directed learning: 240 hours

Unit descriptorIn todays increasingly competitive business environment there has been a shift fromtraditional marketing towards more varied approaches. In particular there has been achange from transactional to relationship management in marketing. The current marketconsumers determine whether brand and image are coherent and organisationsrecognise the power of brand and image as central to marketing activity.Todays brandsare often built with effective PR campaigns and then maintained through a blend ofmarketing and PR. The impact of the Internet is having profound effect upon PR andmarketing practices. Therefore, the aims of this module are to enable candidates todevelop their understanding of marketing strategies and public relations tactics in thehospitality and tourism industry.

Learning OutcomesOn completion of this unit, candidates will be able to:

i) critically evaluate hospitality and tourism marketing strategies;ii) critically evaluate public relations tactics within the hospitality and tourism

sector.

Indicative content

Marketing strategies in the hospitality and tourism sector Creating and developing customer loyalty Network and relationship marketing Brand identity and strategy Strategic customer relations Viral and guerilla marketing Effectiveness of e-marketing

AssessmentLearning outcomes 1, 2 & 3: weighting, 100%Critically evaluate the marketing strategies and public relations tactics of a hospitality ortourism organisation - 5000 word report, (learning outcomes 1 and 2) - weighting 100%.


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Assessment guidanceCandidates should take an inductive approach to this assignment. They should achievethis by examining appropriate theories, concepts and secondary data in order to developa research framework relating to marketing and public relations. The research frameworkshould then be applied through an in-depth investigation into the marketing and public

relation strategies of a hospitality and tourism organisation. Candidates should criticallyevaluate the results of their research using the theoretical/conceptual frameworkidentified in the research design phase; and should then draw conclusions regarding theeffectiveness of the organisations strategies and make recommendations forimprovement.


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11. MLAC: Management and Leadership across Cultures

Level: 7

Status: mandatory





Unit descriptorThe international nature of the hospitality and tourism industry requires managers to beaware of many different issues relating to leadership. They need the knowledge and skills

necessary to lead and motivate workforces across many different cultural backgrounds,and respond to the needs and expectations of culturally diverse guests. This issue is one ofgreat importance and very relevant to effective management of organisations in aglobalised economy. Therefore the aim of this module is to enable candidates to developa critical understanding of the range of issues associated with management andleadership across cultures.

Learning outcomesOn completion of the module, candidates will be able to:

i) critically evaluate theories of leadership and motivation;ii) critically evaluate theories relating to managing cultural diversity;

iii) compare and contrast the styles of leadership and appropriate motivationtechniques across different cultures.Indicative content

Leadership in organisations Cultural diversity Culture and leadershipTheories of motivation Managing diversity

Assessment

Learning outcomes 1, 2 & 3: weighting, 100%Candidates are required to carry out an investigation into a hospitality or tourismorganisation. The selected organisation must represent an appropriate subject for study,either because it has a culturally diverse workforce, or because its customers are culturallydiverse, or because both the workforce and the customers are culturally diverse.Candidates must research how managers in the selected organisation approach the issuesassociated with management, leadership and motivation within a culturally diversebusiness environment. Candidates should use appropriate theories, models and concepts


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to analyse, and critically evaluate the results of the research. Then candidates should makerecommendations as to how management processes could be improved or maintained.Candidates should present their investigation as a written report of no more than 5000words.

Assessment guidanceAlthough candidates could take an inductive approach to this assignment, a deductiveapproach is more appropriate as it will enable candidates to develop and evaluate theirown criteria.

To implement a deductive approach candidates should critically analyse and evaluate arange of relevant theories and concepts relating to management, leadership andmotivation across cultures. From their critical analysis and evaluation candidates shouldthen develop a set of criteria relating to effective management, leadership and motivationacross cultures.

In order to test their criteria, candidates should carry out primary and secondary researchin the operations they have selected as the subject of their investigation. Candidatesshould then critically analyse and evaluate the results of their research and then be able toanswer the following questions.

To what extent are the criteria correct when applied to the research subject? Why are the criteria correct?To what extent are the criteria incorrect when applied to the research subject? Why are the criteria incorrect? Are there any opportunities to develop new theories or criteria that could be

tested further?

How effective were the research methods, what were their limitations, and couldthey be improved?


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12. HTSP: Hospitality and Tourism Strategic Planning

Level: 7

Status: mandatory





Unit descriptorThe purpose of this module is to enable candidates to develop skills in internal andenvironmental/ strategic fit analysis and strategic planning. The module also considers

risk evaluation and management, as well as business ethics.


i) critically evaluate theories relating to business strategy;ii) carry out internal and external environmental analysis;

iii) evaluate strategic options.Indicative content

Environmental analysis Strategic planning models Managing risk Strategy and ethics Strategic v operational conflict

AssessmentLearning outcome 1: weighting, 30%Candidates are required to research and critically evaluate several theories relating tobusiness strategy. Candidates should give their results as a presentation.

Candidates should submit hard copies of all presentation materials, (e.g. PowerPoint orsimilar, together with speakers notes etc), and handouts, plus copies of the assessment

report, (see guidance in Section 6 above).

Learning outcomes 2 & 3: weighting, 70%This is an applied research assignment. Candidates are required to carry out an evaluationof the external and internal environmental factors affecting a hospitality or tourismorganisation.

Candidates must then identify and evaluate the strategic options available to theorganisation. The evaluation of the strategic options must include a risk assessment.


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Candidates should present the results of their investigation as a written report of no morethan 3500 words.

Assessment guidanceLearning outcome 1: presentation

Candidates should investigate several theories and concepts relating to business strategy.Candidates could do this by comparing and contrasting different approaches and byconsidering their application within the hospitality and tourism sector.

Learning outcome 2: written reportSecondary research activities are most likely to be used in this assignment. However, thisshould not preclude candidates from carrying out primary research if they feel it isappropriate. In this assignment candidates should ensure that they collect, collate, analyseand evaluate sufficient quantitative data to be able to identify strategic options.

To carry out this assignment candidates should use the internal and environmental

analysis techniques that they have identified through the process of completing the firstlearning outcome. They should then select a hospitality or tourism business as the subjectof their investigation. When selecting a business, candidates should be aware that theyneed access to a range of quantitative and qualitative information in order to analyse andevaluate the businesss capabilities and resources. For example the information requiredwill probably include, but will not be limited to:

vision, mission and values; financial reports; marketing reports and distribution channel information; data relating to tangible and intangible assets; human resources data.

Candidates may be able to gain access to this information through their contacts inindustry. However, if this is difficult candidates should be guided towards hospitality ortourism Public Limited Companies, as the required information should be availablethrough their published reports. The information is usually available through the investorinformation, (or similar), section on corporate websites.

Candidates will also need a range of quantitative and qualitative information in order toanalyse and evaluate the external and competitive environments. Data relating to theexternal environment is most likely to be sourced from reports, particularly thosepublished by government and non-government organisations, industry bodies and

research institutions. Competitor data can be sourced directly from competingorganisations, and also from industry bodies.

When candidates have carried out their analysis and evaluation of the externalenvironment they should then formulate and justify strategic options for theorganisations that are the subjects of their study. Finally they should evaluate the strategicoptions and make justified recommendations. The evaluative criteria should be drawnfrom business strategy theory; additionally, the evaluation of the strategic options shouldinclude clearly formulated assessment of risks.


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13. MHTP: Managing Hospitality and Tourism Projects

Level: 7

Status: optional





Unit descriptorThe purpose of this module is to enable candidates to develop understanding and skills inproject management and decision-making. Candidates should critically evaluate a range

of management tools and apply them practically through a project plan.


i) critically evaluate theories, concepts and tools relating to project managementand decision-making;

ii) carry out research in order to define a specific project;iii) develop a project plan.

Indicative content

Information management Project management theories Information and communications technology and decision making Forecasting methods Resourcing and scheduling Performance evaluation

AssessmentLearning outcome 1, weighting: 30%:Candidates are required to research and critically evaluate several theories, concepts andtools relating to project management and decision-making. Candidates should give theirresults as a stand-alone PowerPoint or web presentation with accompanying handouts.

The presentation and handouts should be designed so that managers can use them as alearning resource.

Candidates should submit hard copies of all presentation materials, (e.g. PowerPoint orweb pages), together with hard copies of accompanying handouts. The assessor shouldmake their assessment decision based on the submitted materials.


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Learning outcomes 2 & 3, weighting: 70%:Candidates are required to carry out research to identify a hospitality or tourismdevelopment opportunity.

Candidates must then define the development project aims and objectives and formulate

a detailed project plan that includes statistical analysis.

Candidates should present the results of their investigation as a written assignment of nomore than 3500 words, plus accompanying statistical data which should be attached as anappendix to the report.

Assessment GuidanceLearning outcome 1, presentation and handoutsCandidates should be aware that in this assignment they are producing a stand-alonelearning resource for managers. Therefore, they do not have to present in person; insteadtheir presentation should be designed to be used by managers at times when it suits

them. Supporting materials for users of the learning resource should be in the form ofinformation sheets, handouts etc. Candidates should design the presentation with a viewto managers accessing it through a company intranet. It could be in the form of adownloadable PowerPoint file or be mediated through web pages.

In this assignment candidates should consider the similarities, differences and challengesin typical projects undertaken by managers in the hospitality and tourism industry. Forexample candidates could consider:

research projects quality improvement projects marketing projects product development projects human resource development projects capital projects

Candidates should also consider a general understanding of a range of approaches toproject management. These could include, but should not necessarily be limited to:

change management cost-benefit analysis CPD Gantt charts information management management by objectives OPM3 PRINCE2 project management software Total Quality Management


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When considering approaches to project management, candidates should be able toexplain the processes involved, application within the hospitality and tourism industry,and strengths and weaknesses.

Learning outcome 2 & 3: written report

The purpose of this assignment is to give candidates the opportunity of applying themethods that they have considered in Learning Outcome 1. Candidates should beencouraged to ensure that their selected project is manageable; for example a projectplan based on building a new hotel would probably be beyond the scope of thisassignment. Although capital projects are entirely appropriate as a focus of study, ifcandidates wish to base their assignment on a capital project, they should consider thosethat are smaller scale, for example refurbishing or re-equipping part of a business.

In order to give the assignment focus, candidates should base their development projecton a real operation. Negotiation with managers of a business may enable candidates totake on a real project, however, if this is not possible, a simulated project is entirely

acceptable. With this assignment it is appropriate for candidates to use their work placeas a resource.

In their written reports, candidates should be able to demonstrate that they have:

carried out sufficient research in order to justify and define the project; considered the possible approaches to the project; justified the selected approaches to the project; identified quantifiable and justifiable project objectives; identified the resource and organisational issues associated with the project; carried out a detailed project cost-benefit analysis;

identified and quantified the impact of not implementing the project; formulated a detailed project plan; identified the risks to the plan and measures to control the risks.

As any project plan is going to involve cost-benefit analysis, which in turn is likely toinvolve forecasting activities, candidates will need to consider a range of quantitativedata. Evidence of the quantitative data analysis should be appended to the report.


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14. RMHTM: Research Methods for Hospitality and Tourism Managers

Level: 7

Status: optional





Unit descriptorThe purpose of this module is to enable candidates to develop understanding and skills inresearch design, research methods and research presentation.


i) critically evaluate a range of research methods that can be applied in ahospitality and tourism context.

ii) plan and implement a hospitality or tourism research project.Indicative content

Ethics and research Research methods Research design Quantitative and qualitative data analysis techniques Evaluating and referencing sources Presenting research results Writing research projects

AssessmentLearning outcome 1, weighting: 25%:Candidates are required to investigate and critically evaluate research methods and toolsapplicable in a hospitality and tourism management context. Candidates should give theirresults as a presentation.

Candidates should submit hard copies of all presentation materials, (e.g. PowerPoint orsimilar, together with speakers notes etc), and handouts, plus copies of the assessmentreport from the assessor.

Learning outcome 2, weighting: 75%:Candidates are required to carry out a hospitality and tourism management researchproject. Candidates should present the results of their research as a project report of 4000words.


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Assessment guidanceLearning outcome 1, presentation:In this assignment candidates should critically examine a range of research methods andtools applicable to the hospitality and tourism industry, along with any issues associatedwith them. In doing so they could consider:

i) Methods deductive vs inductive ethics surveys case studies action research experiments non-reactive

ii) Tools sampling and probability assessment questionnaires; interviews; observation; records and documents; diaries and critical incident reports. citations and references

Learning outcome 2, research project:For this assignment candidates should be given freedom to select an area of hospitality ortourism research that interests them. Candidates need to be aware that this is a relativelysmall-scale project and therefore they may need advice regarding the scale and scope of

area to be researched. For example solving the problem of high staff turnover in thehotel industry would be beyond the scope of this assignment. However, identifying thecauses of high staff turnover at XYZ Hotel and proposing solutions would be amanageable project.

In their project reports, candidates should demonstrate:

a clearly justified and defined research problem, with clear objectives; an understanding of the theoretical and conceptual framework associated with

the research problem;

a clear justification and explanation of the research methods used; a clear explanation of the limitations of the methods used; a clear explanation of any ethical risks in the research methods, and the methodsused to control the risks; clearly analysed, presented and discussed research results; clear and justified conclusions and recommendations.


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Appendix 1

CTH Postgraduate Diploma in Hospitality and Tourism ManagementAssignment Progress Tutorial

Students and their module tutor must arrange a minimum of one progress tutorial overthe period of each Postgraduate Diploma module assignment. This is an opportunity fordiscussion to take place and advice and guidance to be given. These tutorials must bedocumented and copies of these documents must be included as part of the report.Failure to arrange or attend these tutorials will result in failure of this module.

CTH Centre:

Candidate:

Candidates CTH number:

Module, (i.e. Hospitality and Tourism Marketing Strategies):

Course code, (i.e. MLAC):

Report Title:

Supervisor:

Date of meeting:

Meeting number, (1,2 etc):

1. If the candidate's first language is not English, please circle below your assessmentof English language ability.

(a) Spoken Noproblems

/ Adequate / Requires Tuition / Seriously Inadequate

(b) Written No

problems

/ Adequate / Requires Tuition / Seriously Inadequate

2. Describe the candidate's progress by circling the appropriate phrase below:

Very good / good / satisfactory / disappointing / unsatisfactory


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Appendix 1 cont.

3. If you have circled eithersatisfactory", or"disappointing" or"unsatisfactory", pleasecomment and indicate whether you are concerned about the eventual success of thecandidate. (If necessary, please use a separate sheet).

4. If progress has been less than satisfactory, please give date of a follow up review.

5. General comments on the candidate's ability, progress and circumstances, including(where relevant), recommendations you have made to the candidates study, theirapproach to research and their assignment.

Signature of Supervisor Date


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Appendix 2

Assignment Marking Sheet

Unit Name: Candidate Name:

Unit Number: Candidate Number:

Centre Name: Submission Date:

Assignment Title:

Tutor and/or Marker Name:

A COPY OF THIS MARK SHEET MUST BE RETAINED BY THE TUTOR

Assessment Criteria Weighting TutorMark

CTHModerator/FinalMark

To be completed byCTH only

1. Professional structure and organisation of theassignment and clarity of communication

20%

2. Use and application of appropriate sources

and relevance of material content

20%

3. Reasoned analysis and response to thespecific question(s) addressed. Credit to bespecifically awarded for application andexamples.

25%

4. Validity and relevance of conclusions basedon arguments and evidence employed

25%

5. Other (innovation, enthusiasm, evidence ofliterature and research)

10%

FINAL MARK. Note the final mark given by theTutor is only provisional. The final mark will be

the mark entered in the CTH Moderator/FinalMark column.


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Appendix 2 cont.

Tutors Comments

Justification for mark received

How I thought you could have gained more marks for this work

I hereby confirm that this candidate attended a progress tutorial on.. and to the best of my knowledge the attached assignment

has not been previously accepted in substance for any other award and is a result ofthe candidates own independent work and/or investigation except where otherwisestated.

Tutors signature Date:

Documents

Post Graduate Diploma in Hospitality and Tourism Management