Course Summary

This postgraduate diploma employs an interdisciplinary and transdisciplinary approach to enable you to examine a broad range of global issues that affect what is conceivably the worlds largest industry; international tourism.

These include contemporary issues in tourism such as marketing management, heritage and culture, visitor management, social issues, political climates, environmental impacts, global issues and sustainable development.

The course will enable you to read about, understand, and articulate a very wide range of outlooks on the contested selection, production, and development of peoples, places, and pasts for tourism today.

Why choose this course?

Career opportunities in this field are broad and varied. Careers in international tourism are unlikely to be singular, insular or private. The course recognises this and actively seeks to provide you with opportunities to shape your future career with a skilled understanding of the range of parties and players who have an interest in tourism.

During the course you will:

• Benefit from the Tourism, Leisure and Events Management Division's extensive links with industry, many of which provide opportunities for high-quality 'real life' research, internships and possible employment
• Access up-to-date, high-quality research through the Institute for Tourism Research (INTOUR)

Areas of study you may cover on this course include:

• Contemporary issues in tourism
• Research philosophies and principles
• International tourism development
• Strategic tourism management
• Research practice in tourism
• International tourism marketing
• Event tourism
• Sport, tourism and cities
• Planning for leisure and tourism world-making: tourism and globalisation
• Stewardship, tourism and the environment

PDITMAAF

Assessment

The programmes assessment strategy underscores the course teams concern with the sorts of critical understandings which are increasingly required in global tourism, today. It places a premium upon research competency and upon independent critical thinking. It also helps register the fact that a transdisciplinary programme like this one obliges you to undertake a significant amount of reading in order to come to terms with the myriad of different stakeholders that are routinely active on or in connection with international tourism ventures and projects. You are therefore expected to have strong reading, writing, presentation skills in English and the ability to understand global tourism in its very wide business, political, and philosophical multidimensionality.

There will be a range of assessment methods on the programme that permit you to reflect your strengths and address your weaknesses. Each unit will be assessed separately, using different mixes of assessment and modes of learning including: individual and group presentations and reports, essays, and exams. Assessment will be carried out using a mixture of approaches including written essay, group work, time-constrained written examinations, oral presentation, and project design. The details of these assessments are given in the individual Unit Information Forms.

A range of assessment methods are used across the course, including coursework, presentations and exams. Coursework will include case study analyses, writing reports, planning and review exercises, research, presentations and group work, all typical activities that a tourism manager would be expected to undertake. Assessment methods have been selected to support the development of tourism management and research skills and knowledge, whilst satisfying unit and course learning outcomes.

The written assignments and group reports contribute to the learning outcomes which generally focus upon the tensions involved between the interests of tourists (who broadly seek to making rewarding personal use of their free-time) and the interests of all sorts of locally-involved bodies / at-distance agencies in taking a range of economic and non-economic benefits from the development of tourism (or otherwise in minimising the spectrum of costs and drawbacks) at that tourism site / exhibited place / visited destination.

The relatively important weighting given to individual written assignments and to individual presentations stresses the primacy of effective communication skills which are required in global tourism management today. Typically, each agency / organisation / interest group which is active and / or reactive in worldwide tourism has a wide mix of manifest or sought partner-bodies which have to be differentially understood and differently - targeted on a dynamic ongoing basis.

Group work will help you to develop transferrable skills such as taking initiative, communication, team working and decision making. Students oral communication will be assessed through presentations. Group work is essential in management and hence, there are group assessments. Where group work is used all students will achieve an individual grade for their contribution to the work.

Formative assessment will be used to provide you with the opportunity for feedback, to enable you to review and improve your work, before summative assessment wherever possible. Tourism management involves significant team working and hence, there is a significant amount of group work required on the course. It is important that an individuals contribution to group work is recognised. Hence, a range of techniques will be used to identify individual work, for example, by contribution to presentations / reports, self / peer assessment and identification of on-line contribution to discussion boards.

The end-of-unit examinations focus primarily on critical discussions of the integrated/collaborative character of international tourism, and will differentially draw upon insight from the aforesaid very wide mix of disciplines Management / Marketing / Cultural Studies / Political Science / Communication Theory / Environmental Studies.

The take-home tests tend to ask you to critique contemporary tourism practice in terms of the power of tourism to not only project or promote place and space but to help creatively perform and `produce those places and spaces.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Demonstrate an extensive and up to date knowledge of theoretical concepts relating to the management of tourism.

2. Critically evaluate how tourism impacts upon the economy, society, culture and the environment.

3. Critically apply appropriate management techniques in tourism organisations.

4. Identify research strategies in corporate sector / service sector / public sector for tourism and be able to implement them within a management context.

5. Identify the stakeholders which are routinely involved in local / regional / national / international tourism such as government / competitor / reciprocal / sanctioning / special interest / media / general publics.

6. Demonstrate specific abilities in the assessment of the value of the cultural / the environmental / the political / the symbolic / the heritage resources which are ordinarily utilised in the tourism management / tourism development of places and spaces.

7. Communicate orally and in writing a critical awareness of cutting edge questions of sustainability and stewardship which arise in the national / international contexts of tourism management.

8. Conduct a number of field studies of current management / marketing / development / conservation practice in national / international tourism, thereby producing critical appraisals of, for instance: indigenous tourism, small island tourism, adventure tourism, pro-poor tourism, image-making for tourism destinations, tourism and diaspora, tourism pilgrimage and host community planning, e-tourism, market segmentation for VFR tourism, tourism behaviour at national sites of ceremony, and responsible tourism policy.

9. Produce a number of critical reviews of the established / state-of-the-art literature on key issues in international tourism such as: tourism and the cultural / heritage gene banks of places, sight-seeing (sight-experiencing), tourism and carrying capacity, cultural impacts / multi-directionalities, tourism and critical mass, tourism and unplanned development, tourism objectification, post-tourism, the distributional effects of tourism, the worldmaking authority of tourism and terrorism, and tourism and the appropriation of place / space.

External Benchmarking

1. University of Bedfordshire Level Descriptors: Level M.

The University of Bedfordshire has adopted the governments Quality and Curriculum Authority (QCA) skills descriptors for all levels of studies, but the skills listed in the Quality Assurance Agency for Higher Education (QAA) subject benchmarks and the student employability profile template created by the Higher Education Academy Hospitality, Leisure, Sport and Tourism Subject Centre are also relevant.

2. Master's degrees in business and management 2007

Masters Benchmarks from

http://www.qaa.ac.uk/academicinfrastructure/benchmark/

statements/BusinessManagementMasters.pdf

Benchmark standards

Master's degrees in the business and management field are awarded to students who have demonstrated during their programme:

• A systematic understanding of relevant knowledge about organisations, their external context and how they are managed


• Application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation


• A critical awareness of current issues in business and management which is informed by leading edge research and practice in the field


• An understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues


• Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management


• Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations


• Conceptual understanding that enables the student to


• Evaluate the rigour and validity of published research and assess its relevance to new situations


• Extrapolate from existing research and scholarship to identify new or revised approaches to practice


• Ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process


• Ability to communicate effectively both orally and in writing, using a range of media


• Operate effectively in a variety of team roles and take leadership roles, where appropriate

Once you are in professional practice, you should be able to:

• Consistently apply your knowledge and subject-specific and wider intellectual skills


• Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to a range of audiences


• Be proactive in recognising the need for change and have the ability to manage change


• Be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations


• Make decisions in complex and unpredictable situations


• Evaluate and integrate theory and practice in a wide range of situations


• Be self-directed and able to act autonomously in planning and implementing


• Projects at professional levels


• Take responsibility for continuing to develop their own knowledge and skills

Educational Aims

In keeping with the universitys general aims and the more specific scheme aims for post-graduate courses, the Postgraduate Diploma in International Tourism Management seeks to:

• Develop a detailed and critical knowledge and understanding of major aspects and developments in international tourism and how these may be positively reflected in management practice


• Develop the ability to analyse critically the interconnectedness of international tourism with its economic, technological, socio-cultural, psychological and political contexts


• Apply and integrate academic frameworks, theories and understandings within the policy and professional practice environment of tourism enterprises and business


• Become familiar with and draw on numerous practical projects and case studies from a range of national and international organisations in the commercial, public and third sectors to inform practice. (This will involve close industry consultation and partnership through the Tourism and Leisure Partnership Group within the Faculty of Education and Sport)


• Be able to analyse critically the impacts of international tourism and suggest informed solutions and directions


• Provide a firm grounding for continued vocational education and training by equipping you with the knowledge, research and critical analysis skills required to manage a position of responsibility in the tourism industry thereby also offering you better employment prospects


• Ensure you are able to make a valuable contribution to the strategic management and development of tourism organisations

Specifically, the course aims:

• To develop the your knowledge of the special requirements of tourism management


• To develop high level competence in critical understanding of international tourism management regarding destination management, tourism marketing strategies, global issues, environmental and cultural issues, leisure and sport management, law, etc


• To provide an opportunity for you to demonstrate research competency founded upon critical awareness of current and competing interest group concerns both within the industry and within the academic field


• To enable creative and open approaches to decision-making in the globalisation tensions in which international tourism is immersed today


• To develop your creative thinking skills to enable entry into (or consolidation within) executive bodies / research agencies / consultancies / educational institutions in or alongside Tourism Management / Tourism Studies


• To provide you a basis for life-long learning and successful career development in your chosen applied professional area of Tourism Management / Tourism Studiesor otherwise in your chosen critical aprofessional / post-disciplinary work in or across these twin fields

Student support

You will have a number of induction sessions before the formal classes begin. These will cover areas such as administrative arrangements, academic study in the UK, financial regulations and personal safety. If you have questions or problems with academic matters support is provided by the Course Manager and Academic Director. In the event that you have an illness during the course or have significant personal or family problems the Student Services offers independent and confidential advice. They are also the only people who can give you extensions to hand in dates for assignments; but they will only do this if you have a good reason. Other support is provided by Student Services, and by the Students Union.

For international students, there is a Dedicated International Students' support team. The team are here to help you settle into University life and give advice on a range of issues such as: part-time work, how to open a bank account, places of worship and local places of interest. There is also an international student induction programme is designed to enrich your time of study at the University as well as help you settle in, adjust to your surroundings and get to know your way around.

In addition to the general support supplied by the University in relation to e.g. disability advice, international student support, financial support etc, specific support for the course can be divided under two headings:

Academic / Programme Support

In terms of academic issues in the programme, and specifically day to day issues the Academic Director will be the first point of contact. The Academic Director will provide advice on the following important areas:

• Whether students are on the right programme


• Whether students are taking the right units


• Whether a students results are correct


• Whether students are entitled to APEL or APL


• Whether students have the necessary course handbook, an induction schedule and handbooks for each of the units


• Whether a student has a missing grade because of a fault in the University system or as a result of a student-related problem (i.e. failure to submit an assignment)

This type of advice will be available throughout the year, and the Academic Director, alongside the Academic Advice Team in the Faculty Office would be the first point of contact as soon as any of the above becomes a problem.

However, if you have issues to do with a particular unit of the course, then the coordinator of that unit is likely to be the first point of contact, rather than the Academic Director. However, the Academic Director may need to be involved if the unit coordinator cannot answer a query.

Professional and Academic Development (P.A.D.)

It is not unusual for students to need some extra advice and guidance on developing their academic skills at some point during their studies. If you feel that you would benefit from some additional help with your studies why not contact P.A.D.

P.A.D. is available to all University of Bedfordshire students. If you are experiencing difficulties or if you simply want to develop particular skills and raise your grades, we are here to help and advise you how to do that.

P.A.D. can help you in a number of ways. They can advise and help you to improve

• The quality of your written assignments


• Your understanding of mathematical or statistical concepts


• Your organisational skills and how you approach studying


• Your time management and prioritising


• The strategies you use when reading


• Your language skills


• Aspects of your IT skills


• How you prepare for exams

Student language support

The University has a dedicated language support team qualified to Masters level in language and communication. Support for our International students includes a Language Lab to help you improve your pronunciation and listening skills, specialised teaching rooms, independent study centre and specialist software. A programme of In Course English Support is running to ensure all masters students meets the minimum English level required. If necessary, you will undertake both a 10 week course of lessons followed by a 20 hour Independent Study Program. All students on these courses will be required to take the Password assessment. Lessons are taught in groups according to the students faculty and interest.

The University is committed to ensuring our students are confident in their communication skills and the team are in place to help identify your strengths and weaknesses.

Team working

The course provides regular opportunity for group discussions in class, seminars, and for team debates on critical issues. Students on the programme are also welcome to attend staff seminars.

Team working is fundamental to the leisure and tourism field. Organisations where people do not work together fail. In most units you will find that group work forms a component of the activity. In some units this draws from in class discussions and in others it is a fundamental part of the assessment. We value the diversity of background that participants in the course bring. We try to capitalise on this in class by drawing from your knowledge and background in the in-class group activities and assessments. Throughout the course, students will be asked to work in groups of varying sizes and to consider the skills needed in order to operate effectively in this context. One of the most important elements of team work is an understanding of the level of dependency involved and the attendant responsibilities this implies for each individual member of the team. From very early in the course, you will be working in collaboration with others and issues of responsibility, trust and flexibility will be addressed as central to your academic and professional development.

You will be assessed, on occasions, as a member of a group, and at other times for your individual input to the group. You will also be asked to comment critically upon your own contribution to the group as a whole. Should you fail group-based assignments, unit co-ordinators will ensure that referral briefs are congruent with units learning outcomes. Where possible special arrangements will be put in place in order for those failing assignments to get an opportunity to attempt similar group-based assessments.

Career Management Skills

In addressing employability, the programme is aimed at providing students with cutting-edge knowledge and communication skills to facilitate employment and subsequent career development in executive decision-making / policy-making in international tourism.

Since tourism is conceivably the largest and most tentacular of industries, the programme does not seek to provide holistic training for any single sector of the tourism industry, but seeks to open students up to contemporary business and non-business imperatives being experienced during the contemporary moment of globalisation. The programme is based on the view that those who work in international tourism today need to be skilled at understanding and relating to a very broad mix of other stakeholders and practitioners not so much in tourism. For instance:

• The travel packager needs to know how the receiving indigenous takes its decisions


• The government planner needs to determine not only who strongly supports tourism within the industry, but who potently resists it outside


• The natural resource specialist needs to realise that some populations (in key target areas of international development) may regard nature as primarily a matter of spirituality or cosmology (or even of `art) than of the physical environment


• The European information technologist in tourism development needs to recognise that some of his / her ordinary tools / equipment / practices may be deemed to be unwanted Westernisms / Americanisms / Instruments of the Infidel in significant parts of the rest of the globe


• The company researcher in tourism development needs to realise that all forms of investigator-driven enquiry are deemed to be dark and dangerous (external) activities

Thus it is the aim of this programme to equip you broadly to understand the often cloudy and messy axialities (i.e. the connections / the importance / the meanings) of tourism across the world. The programme thereby seeks to provide opportunities for you to shape your future careers in / across tourism on not just an `industry economics basis, but on an `economics plus basis. Careers in international tourism are unlikely to ever be singular, insular, and only personal-private concerns. Such is the increasingly global and interleaved reach of tourism.

Career/Further study opportunities

Career:

Careers in, for instance:

Policy-direction in government sector tourism planning / management, Market development in corporative tourism, Third sector work in local / regional / national / trans-national areas of public culture / public nature / heritage which have interface with tourism,

Tertiary sector education in Tourism Management / Tourism Studies, Culturally-appropriate tourism management, Environmentally-responsible tourism management, Consultancy (research) work in tourism and culture / the environment / development. Or become entrepreneurs.

Further study:

This course will provide the necessary credits (120) if you wish to continue and undertake the MSc International Tourism Management with the 60 credit dissertation.

This course is primarily aimed at people wanting to move directly into employment, but if you find your studies particularly stimulating and want to study further then there is always the possibility to continue to Doctoral studies, i.e. a PhD or a DBA level.

Entry

Additional:

Applicants for the course would be expected to have a good BA/BSc (Hons) in a field consonant with that width of critical inspection, such as: History / Heritage Studies, Human Communications, Environmental Studies, Natural Resource, Management,Geography, Political Science/Policy Studies, International Development / International Studies, Planning / Town Planning / Landscape Planning, Tourism Management / Tourism Studies, Leisure Management / Leisure Studies, Events, Marketing, Economics.

Since this course is built upon a very broad and critical grounding in politics, philosophy, and the humanities, overseas students will be expected to have a strong command of English with an overall score of IELTS 6.0. In-course language support will be available for those students in need of extra language support.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The Postgraduate Diploma in International Tourism Management employs a range of teaching and learning strategies. Thus, the teaching strategy can be summarised as follows:

• It is student-centred and student performance-driven


• It emphasises directed and independent research, particularly in the research units and dissertation


• It necessitates effective student communication in oral and written form, particularly in the unit Strategic Tourism Management and Tourism Marketing


• It has a substantial teamwork component, but also encourages self-reflection and peer evaluation, particularly in the unit International Tourism Development and Worldmaking


• It uses up-to-date examples and case studies of tourist preferences and aspirations, particularly in the unit Tourism Marketing


• It makes use of BREO to facilitate learning


• It asks students to keep abreast of cutting edge responsible-management/appropriate-development activities in the field

Professional, Statutory and Regulatory Body Accreditation

None

Students with disabilities

We welcome applications from disabled students and make sure that our campuses are accessible and welcoming to all. Our disability advice team is available to discuss any issues you may have and can provide advice and a range of support and services. On this course there are no foreseeable issues that may discriminate against students with disabilities, and all such students are able to undertake any element of the course. Unit tutors have undertaken awareness programmes provided by the University.

The course will follow the general guidelines set out by the University policy on disability.

During the application process disabled students will be able to discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. In relation to other courses in the Division, it has normally been the case that disability has not provided an obstacle to students participating Hence no major issues are envisaged concerning disability and the course. The only possible concern is in relation to field visits. However there is no proposed residential aspect to these visits they will be on a day-visit basis only.

Skills Development

The University of Bedfordshire has adopted the governments Quality and Curriculum Authority (QCA) skills descriptors for all levels of studies, but the skills listed in the Quality Assurance Agency for Higher Education (QAA) subject benchmarks and the student employability profile template created by the Higher Education Academy Hospitality, Leisure, Sport and Tourism Subject Centre, listing generic employability competencies are also referred to.

Communication

Communication is highly significant in tourism (with its common multiplicity of partner agencies and collaborative bodies) and therefore communication skills are taken very seriously in this programme. Thus, to help with the development of this you will be required to present and justify research studies, projects, and critical assessments both orally and in writing.

The ability to communicate effectively is universally recognised as a key skill in an aspiring manager. We try to help you develop your communication skills in a variety of ways in all of the units that you study. While communication is typically broken down to written and oral this broad classification in no way represents the diversity of opportunities that you will be give. To develop your written communication skills you will be exposed to a wide variety of applications. Reports and essays are obvious ones but you will also be completing briefing papers, keeping notes, writing proposals and plans. The oral side is equally diverse and you are encouraged to develop your oral skills through class discussions and presentation. As may be seen in the above table, a large part of the teaching and learning and assessment strategy for this programme addresses effective communication. A PowerPoint presentation combines both oral and written communication and you will become more experienced at using these.

Information Literacy

To help with the development of this you will examine use of the Internet as a research tool; use of technology in forward / backward / diagonal integration, information technology of tourism industry sectors, website content, SMS in tourism and media activity; and use of online data / journals.

In the UK, information literacy is defined by the Chartered Institute of Library and Information Professionals as: Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Right from induction you are introduced to the sources that the university has. We invest heavily in electronic sources of information as well as paper based ones and you are introduced to the range and diversity of what is available to you. The majority, if not all of the units that you study will expect you to search out relevant information and so your skills will improve throughout the course.

Research and Evaluation

To help with the development of this, you will undertake a range of research tasks either within the context of developing your academic or your practical knowledge. The research tasks will vary according to the type of work being undertaking and you will need, therefore, to be adept at understanding the skills involved in sourcing, selecting and utilizing appropriate material. In every practical process you embark upon, students will be expected to plan and execute a methodical research process in order to develop their practical skills, but also their skills to critically evaluate. You will be introduced to a range of research skills including literature searches and critical reading, practical field based activities including questionnaire and interview design and conduct, as well as the analysis of findings from the use of such techniques in the field.

To help with the development of this you will be introduced to critical research design methods and to report techniques. You will be introduced to key research method approaches involving selection of methods/research triangulation / population selection / sampling choice / data types / access to site assessment and will have the chance to explore orthodoxhypothesis drivenquantitative approaches and / or emergenthighly interpretivequalitative approaches. Students who are keen to work in complex indigenous / unsettled community settings, or in difficult cross-cultural milieu in international tourism will be encouraged to develop the background ontological and epistemological parameters of their studies.

Creativity and Critical Thinking

You need to be looking for different and creative ways to apply what you learn on the course. Of course we give you ample opportunities to develop your creativity. You will find class sessions provide opportunities for discussion of case examples where other classmates have very different solutions to the ones that you have thought of, some more creative than yours and others less. Most of the assignments that you tackle will call for some degree of creativity and so you will get plenty of practice in developing and arguing creative solutions.

Critical thinking, on the other hand represents the application of logic and evidence rather than creativity. Again class discussions provide you with ample opportunity to present logical solutions to case problems and receive feedback on the strength of the argument. Indeed, the majority, if not all, of your assessments need logic and evidence to support your case not least when you have come up with a creative solution.

To help with the development of this you will engage in critical assessments of various public and private sector tourism developments. You will also have the opportunity to (i) creatively rethink the post-industrial / postmodern / postcolonial imperatives of tourism; (ii) inspect how tourism can nowadays be an immensely inventive and powerful vehicle catalytic new sense projection and re-invigorated identity.

Improving learning and performance

The Personal Development Planning strand embedded in various units throughout all levels concentrates on the development of academic, personal and professional skills and establishes the PDP and CPD processes, introducing students to the concept of transferable skills and demonstrating their value within the tourism industry, thereby ensuring employability remains central to the course.

You will also be given the opportunity to develop personal approaches to study, building on strengths and eliminating weaknesses, and developing ability to transfer learning from one context to another, following the SOAR (self-awareness, opportunities, aspirations and results) process model (Kumar 2007) at a number of points during the course. This approach requires that you become aware of:

• Your own interests, motivations and strengths


• The kinds of opportunities for employment and self-development that are available at the University and beyond


• Your personal objectives, desires and aspirations


• How to articulate, evidence and present your achievements and skills

We help you to improve your learning and performance in several ways. When you prepare for an in-class discussion you will find that others have tackled the problem in a different way. This gives you an opportunity to learn from your fellow students (although you have to recognise when your interpretations are better than theirs). You will also interact with the tutors during class sessions, again an opportunity to learn different perspectives and approaches that you can apply later on. For assignments you will receive feedback. This feedback is very much more than simply the grade given. You will find in the feedback suggestions of how your work could have been improved and can apply this information for further pieces of work. Finally, the best management practice draws heavily from reflection. This is your reflection on how you could tackle things differently to improve learning and performance.

Progress files

You will be encouraged to use a number of portfolios, in different units on the course, and you will need to set up a habit of reflecting on feedback from tutors and consider ways in which you might improve specific skills and / or build on the strengths demonstrated, preferably after each set of assessments. Much of the material for Progress File will be generated through digital records (on-line blogs, discussion boards on BREO, and e-portfolios via the PebblePad system) as well as paper ones.

The main vehicle for demonstrating development in this course will be in project work (analogous to level 3 undergraduate approaches). Nevertheless, the majority of units on the Postgraduate Diploma in International Tourism Management provide enabling opportunities for each students own autonomous development in the areas of needs analysis, performance planning, and management (especially within reflexive cultural or national / globalising contexts) and presentation and evaluation. Each participant will have a (self-maintained) portfolio of individual and group tasks.

Professional standards

• Teaching faculty / tutors and students will work with professional integrity at all times, though students will be encouraged to reflexively examine the cultural, disciplinary, and other notions which may be assumed within dominant standards of professionalism


• Teaching faculty / tutors and students will abide by the Code of Conduct as stated in this universitys Student Regulations


• Teaching faculty / tutors and students should ensure that contact details are current and maintained, teaching faculty / tutors should ensure that their availability is publicised and that appropriate communication channels are agreed upon


• Teaching faculty / tutors and students must arrive on time for classes


• In all situations, students and teaching faculty / tutors should dress and act appropriately


• Teaching faculty / tutors and students should work to sustain a culture of mutual respect


• All assessed work should be your own effort, and should be correctly referenced where material is taken from other sources


• Electronic devices must not be used during classes without express permission and mobile telephones must be switched off during all course sessions and unit classes


• Student concerns should be raised promptly, through the appropriate channels.

Strategy for developing and embedding the professional standards

The (above) professional standards are included in the course handbook for reference, or otherwise given to you at the programme induction. A range of the issues covered should be explicitly covered during the said induction sessions particularly those which have significant impact in terms of the potential outcomes for students (e.g. those relating to plagiarism). Many of the above professional standards should are reinforced explicitly within unit handbooks, implicitly through the operation of the programme units, and through the behaviours given / shown by unit leaders.