Course Summary

The sport and leisure industry is rapidly growing - it has been conservatively estimated that sport is an important consideration for over 22 per cent of vacations and is worth billions worldwide. The postgraduate certificate in Sport Tourism Management is an innovative new course which will provide you with the management and business skills necessary to become effective senior managers in the global tourism industry.

This dynamic course blends practical and theoretical aspects of sport tourism with an emphasis on real-life operational principles and practice. You will become familiar with current issues in the industry and will gain knowledge of operational aspects. The course will be underpinned by academic theory in tourism, leisure and events, and will involve students in the application of concepts in industry-related situations.

Why choose this course?

A choice of careers is open to graduates upon completion of this course, including the management of resorts and events, sports stadia, sport tours and tourism development. Graduates will also be able to pursue specific posts in the tourism/leisure/sport/recreation industries as leisure centre managers, sports club managers, project managers and tour guides.

During the course you will:

• Benefit from flexible blended learning delivery
• Benefit from extensive industry links ensuring `real-life' applicable research
• Experience 'world-leading' staff expertise and research, as rated by the Government's Research Assessment Exercise (RAE) 2008
• Benefit from research-informed teaching and learning

Areas of study you may cover on this course include:

• Contemporary issues in tourism
• Research philiosophies and principles
• Sport tourism
• Strategic tourism and hospitality management
• Research practice in tourism
• World-making: tourism and globalisation
• Stewardship, tourism and the environment
• Sport, tourism and cities
• Planning for leisure and tourism
• Sport and leisure industry context and environment
• Dissertation
• Event tourism

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Assessment

Students will be required to undertake a variety of group and individual based assessments throughout the programme. The assessments are designed to assess knowledge and understanding, but also to demonstrate the range of transferable skills.

The great majority of units include elements of individual and group work as this reflects the type of work undertaken in the events industry. Assessment of these activities will be based on tasks which develop vocational skills, underpinned by subject knowledge.

Formative assessment will be used to provide feedback to students to support their progress and diagnostic assessment will be used to assess students knowledge, understanding and skills. Summative assessments for the majority of units include a combination of coursework and end of year examinations.

All coursework will have an assignment specification, with grading criteria. The specification will be issued to the students normally at the beginning of the unit, but at least three weeks prior to the deadline for the assignment. All marked work will be returned to students, following the university guidelines, with written feedback including advice on how student can improve their work in future. Should students fail group-based assignment, 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.

All coursework submitted will be subject to University procedures for the detection of plagiarism. Plagiarism is one of the academic offences and below is what is found on the relevant University Website concerning plagiarism:

Cheating, plagiarism, the fabrication of information and impersonation are academic offences, and where allegations of such offences are made they will be investigated. The procedures to be followed, and the tariff of penalties to be imposed where the allegations are proved, are set out at www.beds.ac.uk/aboutus/qa/documents/urap07-081206.doc(University Regulations 2007-08 p.100).

Annual monitoring of the outcomes of assessments for each unit will be completed and this will provide the opportunity for reflection on and evaluation of assessment approaches and methods.

Assessments are divided between one and two assessments per unit, in line with the University Cre8 process requirements. Assessment approaches vary depending upon the learning outcomes of the unit delivered. However students will undertake a wide range of assessment styles including: written reports, oral presentations and examinations as well as group-based reports, case studies and computer-based assignments. In addition students will undertake practical assessments related to event design, planning and delivery.

Course Learning Outcomes

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

1. Critique and examine major theoretical and practical issues to sport tourism.

2. Demonstrate understanding with the core knowledge base of sport tourism.

3. Employ experience of the sport tourism sector and its working methods in decision making, having benefited from it as part of their learning.

4. Demonstrate critical awareness of sport tourism through both academic and, if appropriate professional reflective practice.

5. Understand, debate, and use as a basis for decision making, the factors which influence sport tourism policy and planning, provision, programming and usage within public sector and commercial environments.

6. Express themselves accurately and fluently, both verbally and in writing, to a level which will enhance employment prospects and general performance.

7. Initiate and plan academic research projects in sport tourism by exploiting the knowledge and competence base acquired during degree learning.

8. Use knowledge of environmental and sustainability issues to make decisions about sport tourism policy and programming.

9. Understand and demonstrate a critical awareness of the moral, ethical, environmental and legal issues, which underpin best practice.

External Benchmarking

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


• Aability 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 they are in professional practice, master's graduates should be able to:

• Consistently apply their 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.

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 primarily focused on undergraduate provision.

Educational Aims

The course blends practical and theoretical aspects of sport tourism with an understanding of management principles and practice. The programme will familiarise students with current issues within the sport and tourism industries, and provide an academic grounding in operational aspects of sport tourism management. Students will develop their own knowledge of sport tourism, as well as developing a number of important transferable skills. Overall, the programme aims to equip the students with a wide range of skills that, together with an in-depth understanding of the sport and tourism environments, will provide students with the essential management skills for employment within this sector. More specifically these are:

• To enable students to acquire a broad range of knowledge of sport tourism in contemporary society and debate a range of relevant issues


• To facilitate a practical appreciation of the sport tourism industry by direct contact


• To develop a range of academic skills - including research, investigation, interpretation, deduction, logical argument, clear thinking, and powers of persuasion - to a level appropriate to a PG Diploma


• To provide integration between the units of the programme so that students in carrying out student centred work and in dealing with industry-derived situations, simultaneously process the learned elements of different units and thereby develop their ideas in an integrated manner


• To enable students to acquire and develop competencies which promote their ability to perform effectively in post-honours degree activity; thereby improving the quality of their learning


• To heighten students powers of analysis and interpretation which will be of value to them and their employers in professional or industrial sectors of the Sport & Tourism industries

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. 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 in to 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.

Student Services

If a student has a more serious problem than can be dealt with by the Academic Director, and certainly in the case of the issues below, then students will need to see a member of the Student Services team.

Student Services will provide independent and confidential advice if there are circumstances affecting handing in of assignments on time, sitting exams, attending University. Depending on the nature of the query, Student Services can advise a student or refer them to people who can help.

Student Services will see students if:

• They are worried about missing classes due to illness


• They have personal problems that are affecting their academic work


• They are likely to be prevented from handing in an assignment on time


• They are likely to be unable to sit an exam


• Their course is more difficult than expected


• They are considering leaving the University.

Student Serivces also will make decisions on what are deemed `extenuating or `mitigating circumstances. If students have genuine extenuating circumstances that are likely to prevent them handing in an assignment, Student Services will authorise short-term extensions of an extra few days with a maximum of 2 weeks extension. If this option is not feasible and the problem is longer term, then Student Services can grant the right for a student to take the assessment at the next available opportunity. Students must have valid reasons supported by clear and appropriate evidence for any claims submitted. Decisions will be based on: the severity of the problem, disruptiveness; unexpectedness; timing and length; and whether the circumstances are not wholly or largely of the students own choosing or making.

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

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, students will be working in collaboration with others and issues of responsibility, trust and flexibility will be addressed as central to their academic and professional development. Students will be required to work with others either in the preparation of a seminar, a group presentation or a reflection upon the work of others.

Students will be assessed, on occasions, as a member of a group, and at other times for their individual input to the group. Students will also be asked to comment critically upon their own contribution to the group as a whole. Should students 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 sport tourism.

Students will also be encouraged to contact / join associations and organisations with a view to developing sports management experience on a voluntary basis, such as:

The Tourism Society www.tourismsociety.org

BAFA British Arts Festivals Association. http://www.artsfestivals.co.uk

ACE Association of Conferences and Events. http://www.martex.co.uk/ace

BACD British Association of Conference Destinations. http://www.bacd.biz/

MIA Meetings Industry Association. http://www.meetings.org/

MPI Meeting Professional International. http://www.mpiuk.org/

Thus it is the aim of this programme to equip students broadly to understand the often cloudy and messy axialities (i.e. the connections / the importance / the meanings) of (sport) tourism across the world. The programme thereby seeks to provide opportunities for students to shape their 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

The following are likely career choices for students who have completed the course:

Resort & Event Manager

Sports Stadia Management

Sport tours management

Tourism Development Manager

In addition, there will be a number of generic and / or specialised posts in the tourism/ leisure / sport / recreation industries that should be available to students upon completion of the course:

Leisure Centre Manager

Sports Club Manager

Project Manager

Tour Guide

Thus it is the aim of this programme to equip students 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 students to shape their 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.

Further study:

This course will provide the necessary credits (120) if you wish to continue and undertake the MSc Sport 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 are expected to have a good BA/BSc (Hons) in a field consonant with that width of critical inspection and `real-world understanding, such as: Human Communications; Geography; Political Science/Policy Studies; International Development/International Studies; Planning / Town Planning/Landscape Planning; Tourism Management/Tourism Studies; Leisure Management/Leisure Studies; Events; Sport Management /Development; Marketing; Economics.

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

Course delivery will use a combination of lectures and seminars, field trips, practicals, online Mode II delivery and case studies with the emphasis in seminars being on discussion and debate providing students with an opportunity to relate theoretical content to real-life practical situations. Practical seminar activities will be used where appropriate (for example video material, case studies, role play) and students will be encouraged to work individually and in groups to develop a thorough appreciation of the many issues and debates examined.

There will be opportunities for students to experience on-site operations related to the management of events as well industry-specific visiting speakers to underpin the vocational accent of the course. In addition the course will encourage the regular online discussion of issues covered using the BREO discussion board application.

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.

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

To help with the development of this you will:

Participate in a range of activities requiring you to communicate orally and in written forms. Part of this process will involve students in a range of written tasks that will form the foundation of their personal portfolio and which will generate material in traditional and electronic forms. Students will learn the communication skills necessary to articulate and present themselves in appropriate forms (e.g. stating their individual aims, their skills and experience). Students will work collaboratively with a number of different groups of people in a range of contexts, and will be required to use the written word in order to communicate ideas for a variety of different purposes. Students will have opportunities to examine the `language that is specific to the sport management field.

Information Literacy

To help with the development of this you will:

Participate in workshops, tutorials and developmental research projects in order to familiarize yourself with a wide range of resources which can support your studies.

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 students 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. Students 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.

Creativity and Critical Thinking

To help with the development of this you will:

Look 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 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, students will be introduced to ideas on creativity early in the course. The course will present a range of concepts and theories relating to creative processes in the sport and leisure industry. Students will be encouraged to develop critical thinking abilities and apply these through critical responses via comparative analysis, both orally and in written form.

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 events.

Students 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 students become aware of:

• Their own interests, motivations and strengths


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


• Their personal objectives, desires and aspirations


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

Most of us are not perfect and most, if not all, of the things we do could be improved. 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

Students will be encouraged to use a number of portfolios, in different units on the course, and they will need to set up a habit of reflecting on feedback from tutors and consider ways in which they 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) as well as paper ones.

The main vehicle for demonstrating `development in this course will be in project work. Nevertheless, the majority of units on the PG Dip Sport Tourism Management provide enabling opportunities for each students own autonomous development in the areas of needs analysis, performance planning, management, presentation and evaluation. The most substantial evidential output for this lies in the dissertation, but each participant will have a (self-maintained) portfolio of individual and group tasks. The main mechanism for the monitoring of `progress will be through structured discussions of the student with his / her dissertation supervisor, but there will also be inputs from unit leaders.

Professional standards

Employers are often assessing not only knowledge of the subject area and experience, but also value the set of attitudes and values which would support development of their company. Students need to develop and demonstrate these attitudes throughout their studies.

Lecturers expect that students will:

• Take responsibility for their own learning


• Attend lectures and seminars, be punctual and reflect on the material covered (if they know they are going to be late they should inform either the tutor, or their group)


• Prepare adequately for lectures and seminars


• Invest time and effort in understanding the relevant theoretical perspectives of their course


• Plan their study and use appropriate time management strategies to maximize learning and personal development


• Notify the unit leader in advance if circumstances prevent attendance and contact Student Service when necessary


• Communicate to the unit leader and CAAS counsellor any difficulties that might impair learning or academic performance


• Follow the guidelines provided for the submission of written work


• Update tutors with any changes of their address / phone numbers, so they can be contacted when necessary


• Check BREO announcements / records / grades / feedback / University E-mail / access to E-Vision regularly


• Take responsibility for understanding the term `plagiarism through study sessions and leaflets and the Student Handbook and avoid it by developing their referencing skills remembering that all assignment submissions must be their own work


• Be aware of relevant ethical standards and to behave in an ethical way


• Provide constructive feedback to the unit leader regarding the content and delivery of the unit

Strategy for developing and embedding the professional standards

Good study habits will be enforced by monitoring attendance. Attendance data will be collected by the faculty and is used to identify students who have failed to attend two consecutive sessions in any one unit. An intervention by letter, email or SMS text message will be used to let the student know that they have been missed and to request an explanation.

The language of `competencies which is meaningful to employers and is required for employment will be explained to students and used as assessment criteria in a number of assessments. Students will be given opportunities to self-assess and to develop strategies to improve these skills. Students underperforming in team assessments will be motivated to do better or penalized using a peer assessment mechanism.

To ensure that student work, particularly written reports does not contain plagiarized material (see section on Assessment Strategy for regulations on plagiarism), the online `Turnitin plagiarism detection tool will be used in assessments, and will be demonstrated to students to help them understand the issue of plagiarism.

Relevant ethical and legal issues will be explored in a number of units and students will be required to consider the ethical aspects of their own project proposal in the final year unit.

In this way, students should be able to develop a professional identity and set their own standards of professionalism which will prove the benchmark for all their future work.