Course Summary

The Master's degree in Tourism and Environmental Management is an innovative new course, designed to equip students to engage with and manage the complex changes and challenges facing the international tourism industry in the 21st century. It is the first Master's degree in the UK to combine tourism and environmental studies within a theoretical framework that transcends the social and natural sciences.

The uniqueness of the course is based upon its interdisciplinary approach to analysing the tourism and environment relationship. Based upon its integrated scientific approach, the course will equip you to choose career pathways within business, government, non-government or voluntary organisations. You will have the opportunity to acquire invaluable business and consultancy skills in environmental impact assessment related to the tourism industry.

Why choose this course?

Diverse careers are open to graduates upon completion of this course. These include careers within organisations that are involved in the planning of tourism development, including ministries of tourism, regional/national tourism organisationas and other state-sponsored tourism agencies, local government and development authorities' offices and non-governmental organisations and consultancies. Many sectors of the tourism industry offer employment opportunties, including tour operators and enterprises, airlines and the hospitality and hotel sectors.

Other possible career options include Management consultancy, policy advice and research in relation to environment and tourism thinktanks, alongside academic careers in further and higher education.

During the course you will:

• Experience the first course in the UK to combine tourism and environmental studies
• Benefit from specialist lectures offered by other universities, agencies and commercial enterprises
• Have the opportunity to acquire business and consultancy skills in environmental impact assessment relating to tourism
• Explore options to choose career pathways within business, government, non-government or voluntary organisations
• Visit specialist facilities and development sites
• Benefit from world-leading staff expertise and research, as rated by the Government's Research Assessment Exercise (RAE) 2008

Areas of study you may cover on this course include:

• Contemporary issues in tourism
• Research philosophies and principles
• Environmental impact assessment
• Stewardship, tourism and the environment
• Research methods in environmental management
• Strategic tourism management
• Dissertation

MSTENAAF

Assessment

Assessment will be carried out using a mixture of approaches including written essay, group work, time-constrained written examinations, oral presentation, project design and written dissertation. The details of these assessments are given in individual UIFs.

All work for assessment is double marked and quality is monitored by external examiners.

Practical work will be assessed through written reports and reflective diaries.

The students ability to carry out independent research will be assessed through project design, literature review and independent dissertation.

Group work will help students to develop transferrable skills such as taking initiative, communication, team working and decision making. Students oral communication will be assessed through presentations.

Course Learning Outcomes

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

1. Comprehend the complexity of the tourism and environment relationship and evaluate the factors that determine the positive and negative balance of this relationship.

2. Demonstrate a clear and coherent understanding of relevant environmental and tourism theories that may be applied to the analysis of tourisms interaction with the environment.

3. Creatively utilise theoretical and practical knowledge in combinations with analytical skills to environmental policy and management to achieve sustainable tourism.

4. Evaluate the relationship of academic research and policy and planning strategies and techniques for working towards a sustainable tourism industry.

5. Develop knowledge and understanding of the complexity of variables that contextualise the development of tourism and influence the tourism-environment nexus.

6. Apply a range of research and policy-related skills; including, the collection, analysis and synthesis of qualitative and quantitative information from a range of academic and other published sources, in order to support creative decision-making and provide solutions to the resource challenges arising from the use of nature for tourism.

External Benchmarking

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.

Although this award focuses on environmental management and there are directly relevant benchmarks in this field, the award has consulted the QAA Master's degrees in business and management benchmarks (2007) from http://www.qaa.ac.uk/academicinfrastructure/benchmark/

statements/BusinessManagementMasters.pdf.

Educational Aims

The aim of the course is to provide fundamental understanding of principles, new debates and legislation in tourism and environmental management and to enable students to acquire practical experience and business and consultancy skills in environmental impact assessment. This knowledge and expertise will equip students with the background and skills necessary for employment in organisations undertaking commercial business, research or practice in tourism and environmental management.

The educational aims of the course are to:

• Enhance understanding of the environmental challenges and opportunities of tourism development


• Achieve a sound theoretical and conceptual grounding in the relationship between tourism and the natural environment, the context within which it develops and the complexities of its management


• Develop understanding of contemporary issues in the environment and tourism relationship, including sustainable tourism


• Develop students knowledge and understanding of the complexity of variables that contextualise the development of tourism and influence the tourism-environment nexus


• Illustrate the validity of relevant academic research, policy and planning issues together with due regard to their implications for working towards a more sustainable tourism industry


• Understand how theoretical and practical knowledge, in combinations with analytical skills can be employed effectively to tourism to achieve nature conservation and human development


• Develop management, research and policy-related skills; including, the collection, analysis and synthesis of qualitative and quantitative information from a range of academic and other published sources, in order to support creative decision-making and provide solutions to the challenges of the tourism-environment relationship

The units within the course allow for combinations to be selected according to students particular interests and lead to three possible awards: Master of Science degree, Postgraduate Diploma, Postgraduate Certificate.

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 students 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 student 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


• Use of the Virtual Learning Environments, PebblePad and engagement with e-learning technologies

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

Collaborative activity and team working is an important aspect in many organizations and agencies involved in tourism and environmental management. Throughout the programme students are expected to work collaboratively in group work in some of the units. These group activities are designed to develop team working skills and will be assessed by group reports or presentations.

Career Management Skills

Developing career management skills is important for employability. The programme encourages all students to discuss their career intentions and occupation requirements with members of the teaching team and staff in the Centre for Personal and Career Development. Students are also encouraged to undertake self assessment to identify strengths, interests and development needs (for example: through written or verbal feedback, student-centred processes such as SOAR and web-based support such as MyFuture http://www.myfuture.com).

Career/Further study opportunities

Career:

Given that environmental issues are being placed at or near the summit of the global policy agenda, combined with the advent of moves towards the development of green economies, a diversity of anticipated careers would be open to graduates of the programme. These would include organizations that are involved the planning of tourism development, including Ministries of tourism; regional/national tourism organisations and other state-sponsored tourism agencies; local government and development authorities offices, non-governmental organizations and consultancies. Given the increasing emphasis within the tourism industry on environmental management, it is expected any segment of the tourism industry could offer employment opportunities, including: tour operators and enterprises; airlines; and the hospitality and hotel sectors. Management consultancy, policy advice and research in relation to environment and tourism think-tanks are also other possible career options. Academic careers in further and higher education would also be alternative future career choices. The generic skills embedded in the Masters programme would also enable graduates to pursue careers in organisations that are not specific to the tourism and environment sectors.

Further study:

PhD in the areas of tourism, sustainability and environmental management.

Entry

Additional:

A good honours degree in geography, tourism or an environment-related discipline

Professionals with demonstrated experience or expertise within the industry may apply upon submission of a portfolio of attainment.

Candidates may be interviewed before commencement of the programme.

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

A range of approaches will be used for teaching throughout the course including lectures, seminars, tutorials workshops and site visits. The majority of lectures will take place at the Putteridge Bury Campus. Some practical work will be field based and the student will also visit specialist facilities and organizations. Specialist laboratory facilities are available at the Universitys Park Square Campus, Luton, and at the Institute of Research in the Applied Natural Sciences, Butterfield, for environmental science-based independent projects.

The programme embraces a range of teaching and learning approaches, each intended to enable students to develop the required knowledge and skills whilst guiding their own work and reflecting on how they are learning.

Teaching and learning methods to be utilised include:

• Lectures to deliver the theories and concepts necessary for the construction of required analytical frameworks


• Participatory seminars and workshops that require the application of knowledge and theories attained from the lecture content and other sources, including the students own reading and research, to a variety of scenarios


• The interactive use of BREO and Mode II delivery to further the debate of key issues


• Visiting lecturers and specialists/practitioners: guest speakers from a range of national and international organisations and sectors (academic, commercial, government and not-for-profit), invited to lecture on how their experiences relate to key theories and concepts developed on the programme


• Students participation in class debates, and leading discussions based on their own research, as well as working in groups and presenting findings and solutions to problems. At all times students will be encouraged to reflect on and take responsibility for their own learning

Professional, Statutory and Regulatory Body Accreditation

N/A

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 course requires students to carry out site visits and research projects. Disabled students should discuss the details with the Programme Manager. Additional risk assessments will be carried out for site visits for disabled students and Health and Safety procedures will be followed.

Skills Development

In addition to having a sound knowledge and understanding of issues and debates in tourism and environmental management and relevant practical environmental impact assessment skills, students will improve their chances of employment by developing skills in the following areas:

Communication

To help with the development of this you will undertake:

• Report and essay writing


• Presentations and interactive discussions


• Participation in group/team work


• Continued directed learning between classes

Be expected to take a proactive role in lectures, tutorials and workshops to communicate with visitors, staff and fellow students throughout the period of the course, particularly in group work and site visits.

Learn and practice how to use assured, accurate and fluent language to present work (both verbally and in written form) including he use of graphs, maps and images to illustrate complex points clearly.

Information Literacy

To help with the development of this you will:

• Complete relevant literature searches. Learn how to synthesise information from relevant sources and how to use it effectively to justify findings and arguments


• Be expected to demonstrate effective and appropriate use of IT (e.g. word processing, databases, statistical analysis and presentation software)

Research and Evaluation

To help with the development of this you will be involved in:

• Researching presentations and projects both group and individual


• Undertaking data collection, synthesis and analysis


• Producing case studies and the analysis of policy and strategies


• Completing a major research project

Creativity and Critical Thinking

To help with the development of this you will:

• Learn how to carry out critical literature reviews and research design using a logical framework


• Carry out an independent research project


• Learn about ethical and health and safety issues associated with research projects

Improving learning and performance

The programme encourages all students to identify and address their own personal and professional development needs. Particular attention should be paid to formative and summative feedback, from both written and verbal sources throughout the programme.

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 e-portfolio. 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 PebblePad) as well as paper ones.

Professional standards

Both staff and students are expected to maintain high professional standards by:

• Maintaining a high attendance and punctuality rate for course-related activities such as lectures, tutorials, seminars, workshops, site visits, meetings with tutors etc


• Working within the deadlines


• Not using mobile phones in classrooms, meeting rooms, laboratories or on site visits


• Being committed to their own personal and professional development by seeking new knowledge and skills to enhance professional performance


• Working collaboratively with a professional attitude


• Appropriately addressing ethical issues associated with research


• Appropriately addressing the health and safety issues in the University environment and externally when on site visits


• Giving appropriate credit whenever using other peoples ideas (theory, facts, statistics, graphs, drawings, spoken or written words etc.) to avoid plagiarism

Strategy for developing and embedding the professional standards

The (above) professional standards are included in the course handbook for reference by students, or otherwise given to students at their 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.