Level 7 Postgraduate Diploma in Hospitality and Tourism Management

Syllabus and Assessment Guide

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CONTENTS
1. 2. 3. 4. 5. Introduction Postgraduate Diploma in Hospitality and Tourism Management Aims Access and entry requirements Postgraduate Diploma credit framework Level 7 - postgraduate learning outcomes 5.1 Learning Outcomes 5.2 Wider abilities Assessment 6.1 Assessment 6.2 Grading criteria 6.3 CTH Postgraduate Diploma Assessment Criteria 6.4 Assessment decisions 6.5 Academic conventions 6.6 Plagiarism and collusion 6.7 Recording assessment 6.8 Multiple assessment instruments 6.9 Assessment of presentations 6.10 Assessments that are referred or failed 6.11 Submission deadlines 6.12 Informing candidates of grades 6.13 Security Learning and teaching 7.1 Module content 7.2 Use of research 7.3 Primary and secondary source 7.4 Research ethics 7.5 Industry based research CTH Postgraduate Diploma Modules Relationship of modules to UK National Occupational Standards HTMS: Hospitality and Tourism Marketing Strategies MLAC: Management and leadership Across Cultures HTSP: Hospitality and Tourism Strategic Planning MHTP: Managing Hospitality and Tourism Projects RMHTM: Research Methods for Hospitality and Tourism Managers Page 3 Page 3 Page 3 Page 5 Page 6 Page 6 Page 6 Page 7 Page 7 Page 7 Page 8 Page 9 Page 9 Page 9 Page 10 Page 10 Page 10 Page 10 Page 10 Page 11 Page 11 Page 12 Page 12 Page 12 Page 12 Page 13 Page 13 Page 14 Page 15 Page 16 Page 18 Page 20 Page 22 Page 25 Page 27 Page 29

6.

7.

8. 9. 10. 11. 12. 13. 14.

Appendices No. 1 Assignment Progress Tutorial Form No. 2 Assignment Mark Sheet

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1.

Introduction

The purpose of this document is to explain the aims, structure, and content of the CTH Postgraduate Diploma in Hospitality and Tourism Management.1 This document includes the learning outcomes and indicative content for each module, plus the assessment criteria. In this document there is guidance relating to learning, teaching and assessment strategies for this qualification, and an explanation of the assessment quality assurance processes.

2.

Postgraduate Diploma in Hospitality and Tourism Management Aims

The aims of this qualification are to provide: a qualification that focuses on the interrelationship between the hospitality and tourism sectors; a qualification that focuses on strategic issues in business development, rather than operational issues; an effective academic progression route for hospitality and tourism graduates; an effective academic progression route for non-graduate, but experienced, hospitality and tourism managers; an effective academic progression route for graduates in other fields who wish to make a career change into the hospitality and tourism sector; a qualification that enables candidates to gain credit towards either an MA, or an MSc degree; a qualification that enables candidates to develop higher level academic skills that can be applied in a vocational context;

3.

Access and entry requirements

The entry requirements below are intended for guidance only, as applicants may apply with a wide variety of backgrounds and qualifications. Institutions will probably publish entry criteria in order to give clear guidance to potential applicants. However, institutions should also consider applicants who, because of their background, do not meet the published criteria. Institutions primary considerations when formulating entry requirements for this qualification must be that: i) ii) the qualification is accessible to all those with the potential to achieve the required outcomes; there is equality of opportunity for all those who wish to access the qualification.

Here after known as the PGDHTM

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Applicant profile
Hospitality/Tourism graduate with Bachelors Degree from UK institution. Hospitality/Tourism graduate with Bachelors Degree from a non-UK institution. Graduate in other field with Bachelors Degree from UK institution.

Recommended entry requirements

Minimum of degree in hospitality and/or tourism graded third or above. IELTS 6.0 or other evidence of competence in English at this level. Evidence of equivalence of qualification to a UK hospitality and/or tourism degree, graded as third of above. Equivalence to be evaluated through NARIC. IELTS 6.0 or other evidence of competence in English at this level.

Additional recommendations

Minimum of degree graded third or above. It is recommended that applicants in IELTS 6.0 or other evidence of competence in this category also English at this level. undertake the additional, optional Work Experience Certificate.

Graduate in other Evidence of equivalence of qualification to a It is recommended field with Bachelors UK degree, graded as third of above. that applicants in Degree from non-UK Equivalence to be evaluated through NARIC. this category also institution. undertake the IELTS 6.0 or other evidence of competence in additional, optional English at this level. Work Experience Certificate. Non-graduate with hospitality and/or tourism work experience IELTS 6.0 or other evidence of competence in English at this level. Evidence of at least three years work experience in the hospitality and/or tourism sector at supervisory level or above.

For additional information on entry requirements please contact CTH.

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4.

Postgraduate Diploma credit framework

The CTH PGDHTM is designed to be equivalent to Level Seven in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland and are also designed to provide a progression route towards a Masters Degree at this level. The common credit accumulation approach for Masters Degrees in the UK is that to achieve this qualification a candidate must achieve a minimum of 180 credits at Level Seven. In the UK, Masters Degrees are normally awarded by universities and usually include a final forty-credit dissertation plus 20 credit research module OR a sixty-credit dissertation. Postgraduate Diplomas are awarded for a minimum of 120 credits at Level Seven. Therefore, the Postgraduate Diploma offers a progression route to a full Masters Degree. The UK Quality Assurance Agency for Higher Education2 state that one credit represents ten hours of study at any specified level. Therefore, a Postgraduate Diploma would normally be awarded for a programme of study that has been designed to include a minimum 1200 notional learning hours. These hours would include, but are not limited to, formal classes, self-study, revision and assessment. However, candidates successfully completing a Level Seven qualifications should be able to demonstrate their ability as independent learners; therefore, candidates should expect that normally no more than 20% of the 1200 notional learning hours would be spent in classroom based learning (e.g. lectures and seminars). Therefore no more than 20% of the notional learning hours for each module should be spent in classroom-based learning. CTH has allocated thirty credits to each module in the PGDHTM in order to make up the total required for the qualification. These modules have been designed to reflect the depth and breadth of study required at Level Seven, and also the inter-related elements in this area of study. The credit and module structure for the CTH PGDHTM is set out in the following table.

Qualification
Postgraduate Diploma

Credits Units
120 4 x 30 credit units (units 1, 2, & 3, plus either unit 4 or unit 5)

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

here after known as QAA

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5.

Level 7 - postgraduate learning outcomes

The QAA state that any qualification using the term Postgraduate should ensure that all learning and assessment is at Level Seven. The QAA state that those achieving a Level Seven should be able to demonstrate the outcomes and wider abilities set out below. Therefore, centres must design learning activities and prepare candidates for assessment, in ways that will enable them to not only achieve the specified outcomes, but also develop these wider abilities. 5.1 Learning outcomes The QAA state that3 at Level Seven candidates will have demonstrated the following specific outcomes: a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by the forefront of their academic discipline, field of study, or area of professional practice; a comprehensive understanding of the techniques applicable to their own research or advanced scholarship; originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; conceptual understanding that enables the candidate: to critically evaluate current research and advanced scholarship in the discipline; to evaluate methodologies and develop critiques of them and, where appropriate, to propose new criteria. 5.2 Wider abilities The QAA also state that holders of a Level Seven qualification will also be able to: deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; continue to advance their knowledge and understanding, and to develop new skills to a high level. Additionally, the QAA state that holders of Level Seven qualifications will have the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex unpredictable situations; the independent learning ability required for continuous professional development.

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

21-23)

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The impact of these QAA statements on learning and assessment design at Level Seven are that: assessment criteria must reflect the statements of outcomes and abilities; the learning and assessment of knowledge should not be highly prescriptive, but instead should reflect the development of candidates understanding of the application of both established and emerging theories and concepts in the area of study; learners should be expected to demonstrate a high level of autonomy in selecting and planning their learning and assessment activities; learners should be expected to demonstrate a high level of skill in using primary research, secondary research and literature sources. All of the above factors have been taken into consideration in formulating the assessment processes set out in the next two sections.

6.

Assessment

Given the broad and highly varied nature of the hospitality and tourism industry, as well as the expected outcomes at Level Seven, assessment of knowledge by examination is not an appropriate method. As candidates need to demonstrate the higher-level skills and qualities specified in the above outcomes, within a non-homogeneous vocational context, investigative assignments and presentations are more appropriate. 6.1 Assessment Assessment of candidates work will be centre based, against the specified learning outcomes. The marking guidelines can be found in appendix XXX. CTH will second mark all assessments. Best practice for assessment is outlined in the following points. Anonymity Candidates identities should not be overtly obvious to assessors. This is normally achieved by a candidates assignment only being identified by a candidate number, rather than a name. Continuous improvement Course teams should carry out regular assessment training activities in order to share and improve assessment practice. 6.2 Grading criteria Individual modules in these qualifications can be graded either as fail, referred, pass, merit or distinction. However, the qualifications are not themselves subject to grading. The qualifications are either achieved or not achieved. In terms of certification this means that candidates will receive a transcript of their results showing the grades for each unit successfully completed, plus the Diploma to recognise the level of achievement. The following table explains the generic grading criteria that should be used by centres to assess all candidates work.
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6.3

CTH Postgraduate Diploma Assessment Criteria demonstrate an outstanding level of achievement high level of critical analysis and evaluation broad and deep understanding of current research, knowledge and issues in the area of study highly original thinking exceptional clarity of complex ideas, with excellent coherence and logic excellent presentation comprehensive understanding and application of research techniques very clearly formulated conclusions that are clearly communicated clear understanding of how knowledge developed can be applied demonstrate a very good level of achievement good critical analysis and evaluation good understanding of current research, knowledge and issues in the area of study significant originality with very clear ideas high level of coherence and logic very good presentation good understanding and application of research techniques well formulated and fully justified conclusions a good understanding as to how knowledge developed can be applied demonstrate a good standard of work evidence of critical analysis and evaluation some evidence or original thinking good use of research techniques clear and coherent conclusions good standard of presentation will have met the Pass criteria but with some minor weaknesses are allowed to resubmit once within a specified time period as set out in CTH academic regulations can only receive a maximum of a pass grade for resubmitted work will have major weaknesses or will have not fulfilled the CTH academic regulations

To achieve a Distinction grade candidates must:

To achieve a Merit grade candidates must:

To achieve a Pass grade candidates must:

Candidates whose work is referred:

Candidates who fail:

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6.4 Assessment decisions Assessment decisions should be based on assessors professional judgments. When making assessment decisions about candidates work, assessors should be asking two of three key questions. 1 2. 3 Has the learning outcome been achieved? If yes, to what extent has it been achieved? If no, to what extent has it not been achieved? This question relates to the specific learning outcome/s associated with the assessment activity This question relates to the pass, merit and distinction grades. This question relates to referred and fail grades.

6.5 Academic conventions At Level Seven it is expected that candidates use the following academic conventions in order to achieve a pass, merit or distinction grade. i) All sources, whether directly quoted, summarized or paraphrased, should be properly acknowledged through citations and references via the Harvard method. The use of the Harvard method for acknowledging all sources is an expectation at Level Seven; and failure to do so would normally result in candidates receiving refer or fail grades. Therefore, to receive a pass, a merit or a distinction, candidates must acknowledge all the sources they have used. It is expected that at Level Seven candidates write in an impersonal style. The exception to this would be when candidates write self-reflective work. It is expected that at Level Seven candidates are able to communicate complex ideas clearly in both written and spoken English. Candidates should be able to use appropriate technical vocabulary and use correct syntax and grammar.

ii) iii)

6.6 Plagiarism and collusion When carrying out assessment and moderation, centres must ensure that they have robust policies, procedures and practices to prevent instances of plagiarism and collusion. Centres approaches to these issues will be considered by CTH before granting centre approval and as part of the on-going external moderation process.

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6.7 Recording assessment Both assessors of every piece of assessed work should record their assessment decisions on standard CTH assessment forms4. On each form assessors should record their summative feedback, (strengths and weaknesses of the assessed work), their grading decision, (fail, referred, pass, merit or distinction), and their formative feedback, (guidance to improve future performance). 6.8 Multiple assessment instruments In those modules where more than one assessment format is used, (e.g. a report and a presentation) candidates are required to achieve a pass in each assessment in order to pass the module. CTH will aggregate grades in order to establish a module grade. Aggregation will be based on the weighting given to each assessment. 6.9 Assessment of presentations Presentations are a valuable assessment medium. They allow candidates to practise and demonstrate a range of communications skills. Presentations are also beneficial to those candidates who are inclined to more auditory and visual learning styles. An essential part of the presentation process is the dialogue between the presenter and the assessors. Through effective questioning, assessors are able to ascertain candidates knowledge and understanding of the presentation subject. The assessor should keep a record5 of their evaluation of the assessment and their grading decision. The centre should submit the assessors feedback, together with hard copies of all other supporting evidence from the candidate, for example PowerPoint print-outs, handouts, speakers notes etc to CTH. 6.10 Assessments that are referred or failed Candidates who have submitted work which has been referred should be given a resubmission date of one month after the original specified submission date. Candidates who receive a fail grade for submitted work should be allowed to submit one completely new piece of work for re-assessment within a specified time period. To pass a failed module candidates will have to submit a completely new work for assessment. Candidates are allowed to fail a module three times only. A further fail will result in an overall fail result for the entire qualification. CTH will charge the module assessment fee for re-marking referred assessments and new assessments which replace a failed assessment. 6.11 Submission deadlines Centres must publish specified deadlines for the submission of all assessed work in line with CTHs assessment timetable. Please refer to the document titled Centre Manual: CTH Postgraduate Diploma Qualification for further details . CTH has policies and procedures in place to help candidates who need special support
4 5

Appendix 1 To be provided at a later date. Appendix 2 To be provided at a later date.

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during the assessment process. Approved centres are expected to adhere to CTHs Equal Opportunities Policy in relation to support for candidates during the delivery of CTH qualifications. Copies of the Equal Opportunity Policy, Reasonable Adjustment and Special Consideration. These policies can be found on the CTH website: www.cthawards.com. 6.12 Informing candidates of grades CTH will be responsible for informing centres of their candidates final grades in all assessments. 6.13 Security Centres are required to ensure the security and confidentiality of all candidates submitted work, and also the associated assessment and grading records.

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7.

Learning and teaching

7.1 Module content Centres are responsible for designing the learning and teaching for the PGDHTM, based on the module syllabi they will be teaching. When designing learning at Level Seven, tutors must consider the specific QAA learning outcomes stated above. In broad terms, the outcomes focus on the development and application of learning, the construction of new knowledge and understanding, and the development of candidates independent skills in critical analysis and evaluation. It would therefore, be inappropriate at Level Seven to be highly prescriptive in terms of subject content. Instead, candidates should have the freedom to explore established, and emerging, theories and concepts in order to develop their own knowledge and understanding. The role of subject tutors is crucial in enabling candidates to access these theories and concepts. Therefore, it is expected that subject tutors will not only have the pedagogic skills required to develop appropriate learning and teaching strategies, but will also have current subject expertise at the required level. This will normally mean that tutors will be qualified to at least Level Seven, (or an equivalent professional qualification), and will be able to demonstrate current subject knowledge, developed through on-going scholarly activity. Whilst it is entirely appropriate for tutors to develop and deploy their own learning and teaching strategies and tactics, the expectation at Level Seven is that they should guide candidates towards, and help them understand, the appropriate theories and concepts, and also enable candidates to develop the skills required for study at this level. 7.2 Use of research At Level Seven, research is the means to the development of learning. Therefore, another important factor to be considered by centres is the range of the research processes within the qualification. Tutors in centres must enable candidates to undertake and develop the skills in both qualitative and quantitative research methods, and also enable candidates to develop and practice deductive and inductive research processes. Given the nature of the industry it should not be difficult to reflect this need in learning design. Additionally, because these are vocational qualifications, tutors should ensure that candidates work is an appropriate balance of theoretical research and applied research. If there is too much emphasis on purely theoretical research, it will be harder for candidates to understand the connections between theory and practice. This is equally likely, if there is too much emphasis on experiential research. The aim therefore, is for candidates to understand and apply, theories and concepts. Candidates will then be able to draw conclusions by comparing and contrasting theory with practice. 7.3 Primary and secondary sources It is not appropriate at Level Seven to be prescriptive regarding the types of data to be collected by candidates when undertaking research. The type of data required will depend on both the subject and the object of any specific research activity, as well the theoretical and/or conceptual models being used to frame the research. However, over
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the whole qualification candidates should develop skills in both primary and secondary data collection. Therefore, tutors should facilitate the development of these skills through the guidance that they give to candidates. 7.4 Research ethics The research activities that candidates will undertake in this qualification are likely to include consideration of human behaviours and attitudes, and/or the results of human behaviours and attitudes. Therefore, it is essential that centres ensure that candidates develop and practise appropriate research ethics. To assist candidates with this, it is common practice for educational institutions to publish clear research ethics policies and procedures. These are normally set out as a code of ethics and include the principles, the compliance procedures, and the action to be taken in cases of non-compliance. For guidance, centres should note that in formulating research codes of ethics, frequently used principles include, (but are not necessarily limited to): the research must be beneficial; the research must not damage any business or person; informed consent; confidentiality; honesty; objectivity. 7.5 Industry based research In a number of modules candidates are required to carry out primary research in hospitality and tourism businesses. Candidates may find it easier to focus on one business for all of these research activities; particularly if they have access to people and data because they currently work, or have worked, there. However, tutors should discourage this approach as it could limit candidates learning. If candidates are encouraged to extend their research and understanding beyond the limitations of their own experiences, it should help them to develop deeper levels of learning.

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8.

CTH Postgraduate Diploma Modules

The following tables summarises the modules in these qualifications.

Postgraduate Diploma in Hospitality and Tourism Management Unit title and number
HTMS: Hospitality and Tourism Marketing Strategies 30 credits MLAC: Management and Leadership Across Cultures 30 credits HTSP: Hospitality and Tourism Strategic Planning 30 credits Plus one of the two following options MHTP: Managing Hospitality and Tourism Projects 30 credits RMHTM: Research Methods for Hospitality and Tourism Managers 30 credits

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9.

Relationship of modules to UK National Occupational Standards

The following table outlines the relationship of these qualifications to National Occupational Standards.

Unit title and number

HTMS: Hospitality and Tourism Marketing Strategies

Related National Occupational Standards

Marketing and Sales Standards for non-specialists (Marketing and Sales Standards Setting Body) National Occupational Standards for Management and Leadership (MSC)

MLAC: Management and Leadership Across Cultures

Intercultural Working: Standards for working with people from different countries and diverse cultures (National Centre for Languages (CILT) Human Resources - National Occupational Standards (ENTO)

HTSP: Hospitality and Tourism Strategic Planning

National Occupational Standards for Management and Leadership (MSC)

MHTP: Managing Hospitality National Standards, Project Management (ECITB) and Tourism Projects RMHTM: Research Methods for Hospitality and Tourism Managers National Occupational Standards currently not available

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10. HTMS: Hospitality and Tourism Marketing Strategies

Level: Status: Number of Credits: Pre-requisites: Lectures/seminars: Directed learning: 7 mandatory 30 none 60 hours 240 hours

Unit descriptor In todays increasingly competitive business environment there has been a shift from traditional marketing towards more varied approaches. In particular there has been a change from transactional to relationship management in marketing. The current market consumers determine whether brand and image are coherent and organisations recognise the power of brand and image as central to marketing activity. Todays brands are often built with effective PR campaigns and then maintained through a blend of marketing and PR. The impact of the Internet is having profound effect upon PR and marketing practices. Therefore, the aims of this module are to enable candidates to develop their understanding of marketing strategies and public relations tactics in the hospitality and tourism industry. Learning Outcomes On completion of this unit, candidates will be able to: i) critically evaluate hospitality and tourism marketing strategies; ii) critically evaluate public relations tactics within the hospitality and tourism sector. Indicative content Marketing strategies in the hospitality and tourism sector Creating and developing customer loyalty Network and relationship marketing Brand identity and strategy Strategic customer relations Viral and guerilla marketing Effectiveness of e-marketing Assessment Learning outcomes 1, 2 & 3: weighting, 100% Critically evaluate the marketing strategies and public relations tactics of a hospitality or tourism organisation - 5000 word report, (learning outcomes 1 and 2) - weighting 100%.

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Assessment guidance Candidates should take an inductive approach to this assignment. They should achieve this by examining appropriate theories, concepts and secondary data in order to develop a research framework relating to marketing and public relations. The research framework should then be applied through an in-depth investigation into the marketing and public relation strategies of a hospitality and tourism organisation. Candidates should critically evaluate the results of their research using the theoretical/conceptual framework identified in the research design phase; and should then draw conclusions regarding the effectiveness of the organisations strategies and make recommendations for improvement.

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11. MLAC: Management and Leadership across Cultures

Level: Status: Number of Credits: Pre-requisites: Lectures/seminars: Directed learning: 7 mandatory 30 none 60 hours 240 hours

Unit descriptor The international nature of the hospitality and tourism industry requires managers to be aware of many different issues relating to leadership. They need the knowledge and skills necessary to lead and motivate workforces across many different cultural backgrounds, and respond to the needs and expectations of culturally diverse guests. This issue is one of great importance and very relevant to effective management of organisations in a globalised economy. Therefore the aim of this module is to enable candidates to develop a critical understanding of the range of issues associated with management and leadership across cultures. Learning outcomes On completion of the module, candidates will be able to: i) critically evaluate theories of leadership and motivation; ii) critically evaluate theories relating to managing cultural diversity; iii) compare and contrast the styles of leadership and appropriate motivation techniques across different cultures. Indicative content Leadership in organisations Cultural diversity Culture and leadership Theories of motivation Managing diversity Assessment Learning outcomes 1, 2 & 3: weighting, 100% Candidates are required to carry out an investigation into a hospitality or tourism organisation. The selected organisation must represent an appropriate subject for study, either because it has a culturally diverse workforce, or because its customers are culturally diverse, or because both the workforce and the customers are culturally diverse. Candidates must research how managers in the selected organisation approach the issues associated with management, leadership and motivation within a culturally diverse business environment. Candidates should use appropriate theories, models and concepts

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to analyse, and critically evaluate the results of the research. Then candidates should make recommendations as to how management processes could be improved or maintained. Candidates should present their investigation as a written report of no more than 5000 words. Assessment guidance Although candidates could take an inductive approach to this assignment, a deductive approach is more appropriate as it will enable candidates to develop and evaluate their own criteria. To implement a deductive approach candidates should critically analyse and evaluate a range of relevant theories and concepts relating to management, leadership and motivation across cultures. From their critical analysis and evaluation candidates should then develop a set of criteria relating to effective management, leadership and motivation across cultures. In order to test their criteria, candidates should carry out primary and secondary research in the operations they have selected as the subject of their investigation. Candidates should then critically analyse and evaluate the results of their research and then be able to answer the following questions. To what extent are the criteria correct when applied to the research subject? Why are the criteria correct? To what extent are the criteria incorrect when applied to the research subject? Why are the criteria incorrect? Are there any opportunities to develop new theories or criteria that could be tested further? How effective were the research methods, what were their limitations, and could they be improved?

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12.

HTSP: Hospitality and Tourism Strategic Planning

7 mandatory 30 none 60 hours 240 hours

Level: Status: Number of Credits: Pre-requisites: Lectures/seminars: Directed learning:

Unit descriptor The purpose of this module is to enable candidates to develop skills in internal and environmental/ strategic fit analysis and strategic planning. The module also considers risk evaluation and management, as well as business ethics. Learning outcomes On completion of the module, candidates will be able to: i) critically evaluate theories relating to business strategy; ii) carry out internal and external environmental analysis; iii) evaluate strategic options. Indicative content Environmental analysis Strategic planning models Managing risk Strategy and ethics Strategic v operational conflict Assessment Learning outcome 1: weighting, 30% Candidates are required to research and critically evaluate several theories relating to business strategy. Candidates should give their results as a presentation. Candidates should submit hard copies of all presentation materials, (e.g. PowerPoint or similar, together with speakers notes etc), and handouts, plus copies of the assessment report, (see guidance in Section 6 above). Learning outcomes 2 & 3: weighting, 70% This is an applied research assignment. Candidates are required to carry out an evaluation of the external and internal environmental factors affecting a hospitality or tourism organisation. Candidates must then identify and evaluate the strategic options available to the organisation. The evaluation of the strategic options must include a risk assessment.
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Candidates should present the results of their investigation as a written report of no more than 3500 words. Assessment guidance Learning outcome 1: presentation Candidates should investigate several theories and concepts relating to business strategy. Candidates could do this by comparing and contrasting different approaches and by considering their application within the hospitality and tourism sector. Learning outcome 2: written report Secondary research activities are most likely to be used in this assignment. However, this should not preclude candidates from carrying out primary research if they feel it is appropriate. In this assignment candidates should ensure that they collect, collate, analyse and evaluate sufficient quantitative data to be able to identify strategic options. To carry out this assignment candidates should use the internal and environmental analysis techniques that they have identified through the process of completing the first learning outcome. They should then select a hospitality or tourism business as the subject of their investigation. When selecting a business, candidates should be aware that they need access to a range of quantitative and qualitative information in order to analyse and evaluate the businesss capabilities and resources. For example the information required will probably include, but will not be limited to: vision, mission and values; financial reports; marketing reports and distribution channel information; data relating to tangible and intangible assets; human resources data. Candidates may be able to gain access to this information through their contacts in industry. However, if this is difficult candidates should be guided towards hospitality or tourism Public Limited Companies, as the required information should be available through their published reports. The information is usually available through the investor information, (or similar), section on corporate websites. Candidates will also need a range of quantitative and qualitative information in order to analyse and evaluate the external and competitive environments. Data relating to the external environment is most likely to be sourced from reports, particularly those published by government and non-government organisations, industry bodies and research institutions. Competitor data can be sourced directly from competing organisations, and also from industry bodies. When candidates have carried out their analysis and evaluation of the external environment they should then formulate and justify strategic options for the organisations that are the subjects of their study. Finally they should evaluate the strategic options and make justified recommendations. The evaluative criteria should be drawn from business strategy theory; additionally, the evaluation of the strategic options should include clearly formulated assessment of risks.
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13. MHTP: Managing Hospitality and Tourism Projects

Level: Status: Number of Credits: Pre-requisites: Lectures/seminars: Directed learning: 7 optional 30 none 60 hours 240 hours

Unit descriptor The purpose of this module is to enable candidates to develop understanding and skills in project management and decision-making. Candidates should critically evaluate a range of management tools and apply them practically through a project plan. Learning outcomes On completion of the module, candidates will be able to: i) critically evaluate theories, concepts and tools relating to project management and decision-making; ii) carry out research in order to define a specific project; iii) develop a project plan. Indicative content Information management Project management theories Information and communications technology and decision making Forecasting methods Resourcing and scheduling Performance evaluation Assessment Learning outcome 1, weighting: 30%: Candidates are required to research and critically evaluate several theories, concepts and tools relating to project management and decision-making. Candidates should give their results as a stand-alone PowerPoint or web presentation with accompanying handouts. The presentation and handouts should be designed so that managers can use them as a learning resource. Candidates should submit hard copies of all presentation materials, (e.g. PowerPoint or web pages), together with hard copies of accompanying handouts. The assessor should make their assessment decision based on the submitted materials.

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Learning outcomes 2 & 3, weighting: 70%: Candidates are required to carry out research to identify a hospitality or tourism development opportunity. Candidates must then define the development project aims and objectives and formulate a detailed project plan that includes statistical analysis. Candidates should present the results of their investigation as a written assignment of no more than 3500 words, plus accompanying statistical data which should be attached as an appendix to the report. Assessment Guidance Learning outcome 1, presentation and handouts Candidates should be aware that in this assignment they are producing a stand-alone learning resource for managers. Therefore, they do not have to present in person; instead their presentation should be designed to be used by managers at times when it suits them. Supporting materials for users of the learning resource should be in the form of information sheets, handouts etc. Candidates should design the presentation with a view to managers accessing it through a company intranet. It could be in the form of a downloadable PowerPoint file or be mediated through web pages. In this assignment candidates should consider the similarities, differences and challenges in typical projects undertaken by managers in the hospitality and tourism industry. For example candidates could consider: research projects quality improvement projects marketing projects product development projects human resource development projects capital projects Candidates should also consider a general understanding of a range of approaches to project management. These could include, but should not necessarily be limited to: change management cost-benefit analysis CPD Gantt charts information management management by objectives OPM3 PRINCE2 project management software Total Quality Management

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When considering approaches to project management, candidates should be able to explain the processes involved, application within the hospitality and tourism industry, and strengths and weaknesses. Learning outcome 2 & 3: written report The purpose of this assignment is to give candidates the opportunity of applying the methods that they have considered in Learning Outcome 1. Candidates should be encouraged to ensure that their selected project is manageable; for example a project plan based on building a new hotel would probably be beyond the scope of this assignment. Although capital projects are entirely appropriate as a focus of study, if candidates wish to base their assignment on a capital project, they should consider those that are smaller scale, for example refurbishing or re-equipping part of a business. In order to give the assignment focus, candidates should base their development project on a real operation. Negotiation with managers of a business may enable candidates to take on a real project, however, if this is not possible, a simulated project is entirely acceptable. With this assignment it is appropriate for candidates to use their work place as a resource. In their written reports, candidates should be able to demonstrate that they have: carried out sufficient research in order to justify and define the project; considered the possible approaches to the project; justified the selected approaches to the project; identified quantifiable and justifiable project objectives; identified the resource and organisational issues associated with the project; carried out a detailed project cost-benefit analysis; identified and quantified the impact of not implementing the project; formulated a detailed project plan; identified the risks to the plan and measures to control the risks. As any project plan is going to involve cost-benefit analysis, which in turn is likely to involve forecasting activities, candidates will need to consider a range of quantitative data. Evidence of the quantitative data analysis should be appended to the report.

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14. RMHTM: Research Methods for Hospitality and Tourism Managers

Level: Status: Number of Credits: Pre-requisites: Lectures/seminars: Directed learning: 7 optional 30 none 60 hours 240 hours

Unit descriptor The purpose of this module is to enable candidates to develop understanding and skills in research design, research methods and research presentation. Learning outcomes On completion of the module, candidates will be able to: i) critically evaluate a range of research methods that can be applied in a hospitality and tourism context. ii) plan and implement a hospitality or tourism research project. Indicative content Ethics and research Research methods Research design Quantitative and qualitative data analysis techniques Evaluating and referencing sources Presenting research results Writing research projects Assessment Learning outcome 1, weighting: 25%: Candidates are required to investigate and critically evaluate research methods and tools applicable in a hospitality and tourism management context. Candidates should give their results as a presentation. Candidates should submit hard copies of all presentation materials, (e.g. PowerPoint or similar, together with speakers notes etc), and handouts, plus copies of the assessment report from the assessor. Learning outcome 2, weighting: 75%: Candidates are required to carry out a hospitality and tourism management research project. Candidates should present the results of their research as a project report of 4000 words.

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Assessment guidance Learning outcome 1, presentation: In this assignment candidates should critically examine a range of research methods and tools applicable to the hospitality and tourism industry, along with any issues associated with them. In doing so they could consider: i) Methods deductive vs inductive ethics surveys case studies action research experiments non-reactive ii) Tools sampling and probability assessment questionnaires; interviews; observation; records and documents; diaries and critical incident reports. citations and references Learning outcome 2, research project: For this assignment candidates should be given freedom to select an area of hospitality or tourism research that interests them. Candidates need to be aware that this is a relatively small-scale project and therefore they may need advice regarding the scale and scope of area to be researched. For example solving the problem of high staff turnover in the hotel industry would be beyond the scope of this assignment. However, identifying the causes of high staff turnover at XYZ Hotel and proposing solutions would be a manageable project. In their project reports, candidates should demonstrate: a clearly justified and defined research problem, with clear objectives; an understanding of the theoretical and conceptual framework associated with the research problem; a clear justification and explanation of the research methods used; a clear explanation of the limitations of the methods used; a clear explanation of any ethical risks in the research methods, and the methods used to control the risks; clearly analysed, presented and discussed research results; clear and justified conclusions and recommendations.

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Appendix 1

CTH Postgraduate Diploma in Hospitality and Tourism Management Assignment Progress Tutorial
Students and their module tutor must arrange a minimum of one progress tutorial over the period of each Postgraduate Diploma module assignment. This is an opportunity for discussion to take place and advice and guidance to be given. These tutorials must be documented and copies of these documents must be included as part of the report. Failure to arrange or attend these tutorials will result in failure of this module. CTH Centre: Candidate: Candidates CTH number: Module, (i.e. Hospitality and Tourism Marketing Strategies): Course code, (i.e. MLAC): Report Title: Supervisor: Date of meeting: Meeting number, (1,2 etc):

1. (a) (b)

If the candidate's first language is not English, please circle below your assessment of English language ability. Spoken Written No problems No problems / Adequate / Adequate / Requires Tuition / Seriously Inadequate / Requires Tuition / Seriously Inadequate

2.

Describe the candidate's progress by circling the appropriate phrase below: Very good / good / satisfactory / disappointing / unsatisfactory

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Appendix 1 cont.

3.

If you have circled either satisfactory", or "disappointing" or "unsatisfactory", please comment and indicate whether you are concerned about the eventual success of the candidate. (If necessary, please use a separate sheet).

4.

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

5.

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

Signature of Supervisor

Date

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Appendix 2

Assignment Marking Sheet

Unit Name: Unit Number: Centre Name: Assignment Title: Tutor and/or Marker Name: A COPY OF THIS MARK SHEET MUST BE RETAINED BY THE TUTOR Candidate Name: Candidate Number: Submission Date:

Assessment Criteria

Weighting

Tutor Mark

CTH Moderator/Final Mark

To be completed by CTH only

1. Professional structure and organisation of the assignment and clarity of communication 2. Use and application of appropriate sources and relevance of material content 3. Reasoned analysis and response to the specific question(s) addressed. Credit to be specifically awarded for application and examples. 4. Validity and relevance of conclusions based on arguments and evidence employed 5. Other (innovation, enthusiasm, evidence of literature and research) FINAL MARK. Note the final mark given by the Tutor is only provisional. The final mark will be the mark entered in the CTH Moderator/Final Mark column.

20% 20% 25%

25% 10%

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Appendix 2 cont.

Tutors Comments

Justification for mark received

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

I hereby confirm that this candidate attended a progress tutorial on .. and to the best of my knowledge the attached assignment has not been previously accepted in substance for any other award and is a result of the candidates own independent work and/or investigation except where otherwise stated.

Tutors signature

Date:

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