UDTTRMAN - BA Tourism and Travel Management

The BA Tourism and Travel Management was developed to answer the tourism and travel industry de-mand for specialist destination managers and planners. Despite industry’s prime position as global in-come and employment contributor, this biggest service economy of the world suffers from insufficient investment in its workforce. In the United Kingdom, the UK Commission for Employment and Skills (2014) identified four challenges at national level that need addressing to meet customer expectations on the level of service: low productivity; low employee engagement; high employee turnover and low in-vestment in skills. Through industry-focused curriculum, this course attempts to address those issues and provide an opportunity for graduates to fill the gap in the current employment market, and at the same time learning effective management strategies that would increase their competence to manage future generations of employers and businesses in tourism and travel industries.
The course is designed to offer an intellectually stimulating and distinctive programme by combining in the syllabus a range of tourism studies disciplines and approaches, including marketing, business man-agement, quality, strategic and risk management, together with sustainable tourism management, cultur-al heritage and tourism-led regeneration, destination management, niche tourism and entrepreneurship.
Class-based contact is enhanced by multiple blended learning techniques, providing an on-line support and guidance. Learning and teaching includes guest speakers - e.g. tourism destination and visitor attrac-tion marketers, regeneration specialists, sustainability advocates - to engage the student in contemporary challenges for practitioners and to enable appreciation of career opportunities and continuing professional development after graduation. Students have multiple opportunities to develop research and professional skills through practical projects, e.g. evaluating tourism-based regeneration projects, advising on devel-opment of destination product portfolio, enterprise social media strategy or visitor management practices.

The teaching utilises our London location but also uses residential field course to provide students with the capability to practice field research techniques in an unfamiliar environment. We believe that university experience should be designed to enhance and support student’s professional life hence we place as much emphasis on gaining skills relevant to the workplace as on learning the academic discipline. We embed employability in every year of student journey, starting from level 4 core modules via range of short- and long work placements opportunities (including a one-year sandwich placement) to the profes-sional environment simulation modules such as destination management and marketing module.

Technology-enhanced and blended learning techniques are utilised throughout the course to support the curriculum and complement class-based contact. The course uses online platforms such as WebLearn and where possible social media, both in terms of providing student access to module materials, but also in terms of facilitating student interaction, supporting reflection and delivering feedback on assignments promptly and efficiently

The overall approach to learning and teaching focuses on making students independent learners and de-veloping their confidence to tackle assessments and progress as appropriate. The priority is to engage with the programme via the development of appropriate and inclusive ‘teaching’ styles while acknowledg-ing that some students need additional support for this journey.

All staff are periodically trained, their teaching is reviewed, and have regular reminders of the require-ments for good practice in teaching and learning. Module architecture and assessment strategies are re-viewed regularly for their robustness to ensure they fulfil the overarching strategy of the university for a supportive educational environment. The drive for independent learning is achieved via the process of introducing ideas in the contact periods (face-to-face and online), stimulating debates and the use of as-sessment instruments to encourage discovery.

The principal aim of the course is to provide an academically rigorous programme of study that gives student knowledge and understanding of core subjects relevant to business management with emphasis on the international context of business and the management of tourism and tourists.

The purpose of the course follows that set out in the QAA benchmark for Business and Management (QAA, November 2019):
· Increasing understanding of organisations, their management, the economy and the business en-vironment [with reference to tourism and travel organisations]
· Preparation for, and development of, a career in business and management
· Enhancement of a wide range of skills and attributes which equip graduates to become effective global citizens

Additionally, the aims of this course are aligned with the QAA benchmark for Events, Hospitality, Leisure, Sports and Tourism (QAA, 2019) (see next section) through which the course learning outcomes are de-livered.

The underlying philosophy of this multidisciplinary course is to provide an education experience that gives a sound academic base focusing on the business environment of tourism and that is designed to demon-strate coherence and progression within the different business management disciplines.

The curriculum provides students with an understanding of the international business environment and the techniques, concepts and principles that make businesses successful and efficient in the context of the tourist system. Students will have the opportunity to study the management of tourism businesses, acquire real life and virtual business experience and explore the factors that influence business from an international perspective. Students will also be able to develop an appreciation of the wider context of their studies in terms of social and ethical issues and a respect for cultural diversity.

The University learning outcome that cuts across the entirety of the London Metropolitan University provision, and thus, the BA (Hons) Tourism and Travel Management is:

On completion of this course, students will be able to: demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline (ULO)

The School has translated its mission statement into a set of learning objectives that translate into the lived experience of students and academics alike to produce the attributes differentiating GSBL graduates. Upon graduating with an honours degree in Tourism and Travel Management, students will typically:

1. Have the confidence needed to take leadership decisions in challenging situations (LO1).
2. Possess the necessary communication skills that will help them adopt a global and multicul-tural perspective in their professional context (LO2).
3. Be cognisant of the effects of the social and environmental effects of their decisions and will remain active citizens of the places they live and work (LO3).
4. Demonstrate application of creative thinking skills to practical problems, and possess the analytical and organizational skills to translate creative ideas to operational solutions (LO4)
5. Demonstrate an understanding of the concepts and characteristics of tourism as an area of academic and applied study (LO5), which includes:
- analyse and evaluate the concepts and characteristics of tourism as an area of academic and applied study in relation to business, management and wider social science
- explain and challenge theories and concepts which are used to understand tourism in domestic and international contexts
- critique and challenge the definitions, nature and operations of tourism
- use a range of source material in investigating tourism
- critique and challenge the nature and characteristics of tourists and associated behaviour characteristics
- demonstrate an awareness of the dynamic nature of tourism in contemporary societies
- explain, assess and challenge theories of sustainability and ethics in the production and consumption of tourism
- evaluate the intercultural dimensions of tourism
- demonstrate an understanding of technology and media and how those influence and change tourism products, operations, processes and behaviours
- critique the stakeholder relationships involved in destination management, development, policy, governance and strategy
- demonstrate an awareness of security, safety, risk and crisis management on regional, national and international scales
- evaluate the products, structure, operations and interactions within the tourism industry
- professionalising the tourism industry as both processes and structures, and professional identity and business acumen in professional development).
6. Demonstrate understanding of the nature and characteristics of tourists (LO6), including
- explain the patterns and characteristics of tourism demand and the influences on such demand
- understand the ways in which tourists behave at destinations
- understand the cultural significance of tourism for tourists and societies.
7. Demonstrate an understanding of the products, structure of and interactions in the tourism industry (LO7), including:
- demonstrate an understanding of the structure, operation and organisation of the public, private and not-for-profit sectors and their activities
- evaluate the factors that influence the development of organisations operating in tourism
- analyse relations between consumers of tourism and the providers of tourism services
- analyse the role of government and policy makers in the development and management of destinations.
8. Demonstrate understanding of the relationships between tourism and the communities and environments in which it takes place (LO8), including:
- evaluate the contribution and impacts of tourism in social, economic, environmental, polit-ical, cultural and other terms
- understand and evaluate the approaches to managing the development of tourism through concepts of policy and planning
- appreciate the ethical issues associated with the operation and development of tourism
- understand the issues and principles of sustainability and social responsibility in the con-text of tourism.

QAA Events, Hospitality, Leisure, Sports and Tour-ism (Nov 2019)

https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-events-leisure-sport-tourism.pdf?sfvrsn=c339c881_11

Also: QAA Business and Management Benchmark (Nov 2019)

https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-business-and-management.pdf?sfvrsn=db39c881_5

The assessment strategy is based on the model of progressive and inclusive curriculum, QAA Sub-ject Benchmark Standards and University Assessment Framework, with study skills being intro-duced, then practiced and finally assessed in one or consecutive modules.

Assessment methods intend to be appropriate to the aims and level of the module and its desired learning outcomes, with difficulty of the assessment increasing per level. At level 4, assessments focus on assessing student’s knowledge and comprehension, then increase in difficulty to assess application and analytical skills, to finally in level 6 measure the student ability to synthesise and evaluate information. Additionally, assessments in level 4 tend to employ forms that students are likely to be familiar with from earlier stages of education (eg essays, presentations and tests), while new forms of assessment, more advanced in digital literacy and linked to professional business en-vironment (eg blogs, business pitch, report, audit, portfolio, consultancy) are introduced in levels 5 and 6. Variety of assessment forms considers diverse socio-cultural body of students and intends to provide forms of engagement suitable to different learning needs. Many assessments allow for personalisation, with students being given a choice of the object of study.

An effort has been made to ensure spread of assessments per level of study, with obvious limita-tions such as end of academic year. An annual assessment calendar is available to students at the beginning of the academic year, hence student’s practice of effective time management skills is essential in ensuring even workload.

Formative feedback and feed-forward is embedded in the course at all levels, where students can discuss draft work and early research findings. Modules use varied feedback mechanisms, includ-ing oral feedback in taught sessions, written feedback on draft work (eg comments on blog posts), feedback sessions (in-class and online via Blackboard Collaborate), written and audio feedback on the final work and sometimes visual feedback (eg mind maps of feedback on draft work, eg disser-tation). The timeline of feedback provision is in line with University policies and standards, and marking schemes for levels 4, 5 and 6 respectively are employed in all modules.
All assessments (apart from artefacts and written exams) are submitted online via Web-learn/Turnitin to ensure timely submission and monitoring of engagement. Online submission ena-bles anonymous marking and guarantees equal access for all module tutors and external markers to assignments.

The Careers and Employability Team assists students in obtaining placements tailored to stu-dents’ needs and/or circumstances. Its service is targeted to support students before, during and after their placement. Placement preparation workshops or one-to-one interviews run during the year prior to the placement to provide advice and support on aspects such as CVs, job applica-tions, interview technique and job search strategies. Individual support is provided during the placement, complementing the role of academic placement supervisors, and reflection and de-briefing workshops are organised in the year following placement. Staff have contacts with em-ployers in many business sectors in the region and may also help arrange placements abroad.

Currently it is possible to undertake work placements or internships that are worth 15 credits dur-ing or outside term-time. Two modules are offered: ‘Learning Through Work’, which focuses on the learning experience in an employee position for a minimum of 5 weeks (or the equivalent of this part-time); and ‘Creating a Winning Business’ which applies to a taught learning experience where students develop a business plan. With respect to the latter the students who wish to pur-sue an entrepreneurial path may benefit from the university’s unique partnership with the Accel-erator, a business incubator.

The course includes the option to take a paid 30-credit Work Placement module at level 6 or sandwich year, that is, between levels 5 and 6 (subject to approval by the Careers and Employa-bility Team). As this extends the course to 4 years including the placement year, students must seek appropriate advice on funding implications.

There are no specified part-time structures for this course. Students on a part-time mode of study are required to take between 30 and 90 credits per academic year to complete the degree pro-gramme within the maximum time length allowed (6 years for a three-year course).
Programme planning is therefore agreed between the student and course team, in accordance with regulations on progression and completion.

CertHE Tourism and Travel Management: 120 credits at Level 4
DipHE Tourism and Travel Management: 240 credits at Level 5
BA (unclassified) Tourism and Travel Management: 300 credits at Level 6 (excluding Project/Dissertation)
BA (Honours) Tourism and Travel Management: 360 credits at Level 6 (including Porject/Dissertation)

Developing reflective practice in students is built into the curriculum, and two specific activities to support this are the introduction of Enhancement Weeks and Personal Development Planning (PDP), which are now an established part of the undergraduate programmes.

Enhancement weeks are scheduled to enable students to engage in broader course-based activi-ties. These include opportunities for reflective engagement with feedback, career preparation and employability development activities, conferences by and for students, and programme planning advice.

PDP is embedded in activities and assessments to encourage and emphasise reflection on learn-ing goals and outcomes, to plan ways to address students’ learning development needs and to capture their learning achievements. PDP on the course involve a variety of processes and for-mats as appropriate to the discipline (eg learning journals, e-portfolios, annotated sketchbooks, case books, skills audits, reflective commentaries, graduation statements).

For example, with regard to reflective learning, most core modules contain explicit statements concerning the practice and assessment of students’ reflective skills both individually and in groups. A wide range of the course modules also assess the student reflective practice through learning journals or logs contributing to personal development planning and career management. In this way, students will be encouraged to develop specific skills increasing their employability prospects by the end of the course.

Generic and transferable skills are integrated into the context of the tourism industry in a wide range of modules that are delivered centrally. Assessment is customised to focus on research and enterprise in sector-context, which enables the promotion of best practice, such as:
· Incorporation of a formative assessment task for most modules at each level
· Publication and communication of assessment criteria from the outset of module delivery
Provision of details on feedback, including timing and overall management at module and course levels

The university experience is designed to enhance and support the student’s professional career. Em-phasis is both on developing skills relevant to the workplace and on learning the academic discipline. Employability in embedded at every level of the student’s journey from exposure to real business envi-ronment at the World Travel Market, via reflective exercises evaluating employability skills and design-ing career plan, to professional workplace simulations, industry-relevant assessments and short- and long work placement modules.

The course team regularly consult the Tourism Management Institute (main UK professional body in the sector) to ensure that the curriculum is up-to-date and equips graduates with the knowledge and skills-set required by the industry. Over the past twenty years, many graduates have pursued reward-ing careers in business, government and third sector tourism organisations, as destination managers and planners, managers in hospitality, transport, travel trade and visitor attractions, and in research and consultancy.
The interdisciplinary nature of tourism studies leaves the career options wide open to other business and management sectors, including events management, marketing, quality management and strategic management. It is also a very good foundation for further (postgraduate) studies.

We believe that your university experience should be designed to enhance and support your professional life. We place as much emphasis on gaining skills relevant to the workplace as on learning the academic discipline that you’re studying.

This course is designed to offer an intellectually stimulating and distinctive programme that enables you to prepare for a satisfying career. Over the past 20 years, many of our graduates have developed rewarding careers in business, government and third sector tourism organisations, in roles such as:

• research
• consultancy
• tour operation
• destination managers and planning
• road, rail, sea and air transport management

In addition to the University's standard entry requirements, you should have:

• a minimum grade C in three A levels in academic subjects (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
• English Language and Mathematics GCSEs at grade C/grade 4 or above (or equivalent)

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Tourism and Travel Management (including foundation year) BA (Hons).

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.