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Faculty of Social Sciences Mid-Cycle Review 20052006 This form

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					                            Faculty of Social Sciences

                          Mid-Cycle Review 2005/2006

This form details the information needed to complete the programme mid-cycle review
required by the University for all academic programmes. Faculty Quality Committee
recommends the adoption of the following format for the recording of that information.

In completing this report, Programme Directors should refer to:

       The University of Winchester Quality Assurance and Enhancement Handbook
        – transitional edition 2005/2006

       The Faculty of Social Science Guidelines for Programme Annual Monitoring.


Unit of Monitoring     TOURISM & HERITAGE          Year of Monitoring:
                       MANAGEMENT                  2005/06
                       LEISURE MANAGEMENT
Programme[s]           BA (Hons) Tourism & Heritage Management
                       BA(Hons) Heritage Management
                       BA(Hons) Tourism Management
                       BA(Hons) Tourism & Heritage Management and Business
                       Management
                       BA(Hons) Heritage Management and Business
                       Management
                       BA(Hons) Tourism Management and Business
                       Management
                       CHP: Tourism & Heritage Management
                       CHP: Heritage Management
                       CHP: Tourism Management

                       BA(Hons) Leisure Management
                       CHP: Leisure Management

                       N.B. Although THM and LM are at very different points in
                       terms of review, LM has been included in this THM Mid-
                       Cycle Review as there is one staff team and many
                       modules are either common to both programmes or
                       choices for both groups of students.




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                                Annual Monitoring Report                    05/05/2010
Programme                This review and its action plan have been approved on
Approval                 behalf of the Programme Committee by the Programme
                         Leaders:

                         Joint Programme Committee,

                         Signature:                  Date:

Faculty Quality          This review and its action plan have been approved on
Committee                behalf of the Faculty Quality Committee by the Chair of
Approval                 FQC:

                         Signature:          Date:

Quality Guarantee:       The Faculty assures the University that the quality of the
                         programme meets requisite academic standards and that
                         the university’s quality assurance procedures have been
                         completed in relation to the programme.

Dates of                 02.11.05.
Programme                10.05.06
Committees
[Current year]:

Interim Validation[s]:     Brief detail of changes

[Module Code and           See below for changes effected by the validation.
Title]:




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                                 Annual Monitoring Report                      05/05/2010
CURRICULUM:

6.1
Curricula in both LM and THM have recently been redesigned (LM in 2006 and THM
in 2004) An extensive evaluation of the programme was undertaken and a rationale
provided for the new proposals summarised in Appendices C and D. This PED is
appended to this document. Great care was taken to ensure that content of the courses
is coherent at each level and in each module allowing students to progress to subject
related employment and/or further study. Student experiences and skills develop as
they progress from one module to another and from one year to the next. The
revalidation of LM which encapsulates some elements of minor validation for THM
means that in 2006 all our students will undertake an in-house Level 1 skills module
„Introduction to the Study of Tourism, Heritage, Leisure and Event Management.‟
Similarly in Year 2 all students will further develop their skills in „Research Methods‟
It is most evident that those students undertaking the Work Placement in Year 3
further their skills to industry specification through their experiences and many have
been employed in the industries over the years.
The following changes to the THM programmes were agreed via the revalidation of
leisure. They demonstrate the synergy of the subjects and the means of addressing
issues for THM and LM students such as reliance on a Business Research Methods
course, the lack of an introductory Study Skills course and the provision of more
optional modules for THM students.:
1.1 Implications for THM
    a) The new proposals have immediate implications for THM. These are:
   The modifications to existing THM modules to allow them to accommodate leisure
    students. Two principal modules are affected, Introduction to the Study of Tourism
    which becomes Introduction to the Study of Leisure, Events, Tourism and Heritage
    and Working in the Tourism and Heritage Industries which becomes Working in The
    Leisure, Events, Tourism and Heritage Industries. Neither change involves more
    than a 10% change in its character. In both cases “subject” differentiation is achieved
    through variations in assignment focus. Other modules have changes to permit a
    wider scope with the inclusion of leisure examples. These are Aspects of Tourism
    (now Aspects of Leisure and Tourism) – Travel and Transport, Wilderness and The
    European Field Trip. Some In-Depth Studies – Architecture, The Developing World
    Europe and Japan are similarly amended. THM students will be able to take the re-
    branded modules as alternatives to the existing THM modules.
   The creation of new modules that can be made available to THM students. These are
    Introduction to Marketing in Leisure and Tourism, Strategic Management in Leisure
    and Tourism and Research Methods in Leisure and Tourism. These may become
    alternatives to existing but very similar modules provided by Business.
     The creation of new modules that could become new options for THM students.
      These are Environmental Ethics, Environmental Management of Leisure, Water
      Based Leisure and Tourism and The Literature and Films of Leisure and Tourism
      and Wine and Leisure and Tourism.
It is proposed that this revalidation acts also as a minor validation of THM to permit
the above.


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                                  Annual Monitoring Report                       05/05/2010
6.2
Curricular content and design have been informed by the following recent
developments in inter-professional learning:
     The Hayling Island Tourism Health Check (Staff and students working with
        Havant Borough Council to undertake the week long survey and to produce
        the final published document)
     Continued liaison with the New Forest District Council following Jand
        Fairclough‟s Work Placement with the organisation to contribute to the
        production of their Cultural Strategy document.
     Robert Case recently published an article based on the Japanese Leisure
        Industry
     Liaison with organisations through student placements. This year they
        included Winchester City Council (Tourism and Museums Services), CPRE,
        Intech, West Berkshire Museums Service, The Gurkha Museum, Watercress
        Line and Winchester Cathedral Education Office.
     Liaison through the Community Project which involved a group of LM
        students working with Winchester Tennis Club in the organisation of the
        centenary celebrations for the club.
     The curriculum has also been informed by Katie Bull‟s appointment. Katie
        brings with her not only relevant teaching experience but also industry
        specific experience.
     Chris Powell worked as an Associate Lecturer in LM. He owns and manages
        an Events Management organisation, „Working Life‟ and also acts as a
        consultant to and trainer for ILAM.
     Mr Dave Healey accompanied by his guide dog delivered a lecture based on
        disabled access to leisure. Several other guest speakers have enhanced the
        curriculum
     Discussions are in train to work with the Dartmoor National Park Authority in
        a residential fieldtrip.

6.3
See 6.1

6.4
The learning outcomes and levels are fundamentally linked, with a view to coherence
of student experience in each of the programmes‟ modules and levels. Breadth of
student experience widens and depth increases year upon year.

6.5
Practical elements of the course include:
     Work Placements (6.2) which represent two modules at Level 3 and the
        equivalent of a dissertation are student consultancy projects which have been
        most successful in leading to subject related employment.
     The Hayling Island Consultancy Project (Six students working with Havant
        Borough Council to undertake a tourism health check which has been adopted
        as an official document.)
     The Community Project at Level 2 (See 6.2)
     Visits to Museums
     Museum Audits
     Fieldwork in Jurassic Coast, South Hants. and Oxford

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                                Annual Monitoring Report                    05/05/2010
    Residential fieldwork in Prague
    Student assignments which involve them in writing such industry specific
     documentation such as Village Design Statements, Countryside Design
     Summaries, UNESCO World Heritage style documents and comprehensive
     Events designs.

6.6
The Programme team is currently working with KBU International College, Kuala
Lumpur and Singapore Polytechnic to facilitate an arrangement whereby students
from both institutions may progress from their Diploma studies to the University of
Winchester to undertake Level 3 studies thus giving them degree qualification. At
present negotiations are at an early stage




QUALITY OF TEACHING AND LEARNING:

7.1
All the programmes within THM and LM aim to achieve a balance between critical
academic study which will prepare students for a range of jobs and a vocational
orientation towards the management of the tourism, heritage and leisure industries. From
their inception the range of programmes have been Management degrees and BM
modules are incorporated to ensure a firm grounding in the disciplines required to
manage any business. The underlying academic philosophy therefore seeks to bring
together a critical study of tourism and/or heritage and leisure with practical business
management understanding and skills.
Learning Outcomes focus on preparing students for related employment and Masters
courses. This year one student who came to Winchester as a Shoei student progressed to
the MA Contemporary Global Issues and graduated within the year and two students
have progressed to MA courses elsewhere. Learning outcomes reflect the subject
benchmarks and students are expected to exceed the benchmarks in Leisure and Tourism
and develop in-depth knowledge, understanding and criticality relating to management of
the industries at a range of scales from local to global. Fieldwork, site visits and input
from visiting experts provided significant focus for the degrees. Learning outcomes take
into accounts comments made by previous cohorts on Module Assessment Forms. The
comments of our two External Examiners are fundamental to the continuous monitoring
of the aims and outcomes. Many of our students progress to related employment. This
year one student is employed by the National Trust and is training as a curator. Another
student works for the Exmoor National Park Authority and another for CPRE.
Learning opportunities are also seen to be effective as one student graduated with first
class honours though one student decided to graduate with a Diploma in Higher
Education.

7.2
Physical environments in which we have to work in Medecroft are sadly, very
unsatisfactory. This has been commented on by parents and prospective students at
Open Days but little is done to reverse the decline of this grand old building. Staff have
to work extra hard to produce an environment conducive to productive student work


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                                  Annual Monitoring Report                       05/05/2010
     and our suite of rooms does exactly that. It is regrettable that we are not consulted when
     computer equipment and new furniture are installed in teaching rooms. Consultation
     could eliminate some of the very obvious deficiencies.
WoWork Placements are just one enhancing highlight of the Year 3 programmes with all
     students, including CHP students able to choose to undertake a placement as an
     alternative to a dissertation. In order to maintain our excellent reputation with our
     employers it is sometimes necessary to advise students against undertaking a placement.
     All placement partners are visited prior to student employment and learning agreements
     signed by all concerned to ensure conducive and safe working conditions.
Of Of the eight work placements this year, three students were offered jobs by their
     employers i.e. CPRE, Winchester City Council and Queen Elizabeth Country Park.
Six Students, chosen from all three years devoted a week of their holiday to working with
     Havant Borough Council to produce the ‘Hayling Island Tourism Health Check’ a
     document which is now in use by the council in planning and management strategies for
     the island. Second year LM students are involved in the Community Project where they
     work with local public and voluntary organisations.
FielFieldwork and visits to Tourism, Heritage and Leisure sites are integral parts of many
     courses which enhance learning experiences. However, problems arise because the
     university only possesses one minibus and coach hire is now very expensive. No subsidy
     exists for fieldwork activities. Booking the ‘bus is sometimes difficult because the School
     of Education makes block bookings during periods of School Experience. When the
     minibus is out of action minibuses need to be hired and this is extremely expensive for
     the faculty. It is widely felt that if the minibus is out of action the centre should bear the
     responsibility for payment for replacement transport. A second minibus for the
     University would be a great help to all concerned. There is no better advert for an
     institution than working students being seen by the general public.


    7.3
TeaTeaching strategies employed by the team in LM and THM have been varied and
    challenging. They consist of lectures, seminars, tutorials, debates, presentations, lectures
    given by visiting experts and fieldwork (single days, residential (UK based and EU
    based))
   Small group work involves computer lab. work, collaborative fieldwork and group
    presentations. Students respond well to the variety of their assignments which are
    designed to be fit for purpose for a number of seriously disabled students, mature
    students and those with some serious learning difficulties. In all these cases the team
    work very closely with Student Services.
    It is evident that the variety of teaching methods and situations enable students to
    experience THM/LM as live working situations and to appreciate the interrelationships
    between the various strands of the courses and the complexities of working in the
    industries.

   7.4
T/LTHM/LM has a history of working with Japanese graduates from Shoei College and with
   students in their final year of Shoei. We have organised and taught a preparatory course
   designed to enable Japanese students to progress without difficulty to Year 1 of the
   degree programme. We are increasingly working with Eastern European students and in
   the future it seems that we may be producing a Year 3 top up degree for colleges in
   Kuala Lumpur and Singapore. Disabled students and those with learning difficulties have
   been mentioned above.

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                                        Annual Monitoring Report                         05/05/2010
    7.5
StuStudents regularly comment very favourably about staff accessibility, our open-door policy
    and their productive relationships with staff who know them well. Students participate
    actively in taught sessions which are all designed to be interactive. They also participate
    enthusiastically in off-site activities designed to enhance their learning experiences.

    7.6
    Three of the four permanent staff have P.G.C.E. teaching qualifications and have
    taught in other relevant institutions. The fourth member of staff is currently working
    on her P.G.C.E. (in-house). Staff research and consultancy continues to underpin
    teaching, however time for such activities has been limited by the constraints of the
    curriculum, and the increasing requirements placed upon us by publicity, marketing,
    Sixth Form events, Open Days etc. Staff development is seen as a continuous process
    whereby we learn from colleagues at the University, notably through team-teaching
    and from professional colleagues in the industries. Part-time and visiting staff are
    carefully briefed and integrate well into the small team. Dr Brian Dicks is an
    Associate Lecturer with immense experience in Tourism and Heritage and Chris
    Powell runs his own Events Management enterprise. With a view to Senate‟s
    Learning and Teaching Committee the team wishes to make explicit that peer
    observation, discussion and reflection constitute integral, required elements of the
    courses. All staff teach on the MA in Contemporary Global Issues and Robert Case
    and Jane Fairclough are currently involved in writing the new MSc course, Global
    Environment and Development. Katie Bull joined the team in September 2005 and
    took part in the 2 day induction programme, however she highlighted certain
    inadequacies in the mentoring programme. She states, „It is clear that a very informal
    system of mentoring is in place which isn't necessarily always effective. A structured
    mentoring system would benefit new staff members whereby they are assigned a
    mentor from a different area of the university who has had proper training and advice
    relating to their responsibilities. They would be then be able to advise the new
    employee on University systems, encourage them to attend social events and be on
    hand to answer questions.‟

    7.7
    The most significant innovation to facilitate student learning has been the revalidation of
    LM and the validation of Event Management (EM) giving the course greater clarity and
    coherence and introducing an environmental strand into LM. The revalidation has
    allowed much greater synergy between all the courses and between a number of modules.
    It has introduced a new skills module for Year 1 students and an in-house Research
    Methods course for Year 2 students. One outcome of the Year 2 course is that students
    will be assessed on their production of a Dissertation Proposal. (See 6.1) Staff
    contributions to Masters level courses are innovative in that they inform undergraduate
    level programmes.




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                                       Annual Monitoring Report                      05/05/2010
QUALITY OF ASSESSMENT:

8.1
The assessment process is always carefully related to the learning outcomes of
individual modules and progression to higher levels. Many of our students have
minimal qualifications and skills and it has been necessary for the team to plan,
develop and teach a Year 1 course in Study Skills and a Year 2 course in Research
Methods to enable students who are accepted by the university to progress from year
to year with appropriate skills and competencies. Much of this relates to the large
amounts of time staff are prepared to spend with students who need specific help.

8.2
Assessments have been deemed to be appropriate through the process of validation
and via the THM and LM External Examiners. Wherever possible, assignments are
industry related which enables differentiation for students‟ specific courses within the
suite of provision.. Colleagues in the library, student services, careers and external
bodies are included in the teaching programmes. Certain assignments such as the
Year 3 Work Placement assignments are actually determined by our employers who
suggest possible projects. There is, however a very serious process of negotiation
prior to the start of the placements and the signing of the Placement Agreements for
which there is inadequate administrative provision.

8.3
The team is satisfied that assessment criteria are effectively communicated to groups
of students. They are frequently discussed with students in lecture/seminar scenarios
and with individual students in the formative stages of preparation for individual
assignments and final submission of assignments. Summative marking and second
marking outcomes are, of necessity, discussed with individual students.

8.4
Assignments are returned to students within three weeks. Summative comments have
been praised for their reflective and helpful nature.

8.5
In order to make student experiences and assignments more manageable for students a
coherent programme of course/staff/student agreed hand-in dates has always been in
place. We continue to maintain this strategy through liaison with the Faculty Office
and agreement of hand in dates following scrutiny of Module handbooks where hand-
in dates are published for all students (as are hand-in procedures). This year students
have commented on the fact that their exams have been too close together.

8.6
All examination scripts, are anonymously marked. Other student work identifies the
named student. Samples of scripts and assignments are second marked and all Work
Placement Reports and Dissertations are second marked, prior to any staff discussion
on the outcomes. Third marking takes place in rare cases where two staff fail to agree

8.7 (See 7.7)

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                                 Annual Monitoring Report                      05/05/2010
QUALITY OF STAFFING AND RESOURCES:

9.1
The suite of rooms on the first floor of Medecroft is a resource appreciated by all
staff and students. The small computer room is valuable in that it forms a base where
students can undertake group work effectively and where different year groups
interact for help and advice. The map room is regularly used for group tutorials,
informal activities and access to the map collection.

9.2
Fieldwork and visits which receive great plaudits from all students involved could be
much more effectively organised if the University were to lease a second minibus.
Recent experiences with a broken down minibus meant the inevitable cancellation of
a Year 1 field trip to Dorset (a very poor impression for new students and their
parents). Their academic work was affected and deadlines for submission had to be
altered. The very slow implementation/halting of Midas testing has meant that the
programmes have been forced to hire minibuses rather than utilising the central
provision i.e. yet more financial burdens placed on the subjects. Effective learning is
facilitated by the team but is inadequately supported by the centre. Some additional
funding from the centre would widen access and participation.

9.3
No. Fieldwork is undervalued by the centre though hugely appreciated and applauded
by students as is a flagship work placement scheme which, over the years since its
inception has contributed to the employability of the students involved. A very
experienced Work Placement Administrator (2 days per week) was lost this year
despite encouragement from T&L and R&KT personnel to apply for funding. There
was lukewarm support from the centre. Its record in terms of related employment is
impressive. Last year, one student who worked with Winchester Museums Service
and Winchester Tourism produced a publication, now available at Winchester TIC.
She is now employed by Chelmsford Borough Council and recently delivered a
presentation to the EU on Seafaring Heritage. The industry related employment record
over the years is comprehensive in THM and LM. Other examples are numerous and
equally impressive. There is evidence of previous years‟ students progression and
promotion to higher levels and employers (Winchester City Council and Surrey
County Council) supporting them through Masters courses as professional
development.

9.4
As a very experienced team with teaching qualifications in addition to academic
qualifications, industry experience and links with related organisations we believe that
we can effectively deliver the curriculum. Curriculum enhancement is maintained by
visiting lectures to ensure that all learning outcomes have been addressed.


9.5
Yes



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                                 Annual Monitoring Report                      05/05/2010
9.6
The THM, LM Administrator, Jonathon Whitwell has a very difficult remit of courses
to manage including off-site courses: CIM and MA. This responsibility requires a
skilfull balancing act but has proved to be successful. This year we lost our part-time
administrator for work placements. Carrie Overstall worked for 2 days per week
(term time). Her loss has created significant amounts of extra administrative work for
the team in order to maintain the quality of the Level 3 Work Placement (2 modules
representing the equivalent of the Dissertation). The lack of dedicated administrative
support has been criticised by students.

9.7
Medecroft is a decaying and neglected building. The quality of the environment is the
result of the team‟s efforts but for occasional teaching slots in Rooms 21 and 6, the
leaking roof, the appalling blinds, curtains and the lack of suitable chairs with book
rests mitigates against the students experience. All students using the building have
been critical of the necessity to write lecture notes without even a small surface to rest
on. Prospective students and their parents consistently comment on the state of the
building.

9.8
Access to electronic reports and journals has been much improved this year. The
team continues to order appropriate books with the help of the dedicated SOC
Librarian, Ruth Bates whose input is appreciated by staff and students alike. The re-
negotiated deal with Mintel has led to a substantial increase in use by students.


9.9
Some rooms have installed computer facilities but they have been installed without
the advice of the teachers and are often very inappropriately situated seemingly with a
view to convenience rather than to teaching and learning experiences. Other rooms
have plasma screens requiring staff to install equipment prior to lectures. We need
interactive whiteboards if we are to give our students the holistic IT experience they
deserve and have experienced in many primary and secondary schools and most sixth
form colleges.




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                                  Annual Monitoring Report                      05/05/2010
QUALITY OF THE STUDENT EXPERIENCE – Admission & Progression:

10.1
Students often complain about the amount of time it takes to register. Induction
processes are handled in-house and are interactive and relate to team building. THM
and LM students join BM students to undertake team related planning activities.

10.2
Guidelines are provided in each programme and module which enables students to
understand the support and guidance available in all taught modules and those Work
Placement modules which require off-site support by appropriately selected mentors
in the workplace.

10.3
In practice based, Graduate Apprenticeship Work Placement Scheme students:

    Must work alongside placement staff and employers to agree a placement
     project in Semester 2 of their Year 2. Students will therefore have met with
     their employers and agreed a project and a programme of research prior to
     leaving for the summer vacation of Year 2
    Must prepare for the start of the placement through an agreed programme of
     research to be undertaken over the summer.
    Must arrange safety, risk assessment, learning agreement arrangements have
     been agreed prior to the start of the placements
    Must arrange three progress meetings between university staff, placement staff
     and themselves on three separate occasions. At these meetings they must
     present a paper for discussion regarding progress.


10.4
A very professional team of staff ensures necessary support for students as:

    Individual module tutors
    Personal tutors
    FYP and Work Placement tutors
    Programme Leaders
    Tutors who work with doors open and are available throughout the week for
     student consultation.
    Administrative staff

The Joint Programme Committee where staff and students work together monitors all
aspects of quality including student experience. This year the MCR was circulated to
all staff and student members of the committee for comment and approval. Marta
Brichova (Year 2 THM) responded, „a very interesting document……in my opinion it
is accurate‟
10.5
Our students often come to us with minimal prior qualifications. It is testament to the
efforts of the team that the majority graduate after three years. The team regularly

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                                 Annual Monitoring Report                      05/05/2010
works with students whose first language is not English. We cope well with disabled
students and students with learning difficulties, thanks to our very positive and
productive relationships with Student Services.

10.6
See Progression Data:

10.7
See earlier paragraphs.


EXTERNAL EXAMINER REPORT:
[Identified Strengths]

Leisure Management:

    “Standards are appropriate for the awards given” and are “comparable to
     students achieving similar grades on other programmes”.
    “The work undertaken by students has become more varied and relevant to
     subject 25 benchmark and the FHEQ”.
    The “vocational nature of the programme”.
    FYPS “reflected well the spread of ability of the students” – one performed
     well against the criteria at a first class grade”.
    Award processes “are fairly conducted”.
    “There is a good variety of methods of assessment” and the “awarding of
     grades for dissertations and most other assignments were explicit and
     comments made to support the grade”.
    New staff “have obviously worked well with the students and the modules
     themselves”.
    The team is commended on “the breadth and growing depth of subjects and
     contexts that the Leisure Management modules offer the students. For
     example students work through retail, events and arts subjects which broaden
     and satisfy the interests of individual students”.
    “Discussions were held over the review of the programme with the programme leader
     which helped to discuss the strengths and weaknesses of the current programme and
     the interests of the students and condition of the current marketplace in these subject
     areas…it was evident that the team had considered the comments for the development
     of changes throughout the year and as part of the revalidation process.”
    “There are more staff now delivering the LM modules and that they add to the student
     experience and offer support to the programme leader”.
    “The Leisure Management programme (single or combined honours) offers
     students with a multi-disciplinary approach that gives them a breadth of vision
     and expertise needed in the current leisure environment. The practical nature
     of most of the modules offers the students real life experiences within the
     protected environment of the College. The nature of the programme and the
     cohort sizes enables the small team of staff the opportunity to give personal
     support and guidance to the students. This is evidenced in the attention to
     detail that is given to all areas of the assessment processes from briefing,
     guidance, assessment and progression. The detailed comments on work
     undertaken by the students give them positive goals to achieve as they


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                                  Annual Monitoring Report                        05/05/2010
      progress through the program.”


Tourism and Heritage Management:

    “ The standards on the UoW THM programmes are in line with the national
     benchmark statements and award standards at other UK HEI‟s”
    The standards set for the awards are appropriate for qualification at this level,
     in this subject
    “ There is a typical range of student performance, comparable to similar
     programmes in other UK HE institutions”
    “Overall students show a good subject knowledge and understanding, within
     the usual undergraduate range”
    “Since last year the upper end of the range is better represented and higher
     order cognitive skills are apparent”
    “ The processes for assessment, examination and the determination of awards
     are robust and fairly conducted. Student work is assessed fairly and
     consistently, with clear evidence of second marking and excellent constructive
     feedback, on both coursework and exam scripts”
    “Exam papers were all appropriate to both subject and level”
    “TO2100 has a very interesting and innovative assessment with transparent,
     assessment-specific marking criteria and good overall student performance”
    “I note positively that many students are including more extensive
     bibliographies in their work since last year”
    “A wider range of Mintel reports is now available since last year”
    “I am impressed that student work was marked and comprehensively
     annotated during what was clearly a difficult time.” This was due to maternity
     leave and the Programme Leader‟s medical circumstances. The Programme
     Leader continued to be involved in all marking.
    “I remain impressed by the quality and depth of assessment feedback provided
     for students by the staff team, on both coursework and examination scripts.
     This is a highly time-consuming, yet important activity, and students know
     very clearly from the feedback how they can improve their assessed work. In
     particular, feedback for weaker students is copious, highly constructive and
     written in a caring manner”
    “The fieldwork aspects of the programme seems to be a very positive
     experience for students. The Level 1 residential encourages students to bond
     with a cohort identity and starts to embed an understanding of the subject in its
     practical context. Further field trips throughout the programme reinforce the
     application of theoretical concepts in this vocational subject”
    “I commend the introduction of a Level 1 Study Skills module and a Level 2
     Research Methods module”




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                                Annual Monitoring Report                     05/05/2010
EXTERNAL EXAMINER REPORT:
[Identified points for development]


Leisure Management
    “One of the strengths often recognised is the vocational nature of the
       programme but a similar recognition needs to be made of the academic
       standards required at these levels. This is more of a concern for the students
       than the staff who are trying to engage with the students and to develop them
       as individuals. Now that the programme has become more stabilised I hope
       that this area will be improved over the next few years. This should result in
       more 2i and Ist class awards”.
    “The criteria (for the FYP do) not require a substantial literature review as
       evidenced at other higher education institutions that I am familiar with but the
       criteria used are generic across other programmes and so difficult to change
       for one programme”.
    “My only concerns with this unit (the Community Project) were the size of the
       group and the lack of assessment criteria evidenced in the work that I saw. The
       feedback from the students and Winchester tennis and squash club was
       (however) very positive. The students may have been made aware of how they
       were going to be assessed but this was not always evidenced in the paperwork
       that I saw (e.g. Community Project). The University form does not however
       ask for criteria just a comment and a grade. I would suggest that the detailed
       commentary is very useful for the students but this could be improved by
       feedback against pre issued assessment criteria”.
    “Although not a module that I am responsible for, there was concern over the
       high level of failures on BS2902 finance. This was recognised by the team and
       the unit tutor attended the examination board to discuss the issue and possible
       solutions for the resits and next year. I hope that students were able to progress
       through the resit process”.
    I am pleased that the Placement Project has been maintained but not that the
       administrative resources have been removed to support this valuable final year
       option”.

Tourism and Heritage Management
    “I would like to be able to comment on all exam papers in advance next year”
    “Many students are weak at referencing sources in their written work. This
      then impacts on their ability to demonstrate critical thinking skills clearly
      …nearly all students presented a bibliography but rarely a reference list”
    “There were isolated cases of upper second class marks being awarded where
      three sources or fewer had been referenced explicitly, yet the papers included
      extensive bibliographies that clearly informed the work”
    “I note from the programme Annual Report that the action to make full-text
      on-line academic journals available to students is still „on going‟. I have
      stated in my reports for the last two years that the use of such on-line journals
      has become deeply ingrained into the academic culture, and I remain
      concerned that students at UoW are being disadvantaged by not having better
      access to these resources”
    “I recommend that the skills content of the new modules (Introduction to the


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                                  Annual Monitoring Report                     05/05/2010
     Study of LM,TM,HM and EM) and Research Methods is also incorporated
     into other modules at the same levels”
    “The staff team should agree and implement a consistent approach to teaching,
     learning and assessment of the use of secondary material in student work” I
     particular, module and assessment specific criteria should be developed that
     specifically include requirements for the range and explicit use of reading in
     written work…. The criteria should reward good practice and penalise poor
     practice”




STUDENT SATISFACTION DATA/FEEDBACK:

The programmes regularly monitor student satisfaction as part of an approach which
is student focused. Feedback is recorded at Programme Meetings and on end of
module evaluation forms where comments are anonymous. Action is always taken as
a result of such comments.

Student Satisfaction Survey 2006
Response from Leisure Management
The response from the cohort was small. Only 11 students out of 57 completed the
survey and, although this figure meets the threshold above which results are
published, the results may well be unrepresentative and need to be treated with
caution. It needs also to be noted that many of the modules delivered to Leisure
students are the responsibility of Business. As there is no indication in the survey of
the modules being assessed it is difficult to be sure what the basis of the complaints is.
A comprehensive survey of the views of all students was undertaken as part of the
Programme Evaluation of Leisure. This included a survey of all modules. A small
number of modules was identified as problematic, only one of these taught within
Leisure itself. Redesign of the programme has addressed the issues raised, for
example the introduction of a leisure specific Research Methods module.
The scores were satisfactory in most cases. Three areas, however, scored less than 3.0.
Feedback promptness was the first and feedback clarification the second. This is
slightly surprising as all work is marked within the recommended period, although the
need for moderation can delay return of work to students. As some work is held back
for the external some students are not able to take possession of their work for some
time, although feedback is available from the module tutor. Whilst this procedure
clearly aids moderation and fairness it may be necessary to review the feedback
process. It is not known the extent to which these comments applied to Leisure or
Business modules.
The third area concerned advice on study choices. Staff were always available in
person or by email to advise on choices. The poor response may relate partly to the
complicated nature of options in the old leisure degree and the unavailability of some
of the options – this may have led to discontent with the choices eventually
undertaken. The options have been simplified and clarified in the revalidated degree.
Regarding individual comments there was concern about FYP information. This has
been a longstanding problem relating to the fact that Leisure students have not been


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                                  Annual Monitoring Report                      05/05/2010
taught by Leisure staff in semester two of year two and have been reluctant to attend
meetings outside scheduled lecture times. The revalidation has addressed this in the
creation of a new module Research Methods in Leisure and Tourism in semester two
– students will have to complete their proposals as part of the assessment procedure
and will not progress to year three until this has been done. This should address this
problem.
There was also concern about late cancellation of lectures. A member of the team had
been absent on occasion and the issue has been addressed. The other two comments
were positive, one citing the helpfulness of faculty staff, the other overall happiness
with the course.

Response from Tourism and Heritage Management:

Of the 45 students in the three cohorts seventeen students completed the SSS i.e. 38%
of students. It must be considered that THM students also have a diet of Business
Management modules. The student-centred programme approach takes every
opportunity to seek both formative and summative feedback from students. End of
module assessment forms are anonymous. Informal comments from students provide
formative feedback on a regular basis. Student views are always considered and
discussed at Programme Meetings and actions are taken as a result of such
consultations. Scores are satisfactory in all cases except feedback on work has been
prompt.‟ This is unusual as in previous SSS‟s we have produced much more positive
responses related to this question. All work is marked within the three week period
and is therefore available for students to see. Moderation by a second marker may
take more time but all students are invited to see and discuss their first marks
following the three week period. It appears that this aspect of the student experience
is common to several subject areas across SOC. It is pleasing to see scores of 3.94
and above are registered for „staff are good at explaining things‟ and staff „have made
the subject interesting.‟ A score of 4.31 relates to „staff are enthusiastic about what
they are teaching‟




.




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                                 Annual Monitoring Report                     05/05/2010
II. ACTION PLAN

       Action                  Measured by              Person          Completion
[Referenced to Text]          these criteria:       responsible for       date:
                                                      the action:
1. To work with even        Evidence of            Team               Summer Exam
more focus on students’     improved student                          Board 2007
referencing and             skills
bibliographic skills.
(Ext.Examiner’s Report
and Response)
2.To continue to press      Further journals       Team with          Summer Exam
for improved student        available for THM      Library staff      Board 2007
access to on-line           and LM
journals (External
Examiner’s Report and
Response)

3.To publish more           Improved student       Team               Summer Exam
explicit assessment         assignments                               Board 2007
criteria for individual
modules (External
Examiner’s Report and
Response)

4. To continue to work      Increased
on recruitment (See 5,      recruitment
below) for all              reflecting current
programmes but              improved student
specifically Tourism and
                            numbers
Heritage programmes
5. To promote new           Increased              Team               September 2007
courses through             recruitment
initiatives such as Aim     reflecting the
Higher, visits to sixth     current trend for
form colleges and
                            all programmes
organising our own,
Wednesday afternoon
Open Days

6.. To continue to          Improvements to        Team               September 2007
campaign for better         the fabric and
working environments        equipment in
for staff and students      Medecroft
(P5 MCR)
7. To continue to work      Raised profile in      Team               September 2007
with the business           the community
community through
Work Placements,
consultancy/advisory
initiatives and guest
speakers (P3 MCR)

8. To maintain and extend   Enhanced student       Team               September 2007
fieldwork and visits (P4    experiences
MCR). This will only be


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                                   Annual Monitoring Report                  05/05/2010
possible if the resource
issue of minibus provision
is addressed possibly by
leasing another minibus
and the centre being
willing to pay for hire when
the present minibus is out
of action

8. To further our links with   Further fruitful        Team            2009
two universities in            negotiations
Singapore and Kuala
Lumpur with a view to their
students undertaking their
Year 3 at UoW (P4 MCR)




PREVIOUS YEAR’S ACTION PLAN


      Action                    Measured by               Person         Completion
  [Referenced to               these criteria:      responsible for        Status:
       Text]                                            the action:
To continue to                                     All staff          The new suite of
successfully                                                          programmes in
implement the                                                         THM has now
introduction of the                                                   reached its final
new THM degrees
                                                                      stage of
                                                                      introduction into
                                                                      the Year 3
                                                                      Programme
To encourage and                                   All staff          This is incredibly
empower all students                                                  difficult but the
at the ‘lower end’ to                                                 action has been
demonstrate                                                           addressed in part
elements of criticality
                                                                      as a result of
                                                                      extremely time-
                                                                      consuming staff
                                                                      involvement with
                                                                      students who
                                                                      have severe
                                                                      problems. Such
                                                                      work is aided by
                                                                      the very
                                                                      competent work
                                                                      of Student
                                                                      Services with
                                                                      whom we work
                                                                      very closely. The
                                                                      creation of new
                                                                      modules, a skills
                                                                      based module in
                                                                      Year 1 Semester
                                                                      1 and an in-house
                                                                      Research


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                                       Annual Monitoring Report                05/05/2010
                                                            Methods course
                                                            in Year 2,
                                                            Semester 2 will
                                                            also help
                                                            students to cope
                                                            with difficulties.
To specialise and                         All Staff         This has been
extend our access to                                        achieved in
a wide range of Mintel                                      relation to Mintel.
Reports by working                                          Use of Mintel has
towards access to full
                                                            increased four
text on-line journals
for both areas of                                           fold
study                                                       Other journals are
                                                            now available on-
                                                            line but are
                                                            limited in number.
To work towards                           All Staff         There is no
University recognition                                      central
of additional                                               recognition of this
workloads resulting                                         problem and
from widening
                                                            therefore limited
access in all subject
areas.                                                      progress has
                                                            been made
                                                            despite the team’s
                                                            efforts


Names of Programme Officers and Staff:

Eric Bodger..Head of Business Management Group
Katie Bull Lecturer in LM and THM
Robert Case (Programme Leader LM)
Ross Catterall (Lecturer in BM)
Jane Fairclough (Programme Leader THM)
Mike Davies Lecturer in BM
Dr Brian Dicks Associate Lecturer in LM and THM
Katrina Easterling Lecturer in BM
George Filis.. Lecturer in BM
Hazel Gant Lecturer in LM and THM
Richard Graham Lecturer in BM
Christine Grover Lecturer in BM
Professor Mike Hart Lecturer in BM
Dr David Rush Lecturer in BM
Dr Paul Sheeran Lecturer in BM

Jonathon Whitwell (Course Administrator: THM and LM plus other responsibilities
for CIM and Basingstoke Programmes)
Gill Beck (Course Administrator: Business)

Names of Student Representatives

As above plus students

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                              Annual Monitoring Report                05/05/2010
Year 3 THM
Rachel Smith
Sarah Smith
Lerys Campbell

Year 2 THM
Rhiannon Fisher

Year 1 THM
Tom Baird
Marta Brichova

Year 3 LM
Fiona Carr

Year 2 LM
Michael Drake

Year 1 LM
Ruth Crawford




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                  Annual Monitoring Report   05/05/2010

				
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