COURSE GUIDE BA(Hons) Tourism & Hospitality
BA (Hons): Tourism Management International Tourism Management Tourism Development International Tourism Development Hospitality Management International Hospitality Management Tourism and Hospitality Management International Tourism and Hospitality Management
2006 - 2007
become what you want to be
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Contents
Page(s) 1 Overview of the Scheme, Routes and Specialism 1.1 Programme Philosophy 1.2 The Named Degree Routes 2 Aims and Objectives of Scheme 2.1 Aims 2.2 Objectives 3. Route Content and Identity 4. Student Responsibilities 5. Course Management 6 Course/Scheme Board 7. Unit and Course Feedback 8. Assessment, Weighting and Progression 9. Assessment Regulations 10. Grading 11. Referred / Deferred Assessment and Extensions 12. Mitigating Circumstances 13. Handing Back of Coursework 14. Appeals 15. Changes to the Course 16 Cheating and Plagiarism 17. Personal Development Planning (PDP) 18. Library and Learning Resources 19. Dyslexia and Special Needs Table 1 - Level 1 Common First Year Units Table 2 - Level 2 Units Table 3 - Level 3 Units Table 4 - Assessment Schedule Level 1 Table 5 - Assessment Schedule Level 2 Table 6 - Assessment Schedule Level 3 Table 7 – Self-reflection guidelines Figure 1 - The Personal Development Planning Process 3 3 3-4 4 4-5 5 6-7 7 8-9 9 10 10-11 11 12 12 12-13 13 13 13 13 13-19 20 20 6 6 7 10 10 11 19 15
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1. Overview of the Scheme, Routes and Specialism 1.1 Programme Philosophy Contextualised Management Studies The philosophy underlying the Tourism and Hospitality Scheme is that of the contextualised management degree. This applies generic, transferable management skills and disciplines (i.e. Information Technology, Finance, Marketing and Human Resource Management) to the specialist economic sectors that are comprised of the Tourism and Hospitality industries. These industries carry with them particular management issues peculiar to themselves. These include the social, cultural, economic and environmental impacts of their operation onto the host communities and the influence of globalisation and product standardisation on individual destination areas. Therefore, there are specific ethical, management and development issues related to the functioning of the sector which the scheme explores, analyses and critically appraises.
Pattern of Knowledge and Skills Development The pattern of skills and knowledge development throughout the programme is as follows: Level 1: Introduction to the principles of the industries and underlying management disciplines; this level also includes a compulsory fieldtrip to the English provinces in Semester 1. Level 2: Exploration and analysis of the management of the sector both in terms of operations and impacts on the wider business, social and natural environments. Units at this level take a practical management stance where possible. Level 3: Critical analysis of the issues that the operation and development of the sector poses. This Level includes the Industrial Placement Year which is assessed via a report that critically reflects on your work experience. Level three, therefore, takes place over 4 semesters, the first two of which are spent on industrial placement, the assessment of which is concluded in semester 3 of Level 4. This level also includes a fieldtrip to Newcastle/Gateshead/Northumberland (or similar destination) in Semester 2. Semester 2 units are delivered using a more intensive style of teaching than in previous semesters freeing up more time for you to complete your Honours Project dissertation at the end of the Semester.
1.2 The Named Degree Routes Tourism Management This route is aimed at those wishing to develop careers in the travel and tourism sector. The study concentrates on the operation of the travel and tourism industry, but gives a broad context of the development issues within which the industry operates. Tourism Development This route involves a critical study of the impacts of the tourism industry on destinations‟ economies, environment and socio-cultural life. It studies the reasons
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why both positive and negative impacts occur and the ameliorative measures via planning and management that can be taken to overcome them. This route is less embedded in the underlying management disciplines than the Tourism Management Route. Hospitality Management This is the most operationally orientated of the routes. It considers how operations such as hotels, bars and restaurants are managed and the particular problems that they create and have to overcome. This is given the wider context of the tourism sector by dint of the units studied in the common first year. This is the route most embedded in the underlying management disciplines. This route may be studied part-time for those already employed in the industry but wanting to improve their qualifications and understanding. Tourism and Hospitality This route is for those with a wider interest in the overall tourism and hospitality sector. These industries are often treated as one, especially in non-UK destinations. This unit allows for this wider perspective. Tourism Studies (Combined Honours Field) This field has been designed to allow students to study the specialised tourism units while combining them with other areas of interest such as Business Information Technology, Computing, Sociology and even Forensic Science). Specific combinations, such as those with management fields (Accounting, Human Resource Management, and Marketing) are excluded as this duplicates the Tourism Management and Hospitality Management routes yet does not provide the contextualisation central to the philosophy of the Scheme. International Specialism: This specialism acknowledges the student‟s wider study, appreciation and critical analysis of the tourism and hospitality sector as a global phenomenon. It is available to those who have undertaken their industrial placement outside the UK or their normal country of residence, and have studied particular units that have an international focus by dint of their teaching and learning content. These are identified in the Figure in Sections 5 and 13 below.
2. Aims and Objectives of Scheme 2.1 Aims The Undergraduate Scheme in Tourism and Hospitality aims to: 1. 2. 3. 4. Offer curricula that reflect current issues in the sector of focus. Equip students for a range of work careers and/or future study. Employ effective and relevant teaching methods and ways of learning. Offer a supportive learning environment that addresses the needs of students from diverse backgrounds. 5. Offer a supportive, structured opportunity for students to undertake practical work experience in their chosen field (not Combined Honours).
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6. Underpin the curricula with research, scholarly activities, consultancy and/or relevant industry/sector input. 2.2 Objectives 1. By the end of their degree all students in the Scheme should be able to: 1.1. Understand in a way appropriate to the level of the award the concepts and disciplines that contribute to their chosen sector(s). 1.2. Demonstrate a range of personal transferable skills and sector-specific skills and knowledge. 1.3. Make informed choices about their future career direction. 1.4. Appreciate the social, economic and cultural context in which their sector operates, locally, nationally and internationally. 2. All single honours degree students should, in addition to meeting the objectives in Sections 1 be able to: 2.1. Undertake a substantial independent project requiring intellectual and critical capacities. 2.2. Evaluate the tasks, roles and practical problems of those in management / decision-making positions within the industry / sector 2.3. Apply, where appropriate, the main management disciplines of finance, information technology, human resource management and marketing to their chosen sector. 3. All single honours students with Tourism in the title of their degree should, in addition to meeting the objectives in sections 1, 2 and 3, be able to: 3.1. Appreciate the nature of tourism and its role in contemporary society. 3.2. Understand the structure, and operation of the tourism sector and the factors which affect its development 3.3. Analyse the relations between consumers, producers and third parties involved in or affected by the tourism sector. 3.4. Explain factors affecting the demand for and the supply of tourism facilities and products. 4. All students with Hospitality in the title of their degree should, in addition to meeting the objectives in sections 1, 2 and be able to: 4.1. Understand the structure and operation of the hospitality industry and the trends and issues affecting the industry. 4.2. Appreciate the practical and theoretical issues involved in the management of accommodation and food and beverage. Combined Honours Tourism Studies students will meet the objectives in sections 1 and 3 and 2.1.
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3. Route Content and Identity Level 1 comprises 8 common units studied by all students within the scheme. These are given in Figure 1 below. This gives a foundation from which you may then choose any permitted combination of units from Levels 2 and 3. Table 1 - Level 1 Common First Year Units Semester 1 The Tourism Industry The Hospitality Industry Key Skills Organisational Behaviour Semester 2 Tourism Issues and Impacts Food and Beverage Issues Technology in Tourism and Hospitality Introduction to Marketing
Levels 2 and 3 comprise a series of compulsory and/or optional units that can be combined make up the degree route of your choice. Permitted options for each route are given in Figures 2 and 3. In choosing your options you should note that you must study four units in each semester. Table 2 - Level 2 Units Semester 1 Retail & Enterprise Tourism International Tourism Development Food & Beverage Management Research Methods & Presentation Services Marketing Semester 2 Destination Planning Destination Management Food & Beverage Concepts Hospitality Retail Finance for Business Human Resource Management in Practice
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Table 3 - Level 3 Units Semester 1 Honours Project Industrial Placement Tourism Policy & Politics Destination Marketing International Airline Management International Hospitality Operations Semester 2 Honours Project Heritage Tourism International Service Quality Events Management Urban Tourism
4. Student Responsibilities You are expected: 1. to be courteous to staff and fellow students in order to engender the appropriate atmosphere for learning; 2. to participate in classroom discussion in order to learn through exploration and critical discussion – the most effective way of learning; 3. to arrive on time for your classes and meetings with staff and other students; 4. to respect the efforts made by the teaching staff to organise field trips and guest speakers by attending and arriving promptly and on time; 5. to contribute responsibly and appropriately to class discussion and to the needs of group exercises and assignments.
6. to fully take part in the placement process by engaging with that process from the outset and to prepare yourselves to take up the opportunities that may arise for employment in your industrial placement year (a separate Code of Conduct is applicable to you industrial placement year).
7. to regularly take note of the messages on relevant notice boards which may change daily 8. to be familiar with the Student Handbook and students‟ responsibilities outlined therein
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5. Course Management All degrees within the BA (Hons) Tourism and Hospitality Scheme are 4 year full time, sandwich, courses which have a compulsory one year work placement during year 3. The day-to-day running of the course is the responsibility of the Course Director. The Course Administrator is a non-academic member of staff who is responsible for the management of student records. The broader long-term development of the course and the development of relevant links with industry and professional bodies is provided by the Subject Co-ordinator who is also responsible for the development of other courses in the tourism & hospitality subject area. The Course Director and an additional First Year Tutor provide general support to First Year students. A Placement Tutor looks after the placement process in Second Year and is supported by placement administrators from the University‟s Careers and Student Employment Unit (CaSEU). Course Director Neville Kendall Room B164 Faculty of Arts and Human Sciences Borough Road Building Tel: 0207 815 7881 Email: kendaln@lsbu.ac.uk Course Administrator Pat Reinalter Room B203 Faculty of Arts and Human Sciences Borough Road Building Tel: 0207 815 8104 Email: reinalpm@lsbu.ac.uk First Year Tutor Alison Askew Room B165 Faculty of Arts and Human Sciences Borough Road Building Tel: 0207 815 8118 Email: askewja@lsbu.ac.uk
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Placement Tutor Edward Isaacs Room B165 Faculty of Arts and Human Sciences Borough Road Building Tel: 0207 815 8133 Email: isaacsem@lsbu.ac.uk
Unit Co-ordinators Each Unit is managed by a named academic who specialises in that particular field of study. It is the job of this academic to ensure that the unit is delivered as validated by the University, and that all students are aware of the workload and assessment details of that unit. Where a unit is taught by two or more academics the Unit Co-ordinator ensures that all are teaching the same content to the same level, and that marking is standardised between the different staff. Honours Project Supervisor (Final Year students only): An academic is ascribed to act as a guide through your Honours Project process. The main responsibility, however, is on you to make use of your supervisor. It is not the supervisor‟s job to chase you up in order to check on your progress. The supervisor can offer the following help: 1 guidance through the various stages and processes involved in undertaking such a project; 2 technical help with regards to research methodology, literature review and analysis. Your supervisor is not there to do your work for you, nor there to act as your editor. Their main task is advisory. You are of course at liberty to ask technical advice on your subject matter from any member of staff, especially as sometimes it is not possible to allocate all students to the most appropriate staff member as their main supervisor. Faculty Student Information Centre (SIC) The SIC contains useful information on services available to students in the university and is the place where courseworks are handed in. The staff in the Centre can also act as a point of liaison between you and other Student Departments in the university such as Fees and Finance. 6. Course / Scheme Board The Course Board is the formal channel through which students, via their representatives, may make the university aware of key issues (e.g. lack of key library books, problems with unit delivery etc.). The Board shall try to address these issues if possible, if not it will refer them on to the relevant University Committee or authority and feed back to the following Board. The Course Board meets once per semester.
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7. Unit and Course Feedback Further feedback from students is gained on individual units via the Unit Evaluation Questionnaire (administered at the end of each unit) and on the scheme overall from the Course Evaluation Questionnaire (administered at the end of the academic year). Units and the Scheme are modified, if necessary, in the light of this feedback 8. Assessment, Weighting and Progression The degree is assessed by a mix of coursework, examination and in-depth project study. Units are either assessed as 100% coursework, in which case two pieces, or a single „double‟ piece of coursework will be submitted for the unit. Or, a unit may be assessed by coursework and examination, in which case the due weightings are 40% and 60% respectively. Table 4 - Assessment Schedule Level 1 Semester LEVEL 1 1 The Tourism Industry 1 The Hospitality Industry 1 Organisational Behaviour 1 Key Skills 2 Tourism Issues and Impacts 2 Food & Beverage Issues 2 Technology in Tourism and Hospitality 2 Introduction to Marketing
Assessment Schedule
100% Coursework 100% Coursework 100% Coursework 100% Coursework 100% Coursework 100% Coursework
The majority of assessments at Level 1 are coursework-based and are designed to test your knowledge of the core concepts of the subject. You will also sit some diagnosticstyle class tests Table 5 - Assessment Schedule Level 2 Semester LEVEL 2 1 Retail & Enterprise Tourism 1 International Tourism Development 1 Hospitality Operations 1 Food and Beverage Management 1 Research Methods & Presentation 2 Destination Planning 2 Destination Management 2 Food & Beverage Concepts 2 Hospitality Retail 2 Finance for Business 2 Services Marketing 2 HRM in Practice
Assessment Schedule 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 100% exam 100% Coursework 100% Coursework 100% Coursework 100% c/w 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam
Assessments at Level 2 involve more formal examinations and many also have a very practical slant.
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Table 6 - Assessment Schedule Level 3 Semester LEVEL 3 1 / 2/ 3 Industrial Placement 3 /4 Honours Project 3 Tourism Policy and Politics 3 International Airline Management 3 International Service Quality in Tourism and Hospitality 4 Heritage Tourism 4 Event Management 4 International Hospitality Operations 4 Destination Marketing 4 Urban Tourism
Assessment Schedule 100% Coursework 100% Coursework 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam 40% c/w: 60% exam
Level 3 assesses your ability to critically evaluate information against theory and to synthesise concepts in order to explain phenomena. This is assessed both through coursework, which may be in the form of presentations, reports or essays and through examinations. The Honours Project allows you to demonstrate the ability to initiate, and undertake an individual, large research project that synthesises these skills and knowledge. The Industrial Placement project allows you to develop reflective skills using management reports, log books and experience to reflect on what you have learnt from your industrial placement year and how this may affect your future career choices. 9. Assessment Regulations All units carry a pass mark of 40% with each element of a unit carrying a pass mark of 30%. All units carrying a referred element will be capped at 40% Level 2 accounts for 20% of the final degree marks and Levels 3 for 80%. Level 1 is diagnostic in nature and does not count towards the final degree mark; All awards of BA (Hons) require the completion of 24 units where the industrial placement year is credited as one Level 3 unit. If you fail the industrial placement year they may proceed with Level 3 but be eligible for a non-honours, Pass degree only. To gain an „International‟ degree you must have undertaken the industrial placement year abroad and completed at least three of the „international‟ options at Level 3. You may be awarded: a Pass degree for completion of between 20 and 23 units a Diploma in Tourism and Hospitality for the completion of all 16 taught units at Levels 1 and 2 only.
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10. Grading Degrees are graded as fail, pass, 3rd, 2:2. 2:1 1st. This relates to the overall percentage mark that you gain which combines your second and fourth year averages. The usual pattern is for the largest group of people to get a 2:2, with a slightly smaller amount gaining a 2:1. Fewer people gain 3rds, and pass, and very few fail. It is, however, difficult to get a 1st. as this requires you to on average get over 70% in all coursework and exams in all units in the Levels 2 and 3. The grading in relation to percentage marks are as follows: Fail Pass 3rd 2:2 2:1 1st below 40% = work below degree level standard 40% - 44% = work of a barely acceptable standard 45% - 49% = work of a moderate standard 50% - 59% = work of a good standard 60% - 69% = work of a very good standard 70%+ = work of an excellent standard
11. Referred / Deferred Assessment and Extensions Students may be allowed, at the discretion of the Examination Board, to refer failed work, including exams. Such work will be set by the Unit Co-ordinator with deadlines set and agreed by the Examination Board. Deadlines are normally late August / early September. Such referred work shall be awarded a maximum of 40% and the overall Unit marked capped at 40% also. Deferred work is when, for an acceptable and justified reason, you have been unable to meet the original deadline. In this case you shall, at the discretion of the Examination Board, be given a new deadline, and if needs be a chance to refer. You may, in normal circumstances, only refer in three units per year. Failure of more than three of the eight units per year will normally result in your studies being terminated. You may request from the Unit Co-ordinator an extension to the original deadline for work. This will only be given if there are justified emotional or medical grounds. Computer failure the night before work is due in is not a sound reason for requesting an extension. Work handed in up to seven days late will be eligible for a maximum mark of 40%, with work over a week late getting a zero mark, unless an extension has been awarded. It is University policy not to allow extensions to work of over 10 working days. If this is likely to be the case you should request a deferral and fill in a mitigating circumstances form for the consideration of the Exam Board.
12. Mitigating Circumstances If you feel that your academic performance has been affected in a material way by events throughout the year (e.g. death in the family, personal injury or illness) you must fill in a “Mitigating Circumstances Form”, available from the School Office (room 105) before the publicised date (usually in late January for semester 1 and early
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June for semester 2). On this you must state what the circumstances were, how it affected you, what course of action you would like the Examination Board to take and you MUST attach proof of such circumstances such as death certificates, doctors certificates, letters from counsellors etc. Without the form and documentary evidence your case may not be able to be given the weight it deserves.
13. Handing Back of Coursework All coursework marked by the academic staff carry provisional marks only, and may be changed by the external examiners. The mark you are given by staff is, therefore, only advisory. You will receive feedback on your coursework, although this may be after the external examiners have been able to assess it, depending upon the hand in date of the work. Staff may not hand back coursework if they feel that the work has been plagiarised or any cheating has been ongoing, if the date is close to the time when the external examiners wish to see work or if necessary it has to be second marked. All work that has been handed back to you must be returned to the Unit Co-ordinator at the end of the year for scrutiny by the external examiners. Individual Unit Co-ordinators will make their own arrangements for giving back work which they will make clear via the notice board or unit guides.
14. Appeals The University has an appeals system which you may use if you think that the marks you have been allocated, or the final award made, are not appropriate. However, you must have a legitimate reason for this appeal, merely disagreeing with the mark awarded on academic criteria is not grounds for an appeal.
15. Changes to the Course You shall be made aware of any changes to the course, as outlined in this document and the full validation document, by the Course Director. This may be done through formal consultation via the Course Board, or through written notification. This generally only happens as we update the course, adding new units and retracting old ones, or, as the University changes its advice on course and unit structure or assessment rules. 16 Cheating and Plagiarism The University has a strict policy on cheating and plagiarism. Details can be found in the student handbook. Penalties range from having to refer the piece of work required to expulsion from the course depending upon the circumstance involved. You are advised to make yourself aware of the details of this policy. 17. Personal Development Planning (PDP) From 2005, all students in Higher Education in the UK must have a Progress File, which helps make the outcomes, or results, of learning in higher education more explicit, identifies the achievements of learning, and supports the concept that learning is a lifetime activity.
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The overall concept of a Progress File includes (from Guidelines for HE Progress Files): The transcript: a record of an individual student‟s learning and achievement, provided by the University or HE institution. A Personal Development Record: a student‟s personal record of learning and achievement, progress reviews and plans that are used to clarify personal goals and can provide a resource from which material is selected to produce personal statements, such as CVs, for employers, admissions tutors and others. Personal Development Planning: structured and supported processes to develop the capacity of students to reflect upon their own learning and achievement, and to plan for their own personal, education and career development. What is Personal Development Planning (PDP)? PDP is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal education and career development (from Guidelines for HE Progress Files) Personal Development Planning is a new way of articulating existing principles and practices. Academic tutors have always encouraged students to make progress towards intellectual independence, to become more self-aware, and to plan for and take responsibility for their own development. The introduction of PDP will make explicit the presence and value of established processes that are central to learning in Higher Education, and the concept that the dialogue between tutor and tutee supports not only the student‟s deepening understanding of their subject, but also the student‟s growing ability to think critically about their own performance and how to improve it. Why is PDP important? There are good reasons why you should do PDP, other than the fact that you are now required to do so. University is not like school or college: students are expected to take greater responsibility for their own learning. Examining what is expected of you on your programme, and reflecting on where you are in relation to this, increases your chances of success. Participating in PDP can also help you gain an advantage in a competitive job market and equip you with transferable skills for lifelong learning and your chosen career. The main aims of PDP are, therefore, to help students: Become more effective, independent and confident self-directed learners Understand how they are learning and relate their learning to a wider context Improve their general skills for study and career management Articulate their personal, education and career development goals Evaluate their progress towards the achievement of their goals Develop a positive attitude to learning throughout life
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Figure 1 - The Personal Development Planning Process
Self Evaluation Where am I now? Reflection How did I do?
PERSONAL DEVELOPMENT
RECORD (PDR)
Implementation How am I doing? Action Planning How can I get there?
Goal Setting Where do I want to be?
Simply, PDP is a process of self reflection where the individual asks him/herself: How well am I doing? What are my strengths and weaknesses? What could I do better? What academic support or skills do I need to develop? What extra-curricula activities will help me towards my career goals? What results from the PDP Process? PDP results in two main outcomes: The first is enhanced self-awareness of strengths and weaknesses and directions for change. The process is intended to help you understand the value added through learning that is above and beyond attainment in the subjects you have studied. It is holistic and relates to your development as a whole person. The second outcome is a Personal Development Record. The information in the record is owned by you and its maintenance, authenticity and use is your responsibility.
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What is a Personal Development Record (PDR)? Your Personal Development Record is the product of the PDP process. It is your property and will only be seen by yourself and your personal tutor. Your PDR is the place where you keep evidence of: o Your personal growth and achievements o Areas you have identified for improvement o Plans of action to achieve your goals o The actions taken to achieve improvement o Reflections on your progress You can maintain your Personal Development Record in any electronic or paperbased format that works for you, but it is probably best assembled as a collection of documents in a 3-ring binder. It is a portfolio of materials that you will use as evidence of your personal development. It could include any or all of the following: Audits of your strengths and weaknesses; records of reflective exercises Plans and goals for personal, educational and career development Your CV; keep old copies as you update your CV for comparison Copies of cover letters and applications to prospective employers and placements Records of employment and appraisals Records of work experience and workplace appraisals Records of any additional training or study that you have undertaken, both inside and outside the University Records of relevant extra-curricular activities, hobbies, voluntary work etc Notes on performances, exhibitions, screenings, festivals etc that you attended Records of any workshops, events, conferences etc that you have attended Self-reflection questionnaires, log books, diaries etc relating to specific units Self-reflection and self-evaluation documents and statements relating to specific units Notes from personal, academic and dissertation tutorials Feedback from assignments and exams Your formal University transcripts
How do I use my Personal Development Record? Your Personal Development Record will have three main functions: As a resource to help you reflect upon your learning, achievement, goals and progress As a resource for preparing for your tutorials As a resource for preparing for employment and further study. Employers and admissions tutors are primarily interested in the learning that derives from the process of PDP rather than the documented outcomes. They do not want to see voluminous PDP records presented to them as part of recruitment activities. Your Personal Development Record is, therefore, a source of documentation that you can use to prepare CVs, cover letters, and application forms, and for tests, exercises and interviews. Personal Development Planning can involve different forms of reflection and reflective learning. Reflection involves more than consideration of what we have
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achieved; it looks in more depth at how and why we achieve. If you can recognise this „how‟ and „why‟, you can capitalise on it to maximise your efficiency in many ways. Reflection is not just an add-on extra to academic learning but is an essential component of good quality learning and the representation of that learning. Reflection supports learning by providing the right conditions for learning. A useful way to approach the process of structured self-reflection is to think about the skills you have used to succeed in certain tasks and to analyse how competent or confident you feel in using those skills. Throughout your course, this process of structured self-reflection will take different forms: At each level of the course, you will be given a questionnaire to complete in preparation for your personal tutorial each semester. Some units will include a process of self-reflection as part of the teaching and learning methods. You may be asked to complete questionnaires and selfevaluation forms, write self-reflective statements, or keep diaries and log books. The relevant unit guides will explain clearly what you need to do. In some cases, self-reflection will be part of the formal assessment, and in other cases it will not be marked but is required to successfully complete the unit. You will gain most from your studies, if you make time to reflect upon your learning on a regular basis, in addition to required exercises in units and preparation for tutorials. You can find more information on how to do this in the Personal Development Planning materials, published by the Learning Development Centre. There are planners for each level and they can be obtained from Caxton House or online at www.lsbu.ac.uk/caxton. o Don‟t Panic at Level 1 o Yourself at Level 2 o About Your Future at Level 3 These guides provide really useful information on surface learning and deep learning, learning strategies and principles, carrying out skills and diagnostic audits, personal development planning tools, SMART goals, SWOT analysis as well as templates you can adapt.
What are the key skills that I am expected to develop? As your progress through your course, you will be expected to develop a wide range of skills and attributes, including: Subject specific skills, academic knowledge and understanding Professional skills Practical and/or technical skills Academic and research skills Transferable skills, such as verbal and written communication skills, organisational skills, problem solving, teamwork, interpersonal skills Personal attributes, such as accountability, motivation, enthusiasm, flexibility, leadership, commitment, and social confidence. Your unit guides at each level will identify the skills that you are expected to develop and enhance in that unit. LSBU has developed a core skills policy to promote the development of skills in:
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Learning to learn Communication Information technology Information searching Career management Numeracy
To help you chart your progress, the LSBU Learning and Development Centre provides benchmarks for each skill at each level. To see if you are achieving these benchmarks you can try a diagnostic audit, which is a self-assessment of your level ability in the skill. Then you can access the various learning materials and resources to support your progress. More information can be found at www.lsbu.ac.uk/caxton and in the Core Skills Survival Guide (download a copy from www.lsbu.ac.uk/caxton/studyskills.)
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In addition to the templates provided in the LSBU Personal Development Planning materials, you can also use this template to begin an assessment of your skills. Table 7 - Self-reflection guidelines KEY SKILL
Identify the key skill(s) that you plan to develop and improve in this unit and/or semester
How do you rate your current knowledge, understanding, skills and abilities? What are your strengths and weaknesses? What are your aims and values? Set a realistic goal for improvement. Think about how your goals relate to other units and your future career. How will you know if you have succeeded?
Self evaluation: where am I now? Goal setting: where do I want to be? Action Planning: what will I do to achieve my goals?
Timescale? Support required?
Implementation: how am I doing? Reflection: how did I do?
Think about how you will use additional support, planning, class attendance, independent research, time management and reflection to work towards your goals Plan your week by week tasks, tutorials, other support and deadlines Do you need any additional support from tutors, university support services, arts professionals, peers, family or friends? How will you monitor your progress? Can your tutor or peers give you useful feedback along the way? What did you learn? What evidence (e.g. marks, feedback) do you have to reflect upon your achievements? What would you do differently next time? How will you refine your goals next time?
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18. Library and Learning Resources You will need to use both printed and electronic sources. As well as the recommended readings and references later in unit guides, you should use the Web site LISA http://www.lisa.lsbu.ac.uk. The Learning and Information Services have created this site as your starting point for information searching. Use it to find books and other printed materials held in the Library, in other libraries, and to access recommended Web sites, electronic abstracting services and full text journal articles. You can also use it to renew your books. LISA can be used by anyone anywhere, but access to its premium databases and full text article services is restricted to our campuses and members of the University at home who apply for off-campus access. The Library aims to provide copies of all books recommended in unit guides as core reading and as many as possible of the optional and background reading. The library cannot provide one copy of each core book per student, but they do provide Key Text and short loan copies of these to maximise your chances of access. Key Text copies are either for use in the Library or overnight loan. Short loan copies are for two week loan. The vast majority of book stock is for six week or two week loan. If items are not available you can reserve them, or use other items on your list. It is very important to check carefully on the catalogue for the number of copies, site, location (Key Text, Reference etc.) and whether it is on loan. Our Information Advisor Maurice Glover will provide hands-on induction sessions and more advanced information searching sessions through your course. Maurice can be reached on gloverm@lsbu.ac.uk or on 0207 815 6603. 19. Dyslexia and Special Needs All students who are, or suspect they may be dyslexic should have an assessment. This is undertaken free by the University‟s own Unit. Similarly those with special needs should also be assessed by the University‟s specialists. Such an assessment will help academic staff to enable you to undertake your studies in an appropriate manner.
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