TOURISM and HOSPITALITY by youmustknowme

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									               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        3
        1.1 Programme Philosophy                       3
        1.2 The Named Degree Routes                    3-4
2 Aims and Objectives of Scheme                        4
        2.1 Aims                                       4-5
        2.2 Objectives                                 5
3. Route Content and Identity                          6-7
4. Student Responsibilities                            7
5. Course Management                                   8-9
6 Course/Scheme Board                                  9
7. Unit and Course Feedback                            10
8. Assessment, Weighting and Progression               10-11
9. Assessment Regulations                              11
10. Grading                                            12
11. Referred / Deferred Assessment and Extensions      12
12. Mitigating Circumstances                           12-13
13. Handing Back of Coursework                         13
14. Appeals                                            13
15. Changes to the Course                              13
16 Cheating and Plagiarism                             13
17. Personal Development Planning (PDP)                13-19
18. Library and Learning Resources                     20
19. Dyslexia and Special Needs                         20

Table 1 - Level 1 Common First Year Units              6
Table 2 - Level 2 Units                                6
Table 3 - Level 3 Units                                7
Table 4 - Assessment Schedule Level 1                  10
Table 5 - Assessment Schedule Level 2                  10
Table 6 - Assessment Schedule Level 3                  11
Table 7 – Self-reflection guidelines                   19

Figure 1 - The Personal Development Planning Process   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. Offer curricula that reflect current issues in the sector of focus.
2. Equip students for a range of work careers and/or future study.
3. Employ effective and relevant teaching methods and ways of learning.
4. 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                                     Assessment Schedule
   1        The Tourism Industry                     100% Coursework
   1        The Hospitality Industry                 100% Coursework
   1        Organisational Behaviour
   1        Key Skills                               100% Coursework
   2        Tourism Issues and Impacts               100% Coursework
   2        Food & Beverage Issues                   100% Coursework
   2        Technology in Tourism and                100% Coursework
            Hospitality
   2        Introduction to Marketing

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 diagnostic-
style class tests

Table 5 - Assessment Schedule Level 2
Semester LEVEL 2                                     Assessment Schedule
   1        Retail & Enterprise Tourism              40% c/w: 60% exam
   1        International Tourism Development        40% c/w: 60% exam
   1        Hospitality Operations                   40% c/w: 60% exam
   1        Food and Beverage Management             100% exam
   1        Research Methods & Presentation          100% Coursework
   2        Destination Planning                     100% Coursework
   2        Destination Management                   100% Coursework
   2        Food & Beverage Concepts                 100% c/w
   2        Hospitality Retail                       40% c/w: 60% exam
   2        Finance for Business                     40% c/w: 60% exam
   2        Services Marketing                       40% c/w: 60% exam
   2        HRM in Practice                          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                                     Assessment Schedule
 1 / 2/ 3   Industrial Placement                     100% Coursework
   3 /4     Honours Project                          100% Coursework
    3       Tourism Policy and Politics              40% c/w: 60% exam
    3       International Airline Management         40% c/w: 60% exam
    3       International Service Quality in         40% c/w: 60% exam
            Tourism and Hospitality
    4       Heritage Tourism                         40% c/w: 60% exam
    4       Event Management                         40% c/w: 60% exam
    4       International Hospitality Operations     40% c/w: 60% exam
    4       Destination Marketing                    40% c/w: 60% exam
    4       Urban Tourism                            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   below 40% = work below degree level standard
Pass   40% - 44% = work of a barely acceptable standard
3rd    45% - 49% = work of a moderate standard
2:2    50% - 59% = work of a good standard
2:1    60% - 69% = work of a very good standard
1st    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                     Goal Setting
                                      DEVELOPMENT                    Where do I
                                         RECORD                      want to be?
                                          (PDR)

                                                   Action Planning
             Implementation                        How can I get
             How am I doing?                       there?




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 paper-
based 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 self-
    evaluation 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
Self evaluation:                             How do you rate your current knowledge,
where am I now?                               understanding, skills and abilities?
                                             What are your strengths and weaknesses?
                                             What are your aims and values?
Goal setting:                                Set a realistic goal for improvement.
where do I want to be?                       Think about how your goals relate to other
                                              units and your future career.
                                             How will you know if you have succeeded?
Action Planning:                             Think about how you will use
what will I do to achieve my goals?           additional support, planning, class
                                              attendance, independent research,
                                              time management and reflection to
                                              work towards your goals
Timescale?                                   Plan your week by week tasks,
                                              tutorials, other support and deadlines
Support required?                            Do you need any additional support
                                              from tutors, university support
                                              services, arts professionals, peers,
                                              family or friends?
Implementation:                              How will you monitor your progress?
how am I doing?                              Can your tutor or peers give you
                                              useful feedback along the way?
Reflection:                                  What did you learn?
how did I do?                                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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