PROGRAMME SPECIFICATION FOR HNC/HND

Transcription

1 PROGRAMME SPECIFICATION FOR Title: Faculty: Author: HND Travel & Tourism Management Business, Travel & Tourism Bill Campbell Date (revised): July ) PROGRAMME INFORMATION Awarding Institution Teaching Institution (if different) Programme also Accredited by (if relevant) Title of Final Award/s (Detail all, eg Cert HE, Dip HE, etc.) Language of Study UCAS code (or other code if relevant) QAA Subject Benchmarking Group Edexcel Basingstoke College of Technology N/A HNC/HND English 208N Travel & Tourism 2) EDUCATIONAL AIMS AND LEARNING OUTCOMES

2 1. To provide opportunities for individuals in employment to achieve a nationally recognised level 4/level 5 vocationally specific qualification. 2. To provide education and training for a range of careers in business such as management, administration, personnel, marketing, accounting, and law. 3. To provide a general qualification which allows flexibility of study to meet local or specialist needs. 4. To provide opportunities for learners to focus on the development of higher-level skills in a management context related to the Travel & Tourism Industry. 5. To provide opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life and within the Travel & Tourism Industry. 6. To provide opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment in Travel or Tourism. 7. To provide opportunities for learners to progress to higher education vocational qualifications such as a full-time Top Up degree in Travel & Tourism Management or a related area. Programme Outcomes This section identifies the kind of general skills, abilities and qualities that the course will help develop. You will find it useful to be able to talk about these skills in general terms when you are applying for jobs and selling your skills. Individual module descriptors also provided in this handbook will break down these skills into more detail: Level 4: Higher National Certificates This qualification is a level 4 qualification. Through completing the whole qualification you will: 1. Show: a. Knowledge of underlying Travel & Tourism concepts and principles. b. An ability to evaluate and interpret those concepts and principles. c. An ability to present, evaluate and interpret both qualitative and quantitative data. d. The ability to use information to develop lines of argument. e. The ability to make sound judgements that link to basic management theories and concepts. 2. Be able to: a. Evaluate appropriate approaches to solving travel & tourism related trends and issues. b. Communicate the results of your study accurately and with structured and coherent arguments. c. Undertake further training and develop new skills within a structured and managed environment. 3. Have: a. Qualities and transferable skills necessary for employment which requires you to exercise personal responsibility.

3 Level 5: Higher National Diploma This qualification is a level 5 qualification. Through completing the whole qualification you will: 1. Show a. Knowledge and critical understanding of well-established travel & tourism practices and principles, and of the way in which those principles have developed. b. An ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in a travel & tourism employment context. c. Knowledge of the main methods of enquiry into travel & tourism studies, and an ability to evaluate critically the appropriateness of different approaches to solving problems in that field. d. An understanding of the limits of your knowledge, and how this influences your analysis and interpretation. 2. Be able to a. Use a range of established techniques to initiate and undertake critical analysis of information and to propose solutions to problems arising from that analysis b. Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively c. Undertake further training, develop existing skills and acquire new competences that will enable you to assume significant responsibility within organisations 3. Have a. Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making

4 Programme Structures and Requirements Learners will develop a range of skills transferable to the work place including: communication, team working, presentation skills, qualitative and quantitative analysis and problem solving. In accordance with the Basingstoke College of Technology Teaching, Learning and Assessment Strategy, Basingstoke College of Technology is committed to providing excellence in education and training that meets individual needs and strategic priorities for change and improvement. The quality of teaching and learning should continue to improve so that all learners have the best The HNC programme is offered over 2 years and is undertaken on a part time basis. Over the two years learners will study 8 units in total. Each year is divided into 2 semesters with 2 units being studied per semester. The HND Programme is offered over 2 years and is undertaken on a full time basis. Over the two years learners will study 16 units in total. Each year is divided into 2 semesters with units running over the entire academic year or per semester. For both programmes of study units are divided into mandatory core or specialist. All programmes are required to deliver the mandatory core units. Specialist units will be offered by the college based on a variety of factors including relevance, student interest and professional expertise. Each unit is worth 15 credits*. In order to be eligible for the award of either HNC HND learners have to achieve a specific number of credits. For the HNC learners must achieve a minimum of 120 credits that include at least 60 which are from mandatory core units. The HNC must also contain a minimum of 90 credits at level 4. For the HND learners must achieve a minimum of 240 credits that include at least 125 which are from mandatory core units The HND must also contain a minimum of 125 credits at level 5. *Research Project and Project design, Implementation and Evaluation consist of 20 credits. All units are graded at a pass, merit or distinction grade. To achieve a pass grade for the unit, learners must meet the individual assessment criteria set out in the unit specifications and clearly presented in assignment briefs. Merit and distinction criteria will be awarded based on the quality of analysis, presentation and research attributed to the learner. Merit and distinction criteria will be appropriately contextualised for each unit. All units must be passed for an HNC/D to be awarded. The knowledge and understanding required for the successful completion of each unit is delivered through lecturers, group work, research tasks, appropriate practical activities and industry related work experience. In addition to the in college activities learners are required to undertake additional reading outside of college hours. Reading lists are provided within the unit descriptors found in this handbook. Reading lists will also be suggested by unit lecturers. Assessment will take place through research based reports, presentations, essays, role play/interview scenarios and where appropriate practical activities. All assessment will require learners to demonstrate skills of research, analysis, synthesis, evaluation, problem solving and reflection.

5 b) Means of delivery: The Higher National Diploma in Travel & Tourism Management is delivered via a wide range of means including: Tutor led learning including lecture, seminar, tutorial and workshop Involvement of professional practitioners to supply specialist knowledge Industry related work experience Self-directed study and/or project-based learning Student led learning including seminar, workshop and peer teaching Experiential learning through collaborative and individual process and reflection Resource based learning use of LRC & Boodle c) Assessment Strategy Formative and summative assessment are used as a positive learning tool with feedback from assessment offering learners clear guidance with regard to future development. The assessment strategy support the understanding of students and their learning processes which are designed to foster a deep approach to learning. Assessment strategies promote autonomous learning and self-evaluation as vital elements within the overall learning process. Self and peer evaluation constitute an important part of formative assessment. Assessment criteria accommodate the speculative enquiry common to most disciplines in this field and provide fair and accurate assessment of teamwork and individual contributions to the overall outcome of collaborative projects. d) Specifics of assessment: All Modules are used to assess Subject Knowledge. Formative assessment offers guidance on progress and development. Summative assessments are held at the conclusion of each module and develop the necessary academic skills for achieving higher level grades. It is also intended that the variety of assessments will allow students to practice the range of transferable skills and feel confident to apply these skills throughout their programmes of study. Throughout the programme, peer and staff review underpin assessment and provide opportunities for students to communicate information in a manner appropriate to the subject and the intended audience. The programme assessments are all designed to establish the extent to which the skills, abilities, selfawareness and confidence of the students have been developed over the course of individual modules and the programme as a whole. Basingstoke College of Technology has partnership agreements with local universities such as the University of Winchester. In order to best prepare our learner for Top Up degrees we have included an awareness of the universities Learning & Teaching & Assessment Strategy. Strategic Priority Three: assessment will be designed to contribute constructively to the learning process through the provision of

6 d) Types of assessment employed: Reflection and evaluation of practical coursework -the use of self-reflective accounts, or other types of student self-assessment. Written essays and reports and practical coursework /skills acquisition - setting assessment tasks such as extended assignments that involve students researching a topic and producing work based on their research. Seminar presentations and group debates & Individual / group presentation/critique - the use of peer assessed activities during formal teaching sessions where students, either in pairs or groups, comment constructively on one another's work. Practical skill assessment focuses on the level of performance demonstrated by a student acquiring and analysing knowledge and skills. These are integrated into the process of critical reflection to analyse, reconsider and question outcomes within a broad context of issues. Essays: Essay based assignments are introduced at Level 4 and are designed to develop the student s ability to externalise, analyse and revise their views and by encouraging the development of original thought. To encourage learners to apply, reflect upon and transform their knowledge and to apply critical understanding to issues and debates, essay-based assessment methods are used on a number of modules. Presentations: The use of presentations is to assess the functional demonstration of knowledge and to aid development of oral and visual presentation skills using a variety of methods. Individual presentations are introduced early in the programmes extending to group presentations and ensuring implementation of key employability skills and the equal distribution of the workload creating a cohesive working relationship. Critical Reviews: This assessment method looks to develop the ability to read and place material in the critical context of established knowledge and to extend independent views. Practical Work: It is through the practical work in modules such as Event Management that learners will be able to acquire management and vocational skills relevant to the travel & tourism industry. ENGAGEMENT WITH THE ACADEMIC INFRASTRUCTURE AND OTHER ACCREDITATION REQUIREMENTS Agreement with the Framework for Higher Education Qualifications and the QAA Code of Practice is assured by the college s validation process and by annual monitoring. The college adheres to the Quality Assurance Agency Codes of Practice for the Assurance of Academic Quality and Standards in HE. While the programme has been designed to meet the requirements of students, it has also been developed to follow the specifications of the QAA framework. In addition, a variety of employers and professionals will be utilised throughout the delivery to ensure current industry trends and issues are incorporated in the student learning programme. Other reference points applied to the design of the Programme: Students will be fundamental to the development of the programme, offering perceptive stakeholder comments on all aspects of the Higher National Diploma in Travel & Tourism Management. This input will be sought through module and programme evaluation and through discussions at programme meetings. Termly focus groups are held by the Head of Department with all year groups and students representatives included.

7 SUPPORT FOR STUDENTS The College provides the following support: HE Student Handbook; Personal Tutor; Counsellors; Chaplaincy; Careers Service; Equal Opportunities Officer; Induction and Pre-Entry Study Skills Programme; general Study Skills Programme; Library Skills and Study Skills Programmes; Child Care Nursery; Welfare Advice; Bursaries; Financial Advice; IT support. The Programme provides the following support: Personal Tutoring; PDP; Module Handbooks and Guides; Tutorials; Assignment Feedback; Programme Leadership. Other: In addition to this, the HND Travel & Tourism Management programme supports its students through a range of external speakers (practitioners, employers etc.) all intended to assist the students in their development. CRITERIA FOR ADMISSION The college specifies a General Admission Requirement which must normally be satisfied by candidate s aged 18 or over. The requirement is the equivalent of 120 UCAS points. Specific programme criteria: GCSE English Grade C or above ESOL requirements IELTS score of 6.5 GCSE and A/AS levels Vocational A levels (AVCE and GNVQ) Extended Diploma Access courses Other qualifications & experience UCAS 120 credits Candidates who do not satisfy the General Admission Requirements may be admitted to a programme or field of study provided that they can submit evidence of previous serious study and demonstrate the capacity and attainments to pursue successfully the proposed course. Applications from mature students and international students are invited and will be judged on an individual basis. QUALITY ASSURANCE AND ENHANCEMENT a) Mechanisms for review and evaluation: Quality assurance and enhancement at Module Level Students provide feedback to module tutors through Module Evaluation Forms, reviews and other responses. The tutor collates the evaluation forms and produces a response for discussion at Course Team Meetings. The response identifies good practice and proposes remedies for any points of concern. The response is made available to students at the next running of the module. Quality assurance and enhancement at Programme Level The Programme team evaluates the success of the programme, paying particular attention to student feedback and student representatives. Minutes from the Programme meetings and the External Examiners report will inform the Programme s Annual Evaluation. Issues for attention are identified and included in the plan for the following year.

8 Quality assurance and enhancement at Department Level The Annual Programme Evaluation is submitted to the Department for discussion and inclusion in the Department Report. Quality assurance and enhancement at Faculty Level The Annual Programme Evaluation is submitted to the Board of Examiners which includes the programme leader and the Director of HE. Quality assurance and enhancement for Staff The quality of learning and teaching is supported by the Collaborative Enhancement of Teaching and Staff Development, by Staff Development and Review, by attendance at conferences and curriculum focused staff development, by external involvement such as external examining and by involvement in research and knowledge exchange activities. b) Indicators of Quality and Standards External Examiner Report Annual Monitoring process Student feedback including the Student Satisfaction Survey and the National Student Survey Programme Re-validation QAA Institutional Audit Course Review and Evaluation Board of Examiner minutes RESOURCES FOR THE PROGRAMME Basingstoke College of Technology is committed to achieving the key objective to offer a high quality infrastructure that is both fit-for-purpose and enables students to meet their specific learning outcomes. The department of Business & Tourism offers well equipped classrooms, a purpose built tourism working environment. All students have a base space and access to a Mac suite, LRC and HE study room. LRC: The College also offers a modern Learning Resources Centre/Library accessible to students which offers: 53 computers with Windows 8 and Microsoft office 2013, , Internet Access and CD writers. Introductory Subject guides Reference Section Periodicals and Magazines spanning the whole spectrum of courses provided by the college Videos & DVDs Inter Library loans Newspaper Cuttings File Photocopying Scanning & laminating facilities. Inter-library loans Specialist on-line databases, many of which can be accessed from home or work Individual help to use the resources and much more

9 ICT: Basingstoke College of Technology will promote the growing application of learning technologies to facilitate an array of e-learning and assessment needs and opportunities making effective use of the learning network. Information Technology services have recently been updated across the College and learners have access to the ILT (Information/Learning Technology) which contains more than up-to-date 50 PCs and printers. There is also a technician available for 1-1 support for those who need it. Students on the HND Travel & Tourism Management course will also have access to the HE study room which contains PCs and a quiet area for private study. Support for Learning: Learning support is available for students with learning difficulties and or disabilities. Support is provided by Specialist Tutors and Learning Coaches. We provide support in the classroom and also in separate timetabled sessions. The learning support team will assess all students when they join the college which will ensure they get all the help they need. College Nurse: As well as co-ordinating the First Aid team at college, our nurse is available for medical consultations and is able to give advice on many topics ranging from quit smoking to sexual health. Personal Tutors: All full time students will be part of a tutor group that meets every week. All students will have a personal tutor who will see them regularly on a one to one basis to review progress, monitor attendance and provide support during time at college. Reporting Arrangements: When a student is sponsored by an employer or where a learning provider sponsors training, Basingstoke College of Technology will usually inform them of progress and performance. Peer Mentors: Basingstoke College of Technology Peer Mentors are second year students who have volunteered to introduce and support new students to the college and student life. New students will be introduced to a Peer Mentor in their subject area. Students can choose to meet with the Peer Mentor on a regular basis during the first term and then stay in contact until Easter. Safeguarding: The college is wholly committed to safeguarding students and staff. The college provides a safe learning and working environment, ensuring that staff and students know how to keep themselves safe and that they feel safe. The college shows particular regard to the welfare of young people under the age of 18 and to that of vulnerable adults. Counselling Service: When a student has a problem or is simply in need of someone to talk things through with, they can make an appointment to see one of the counselling team. The service is free of charge and given in strict confidence. STAFF DEVELOPMENT, RESEARCH AND THE PROGRAMME As identified in the Teaching and Assessment strategy, Basingstoke College of Technology ensure that staff are highly qualified, motivated and valued and have the capacity to be fully engaged in the enhancement of the student learning experience. Staff development is maintained by the Staff Development and Review Process and by policies which support the quality of teaching, including the Collaborative Enhancement of Teaching, which includes the Peer Observation of Teaching.

10 The core team will endeavour to maintain and enhance research informed teaching and to add value to teaching through the active engagement of all staff in relevant research and knowledge exchange. The programme is staffed with a team of lecturers committed to the learners and committed to providing and enjoyable and developmental learning experience. The strong work ethic of the course team has ensured that links are developed between practical and academic subjects. Communication and collaboration is used to ensure the smooth operation of the programme, whilst reflection and evaluation at team meetings and an annual away day are used to effect changes to the programme.