HOLLINGS FACULTY DEPARTMENT OF FOOD AND TOURISM … · 2014. 4. 30. · tourism and events...

HOLLINGS FACULTY

DEPARTMENT OF FOOD AND TOURISM MANAGEMENT

IN COLLABORATION WITH

THE INTERNATIONAL HOTEL MANAGEMENT INSTITUTE (IMI)

HOSPITALITY, TOURISM and EVENT MANAGEMENT PROGRAMMES

Honours Degree Programmes

DEFINITIVE DOCUMENT

Date of Review: 7 December 2010 Document last modified: 16 November 2010

PROPOSED DATE OF IMPLEMENTATION: JANUARY 2011

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CONTENTS Page Part One – Programme Specification Programme Specification Part Two – Programme Regulations 1 Admission Regulations 14 1.1 Standard Entry Requirements 14 1.2 Admission with Exemption 14 1.3 Admission with Specific Credit 15 1.4 Accreditation of Prior (Experiential) Learning (AP (E) L) 16 1.5 Relationship with the University Foundation Year 16 2 Curriculum Design and Organisation 17 2.1 Curriculum Design Overview 17 2.2 Relationship to Subject Benchmark Statement(s) 27 2.3 Assessment Criteria for Marking Schemes 50 2.4 Arrangements for Anonymous Marking of Summative Assessments 56 2.5 Arrangements for the Quality Management of Placement Learning 56 2.6 Academic Partnership Activity 59 2.7 Relationship to Professional/Statutory Body Expectations 59 2.8 Flexible and distributed learning (including e-learning) 59 3 Assessment Regulations 59 3.1 MMU Regulatory Framework 59 3.2 Programme-specific regulations 60

4 Programme Management and Student Support 60 4.1 Programme Committee 60 4.2 Board of Examiners 62 4.3 Programme Leader 63 4.4 Other Staff Responsibilities 64 4.5 Student Support Strategy 65 4.6 Student Evaluation 65 4.7 Engagement with Employers 66 Part Three – Curriculum Content Unit Syllabus Proformas 67

Appendix 1 Agreement with Partner Institution

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PART ONE PROGRAMME SPECIFICATION PS/1 0 Brief descriptive Summary The existing 6 named degree programmes are to be extended to include BA (Hons) Hospitality Entrepreneurship and BA (Hons) Restaurant Management. The extension of the suite of programmes will help keep the overall suite of programmes contemporary and help satisfy student market demand. The honours degree programmes in the 6 existing and 2 new pathways will continue to provide students with a critical understanding of the hospitality, tourism, and events industries and equip them with the necessary knowledge, vocational and intellectual skills in these fields to gain employment at a supervisory/managerial level. Basic Programme Details 1 Overarching Programme

Network/Title and Programme specification codes

Department of Food and Tourism Management In collaboration with The International Hotel Management Institute (IMI) Honours Degree Programmes in Hospitality, Tourism and Events Management

2 Final award(s)/title(s)

BA with Honours in: International Hotel Management 3371 International Tourism Management 3372 International Hotel and Tourism Management 3370 International Hotel and Events Management 3348 International Tourism and Events Management 3347 European Culinary Management 3376 Hospitality Entrepreneurship Restaurant Management

3 Combined Honours Subject(s) offered through programme specification together with associated final awards(s) (where relevant)

N/A

4 Interim stage and exit award(s)/title(s)

Foundation Certificate in International Hotel and Tourism Management Cert HE International Hotel and Tourism Management Dip. HE International Hotel Management Dip. HE International Tourism Management Dip. HE International Hotel and Tourism Management Dip. HE International Hotel and Events Management Dip. HE International Tourism and Events Management Dip. HE European Culinary Management

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Dip. HE Hospitality Entrepreneurship Dip. HE Restaurant Management

5 Mode(s) and duration

Full-time, minimum 2.5 years to include one placement

6 FHEQ position of final awards Honours : Level 6 7 Awarding institution The Manchester Metropolitan University 8 Teaching institution(s)

The International Hotel Management Institute (IMI)

9 Relationship with Foundation Year

Level 3 Foundation Year delivered by IMI

Administration Details 10 Home Department/ School/

Institute Department of Food and Tourism Management

11 Home Faculty Hollings Faculty: Food, Clothing and Hospitality Management

12 UCAS code(s) N/A Collaborative Arrangements 13 Approved Collaborative

Partner(s) The International Hotel Management Institute (IMI)

14 Description of type of collaborative provision or academic partnership

MMU validation and award of degree programmes taught at IMI

Approval Status 15 Date/outcome of last MMU

review/approval

Review/validation event 9th October 2009.

16 Next Scheduled Review Date: April 2013 17 PS/1 effective date: January 2011 External References/Relationships 18 QAA Benchmark Statement(s)

Hospitality, Leisure, Sport and Tourism 6.2 Hospitality Use of technical and interpersonal skills and knowledge to propose and evaluate practical and theoretical solutions to complex problems in the core area of hospitality Recognise and value the centrality of the hospitality consumer and meet and respond to their needs

Identify and respond appropriately to the diversity that prevails within the hospitality industry in relation to stakeholders

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Evaluate and apply within the hospitality context appropriate theories and concepts from the generic management area Analyse and evaluate the defining characteristics of hospitality as a phenomenon Analyse and evaluate the business environment and its impact on the hospitality industry 6.5 Tourism The concepts and characteristics of tourism as an area of academic and applied study

The products, structure and interactions in the tourism industry The role of tourism in the communities and environments it affects The nature and characteristics of tourists

19 Date/outcome of last Subject Review

QAA review of overseas collaborative provision in March-May 2006, outcome ‘broad confidence’

20 PSB(s) N/A 21 Date/outcome of last PSB

approval(s) N/A

Programme Information 22 University and Programme Educational Aims

MMU Educational Aims: • to offer opportunities to students who wish to pursue managerial careers in the

hospitality, tourism and events industries; • to provide a supportive and inclusive learning environment which will enable success for

all learners; • to encourage the development of students’ intellectual and imaginative powers, creativity,

independent judgement, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes;

• to establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives, and;

• to provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

Programme Educational Aims: The aims of all honours degree programmes are to: • offer opportunities to students who wish to pursue managerial careers in the hotel,

tourism, event and culinary industries and who are capable of benefitting from the experience;

• assist students to realise their potential by providing an intellectually challenging and appropriately resourced environment;

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• enable students to develop the intellectual, vocational and personal skills relevant to further learning challenges and to management careers in the hospitality, tourism and events industries; and

• produce high-calibre graduates capable of successful management careers in the hospitality, tourism and event industries.

23 Programme Learning Outcomes

MMU Educational Outcomes: Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to: • communicate clearly in speech, writing and other appropriate modes of expression; • argue rationally and draw independent conclusions based on a rigorous, analytical and

critical approach to data, demonstration and argument; • apply what has been learned; and • demonstrate an awareness of the programme of study in a wider context. Programme Learning Outcomes: Graduates of the Honours Degree programmes in Hospitality, Tourism and Events Management will be able to demonstrate: • a critical understanding of the development of knowledge in relation to the international

hospitality, tourism and event industries; • an understanding of the need for both a multi-disciplinary and inter-disciplinary approach

to study, drawing, as appropriate, from production, service, research and professional contexts;

• an understanding of the subject through evaluation of both academic and professional practice;

• knowledge, understanding and critical awareness of the moral, ethical, environmental and legal issues which underpin best practice;

• key transferrable skills and responsibility for their own learning and continuing professional development;

• vocationally relevant management skills and knowledge by exposure to professional practice;

• recognition of the centrality of the hospitality, tourism and event consumers in relation to their needs;

• an ability to respond appropriately to the diversity that prevails within the hospitality, tourism and event industry stakeholders;

• an assessment of development and business opportunities in the hospitality, tourism and events industries in relation to different sectors and countries;

• the critical-thinking skills required to evaluate the strategic issues arising from hospitality, tourism and events management and the operation of these businesses.

Pass Degree Learning Outcomes: Students qualifying for the award of a Pass Degree in the Hospitality, Tourism and Event Management programmes will be able to demonstrate: • an understanding of the development of knowledge in relation to the international hotel,

tourism and event industries; • an understanding of the need for both a multi-disciplinary and inter-disciplinary approach

to study, drawing, as appropriate, from production, service, research and professional contexts;

• an understanding of the subject through both academic and professional reflective practice;

• knowledge, understanding and awareness of the moral, ethical, environmental and legal

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issues which underpin best practice; • key transferrable skills and responsibility for their own learning and continuing

professional development; • vocationally relevant management skills and knowledge by exposure to professional

practice; • recognition of the centrality of the hospitality, tourism and event consumers in relation to

their needs; • an ability to respond appropriately to the diversity that prevails within the hospitality,

tourism and event industry stakeholders; • an awareness of development and business opportunities in the hospitality, tourism and

events industries in relation to different sectors and countries; • basic critical-thinking skills required to evaluate the strategic issues arising from

hospitality, tourism and events management and the operation of these businesses. 24 Interim Award Learning Outcomes

Students who have successfully completed Level 3 (Foundation year) studies will have demonstrated: • basic knowledge, ability and competence in the fundamental aspects of disciplinary

practices, vocabularies, techniques and skills, including codes of safe practice relevant to their chosen career;

• the skills to acquire, sort, order and interpret new information to prepare and assemble basic forms of argumentation;

• the production of assignments demonstrating organization, clarity, coherence and evidential support.

• understanding of the nature of learning strategies; • understanding of the basic skills required for (a) working and learning, both individually

and co-operatively with others, (b) developing sensitivity to the views, feelings and dispositions of people of varied social backgrounds in terms of culture, ethnicity and sexual identity, and (c) communicating personal learning to others, practising these skills in achieving individual and group/team goals.

Students who have successfully completed Level 4 (CertHE) will have demonstrated: • knowledge of the underlying principles associated with hospitality and tourism, and an

ability to interpret these within the context of these areas of study; • an ability to present and interpret qualitative and quantitative data, to develop lines of

argument and make sound judgements in accordance with basic theories and concepts of hospitality and tourism operations;

• an ability to communicate the results of their study and work accurately and reliably, and with structured coherent arguments;

• the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

Students who have successfully completed Level 5 (DipHE) will have demonstrated: • an ability to evaluate the established principles of hospitality, tourism and events

management, and the way in which those principles have developed; • the 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 an employment context;

• knowledge of the main methods of enquiry in hospitality, tourism and events research and an ability to evaluate the appropriateness of different approaches to solving

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problems in the field of study; • an understanding of the limits of their knowledge and how this influences interpretations

based on that knowledge; • an ability to effectively communicate information, arguments, explanations, in a variety of

forms, to specialist and non-specialist audiences and deploy key techniques of the hospitality, tourism and events disciplines effectively.

25 Teaching/Learning and Assessment Strategies

Learning and Teaching Strategy: The objective of the IMI Teaching, Learning and Assessment (TLA) Policy which may be inspected upon application, is to achieve a high degree of directness, clarity and transparency such that a wide understanding among the Schools’ client groups (academic and administrative staff, past, present and future students, employers) of the intent of the strategy may be achieved as a foundation for future revision and development. The process by which students acquire and develop the necessary knowledge, analytical and evaluative skills moves from emphasis on lecturer-led input at levels 3 and 4 towards active and independent student learning at level 6 as students gain confidence and the skill sets to take responsibility for their own learning and development. A balance between individual and group work facilitates the broader development of professional and vocational abilities in relation to team work and communication. The principal methods used to promote and support student learning and the achievement of intended learning outcomes include the following.

(a) A detailed and pro-active approach to teaching and learning focused on staff development For example, IMI employs only full-time staff who possess master’s qualifications: only staff in specialist areas such as culinary arts are exempted from this requirement. All full-time staff must possess a formal qualification in teaching and are encouraged to acquire membership of the UK Higher Education Academy. Staff are made as free as possible from administrative and non-teaching responsibilities to focus entirely on teaching and subject scholarship and the delivery of teaching and support of learning. IMI employs an independent academic advisor to deliver staff seminars twice per year and to consult and give advice on developments in teaching and learning. All IMI academic staff have access to professional development for which a budget is established and reviewed annually. Staff development opportunities relate not only to financial support with formal qualifications but to periods spent in industry placement for appropriate updating and other appropriate activities.

(b) The use of appropriate technologies in classrooms/instruction areas and as a student centred learning network. For example, principal classrooms are equipped with basic multi-media suites. All unit materials are available via the school intranet which is currently being upgraded to an interactive VLE platform. Specialist programmes/media bases are available for use in certain subjects (e.g. accounting and finance; food production; food service; front office management). The School seeks to provide those modern technologies as are appropriate to student learning while conserving those more traditional methods deemed to be effective in promoting a teaching and learning culture.

(c) The provision of appropriate specialist facilities, including a training restaurant and kitchen and an accommodation laboratory.

(d) The provision of career development support. IMI places great emphasis on the provision of quality internships (in-training) and over 65% of students are placed in hotels. The number of international opportunities is actively being increased to reflect the students’ interests and nature of global developments.

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(e) Supporting students in personal development planning through dedicated units (see 27 below).

26 Programme structures, levels, credits, awards and curriculum map

See table 1.1 after point 30 below Level 3: Mandatory Core Units (120 Credits)

BC001 Personal Development Planning I (non-credited) BC002 Accommodation Operations (10) BC003 Business Language and Culture: English Intermediate (20) BC004F/G Business Language and Culture: Introductory French or German (40) HM001A Food and Beverage Service (20) HM001B European Restaurant Operations (10) HM002A Introduction to Beverage Studies (10) TM001 The Global Hospitality and Tourism Industry (10) Level 4: Mandatory Core Units (120 Credits)

BC005 Personal Development Planning II (non-credited) BC006 Front Office Management (20) BC007 Business Language and Culture: English Higher Intermediate (20) BC008 Financial Management I (20) BC010F/G Business Language and Culture: Intermediate French or German (20) HM001B Food Production (20) HM002B Wine and Beverage Studies (10) TM002 The Tourism Industry (10) Level 5: Hotel, Tourism and Events Mandatory Core Units (80 Credits)

BC011 Personal Development Planning III (non-credited) BC012 Enterprise Development Project (EDP) (20) BC013 Human Resource Management (20) BC014 Financial Management II (20) BC015 Services Marketing for Hospitality, Tourism and Events (20) Mandatory Language Elective (20 credits) BC016F/G Business Language and Culture: Advanced French or German (20) OR BC004S Business Language and Culture: Introductory Spanish (20) Mandatory Field Units (20 credits) International Hotel Management HM003 Food and Beverage Facilities Management (10) HM004 Food Costing, Purchasing and Merchandising (10) International Tourism Management TM003 Tourism Impacts (10) TM004 Transport and Tourism (10) International Hotel and Events Management EM004 Events Operations (10) AND EITHER HM003 Food and Beverage Facilities Management (10) OR HM004 Food Costing, Purchasing and Merchandising (10)

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International Tourism and Events Management EM004 Events Operations (10) AND EITHER TM003 Tourism Impacts (10) OR TM004 Transport and Tourism (10) Hospitality Entrepreneurship TM003 Tourism Impacts (10) AND EITHER HM003 Food and Beverage Facilities Management (10) OR HM004 Food Costing, Purchasing and Merchandising (10) Restaurant Management HM003 Food and Beverage Facilities Management (10) AND EITHER HM004 Food Costing, Purchasing and Merchandising (10)OR EM004 Events Operations (10) Level 5: European Culinary Management Mandatory Core Units (100 Credits)

BC011 Personal Development Planning III (non-credited) BC015 Services Marketing for Hospitality, Tourism and Events (20) HM003 Food and Beverage Facilities Management (10) HM004 Food Costing, Purchasing and Merchandising (10) HM005 Western Gastronomic Cookery (40) HM006 International Patisserie (20) Mandatory Language Elective (20 credits) BC016F/G Business Language and Culture: Advanced French or German (20) OR BC004F/G Business Language and Culture: Introductory French, German or Spanish (20) /S Level 6: Hotel, Tourism, Events and European Culinary Management Mandatory Core Units (80 Credits)

BC017 Personal Development Planning IV (10) BC018 Research Methods (10) BC019 Strategic International Marketing Management (20) BC021 Dissertation (40) Mandatory Field Units (40 credits) International Hotel Management BC020 Information and Communication Systems (20) HM008 Food and Beverage Themes and Applications (20) International Tourism Management BC020 Information and Communication Systems (20) TM005 International Tourism Development (20) International Hotel and Tourism Management HM008 Food and Beverage Themes and Applications (20)

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TM005 International Tourism Development (20) International Hotel and Events Management BC020 Information and Communication Systems (20) EM005 MICE Management (20) International Tourism and Events Management TM005 International Tourism Development (20) EM005 MICE Management (20) European Culinary Management HM008 Food and Beverage Themes and Applications (20) HM009 Culinary Systems Management (20) Hospitality Entrepreneurship HM010 Entrepreneurship, Creativity and Innovation (20) HM011 Intercultural New Venture Hospitality Management (20) Restaurant Management HM010 Entrepreneurship, Creativity and Innovation (20) HM008 Food and Beverage Themes and Applications (20) Please refer to Table 1.1 for the programme structure, levels, credits and curriculum map

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27 Personal Development Planning A major plank in the IMI teaching and learning policy is the development, in conformity with UK requirements, of a personal development planning (PDP) system, introduced in 2005. The PDP system is a means of supporting teaching and student learning through a diversity of mechanisms including formal skills training, integration of academic and personal goals, and encouraging the development of reflective practice, independence in learning and the ability to develop the capacity for lifelong learning. At IMI this is achieved through the teaching of explicit PDP units at each level of study. At levels 3-5, the units are non-credited and pass/fail only as a course requirement. At level 6, the PDP skills developed over the past 2 years of study are summatively assessed and graded and carry a credit value of 10. To ensure that the skills developed through PDP are intrinsically linked to all other programme elements, and not seen as an isolated unit, students are encouraged to gather a wide range of evidence from their academic, community and industrial experiences in the compilation of their PDP folders. These folders serve as an on-going record of learning and achievement for both educational and future employment purposes. 28 Placement Learning (In-training) All degree students are required to undertake work based learning for a minimum period of 20 consecutive weeks in order to qualify for their award. Students are encouraged to undertake this placement after completing Levels 3 and 4 when they will have developed a broad range of practical skills applicable to a variety of hospitality roles. 29 Points of reference

Internal: • University Mission and Strategic Aims • Regulations for the Academic Awards of the University • University Regulations for Undergraduate Programmes of Study • University Common Regulatory Framework • Faculty Validation/Review Steering Group report • Faculty Programme Approval/Review/Modification Report • University Learning and Teaching Strategy • University Common Regulatory Framework • Academic Regulations and Procedures Handbook; • Faculty Programme Approval/Review/Modification Report • University Learning and Teaching Strategy • Staff/Student Liaison Committee • IMI Honours Degrees: Definitive Document, April 2007 External • QAA Subject Benchmark statement • QAA National Qualifications Framework • QAA Code of Practice • QAA Collaborative Provision Review report • External examiner reports

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Table 1.1 Programme structures, levels, credits and curriculum map LEVEL 3 Foundation Year in IHTM 20 weeks

LEVEL 4 CertHE in IHTM 20 weeks

LEVEL 5 DipHE, 5 pathways in IHM, ITM, IHTM, IHEM, ITEM, 20 weeks

LEVEL 5 DipHE in ECM 20 weeks

LEVEL 6 BA Hons, 6 pathways in IHM, ITM, IHTM, IHEM, ITEM, ECM, 24 weeks*

BC001: Personal Development Planning I

BC005: Personal Development Planning II

BC011: Personal Development Planning III

BC011: Personal Development Planning III

BC017: Personal Development Planning IV (10)

BC002: Accommodation Operations (10)

BC006: Front Office Management (20)

BC012: Enterprise Development Project (20)

BC018: Research Methods (10)

BC003: Business Language and Culture: English Intermediate (20

BC007: Business Language and Culture: English Higher Intermediate (20)

BC013: Human Resource Management (20)

BC019: Strategic International Marketing Management (20)

BC008: Financial Management I (20)

BC014: Financial Management II (20)

BC015: Services Marketing (20)

BC015: Services Marketing (20)

BC020: Information and Communication Systems (20

BC004F or G: Business Language and Culture: Introductory French or Introductory German (40)

BC010F or G: Business Language and Culture: Intermediate French or Intermediate German (20)

BC016F or G: Business Language and Culture: Advanced French or German (20) OR BC004S Introductory Spanish (20)

BC016F or G: Business Language and Culture: Advanced French or German (20) OR BC004S Introductory Spanish (20)

BC021: Dissertation (40)

HM001A: Food and Beverage Service (20)

HM001B: Food Production (20)

HM003: Food and Beverage Facilities Management (10)

HM003: Food and Beverage Facilities Management (10)

HM008: Food and Beverage Themes and Applications (20)

HM001B: European Restaurant Operations (10)

HM004: Food Costing, Purchase and Merchandising (10)

HM004: Food Costing, Purchase and Merchandising (10)

HM009: Culinary Systems Management (20)

HM002A: Introduction to Beverage Studies (10)

HM002B: Wine and Beverage Studies (10)

HM005: Western Gastronomic Cookery (40)

HM010: Entrepreneurship, Creativity and Innovation (20)

HM005: International Patisserie (20)

HM011: Intercultural New Venture Hospitality Management (20)

TM001: The Global Hospitality and Tourism Industry(10)

TM002: The Tourism Industry (10)

TM003: Tourism Impacts (10)

TM005: International Tourism Development (20) TM004: Transport and

Tourism (10) EM004: Event Operations (10)

EM005: MICE Management (20)

Total learning hours/credits: 1200/120

Total learning hours/credits: 1200/120

Total learning hours/credits: 1200/120.

Total learning hours/credits: 1200/120.

Total learning hours/credits: 800/80 credits + Dissertation400/40

= Field electives

Level 5 Pathways IHM pathway: Food and Beverage Facilities Management and Food Costing, Purchasing and Merchandising IHEM pathway: Either of above and Events Operations ITM pathway: Tourism Impacts and Transport and Tourism ITEM pathway: Either of above and Events Operations IHTM pathway: Either Food and Beverage Facilities Management or Food Costing, Purchasing and Merchandising and either Tourism Impacts or Transport and Tourism ECM pathway: see full list of mandatory units in above table Level 6 Pathways IHM pathway:, Information and Communication Systems and F and B Themes and Applications IHEM pathway: substitute F and B Themes and Applications for MICE Management ITM pathway: International Tourism Development and Information and Communication Systems IHTM pathway:, International Tourism Development and F and B Themes and Applications ITEM pathway: substitute F and B Themes and Applications for MICE Management ECM pathway: Culinary Systems Management and F and B Themes and Applications RM Pathway: F and B Themes and Applications and Entrepreneurship, Creativity and Innovation HEntr Pathway: Entrepreneurship, Creativity and Innovation and Intercultural New Venture Hospitality Management

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PART TWO PROGRAMME REGULATIONS

1: ADMISSION REGULATIONS

i. Admission to the programmes outlined above shall be subject to the principle that IMI, through the Registrar and Programme Leader, has a reasonable expectation that the applicant will be able to fulfil the learning objectives of the programme chosen and achieve the standard required for the award. ii. In dealing with admissions, the Programme Leader/Registrar and other staff involved shall have regard for such policies as the MMU Academic Board and/or IMI’s Academic Dean may determine. iii. When considering an application to the programme, evidence will be sought of personal, professional and educational experience that provides indications of the applicant’s ability to meet the programme aims, namely: the applicant’s personal statement; supporting references, and; qualifications. iv. All applicants must have a sufficient command of the English language to be able to meet the programme requirements.

1.1: Standard Entry Requirements

1.1.1 Entry to Level 3

Students applying for entry to the Foundation Year in International Hotel and Tourism Management must: (a) by the commencement of the course have reached the age of 17 years; (b) possess an appropriate school leaving qualification as defined by the UK UCAS and British Council guidelines; and (c) be able to demonstrate a proficiency in English to IELTS 5/TOEFL 500 or equivalent. On entry, all students are tested on their level of English competence. Those failing to meet the required standard will be required to improve their competence to the standard before commencing the course. English is a compulsory programme element for all students (unless exempt) at levels 3 and 4 and is offered as an additional support at level 5 for those in need. 1.1.2: Entry to Subsequent Years Entry to levels 4, students must possess a recognized minimum qualification equivalent to one year’s foundation study Entry to Level 5 are according to the criteria listed in 1.1.1 above save that students must be at least 18 years of age and in addition to the terms of 1.1.1 (b) and one year’s undergraduate study (for entry to level 5) (see also 1.2 and 1.3 below). English levels For entry to the Level 5 award in European Culinary Management students must possess a recognized cognate qualification, normally a 2 year diploma in culinary subjects or in a related subject (e.g. hotel management) that contains a significant element of culinary subjects. A candidate may register for Level 6 semester of study leading to the Bachelor of Arts with Honours degrees if s/he: (a) has successfully completed IMI’s Level 5 semester of study in International Hotel

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Management, International Tourism Management, International Hotel and Tourism Management, International Hotel and Events Management, International Tourism and Events Management or European Culinary Management. Successful completion in this case means having passed all the units at Level 5 at an average of 48% or greater; or (b) has successfully completed IMI’s Level 5 semester of study in International Hotel Management, International Tourism Management, International Hotel and Tourism Management, International Hotel and Events Management, International Tourism and Events Management, Hotel Entrepreneurship, Restaurant Management or European Culinary Management; or (c) holds a professional qualification which in the opinion of the Programme Leader is deemed to be of the same academic standing as IMI’s Level 5 awards and additionally (d) can demonstrate a TOEFL score of at least 550 or produce equivalent evidence of competence in written and spoken English. 1.1.3 Entry to Combined Honours Subjects Not applicable to these programmes. 1.2: Admission with Exemption At the discretion of the Programme Committee and Programme Leader, an applicant may be admitted with general credit as described in 1.1.2 above providing it is clear that the applicant has fulfilled equivalent assessment and progression requirements and will be able to fulfil the learning outcomes of the programme and attain the standards for the award. At levels 3, 4 and 5 of the programmes, an exemption in one unit may be given in each course upon production of clear and unambiguous evidence that the subjects from which exemption has been sought have been studied to an appropriate, acceptable and equivalent level. If such exemptions are granted, there is no reimbursement of course fees. Each application for exemption will be considered individually on its own merit. No unit exemptions are granted for the final, level 6, semester of the programmes.

1.3: Admission with Specific Credit At the discretion of the Programme Committee, a student may enter the programme if they possess qualifications deemed to be equivalent in standing to the IMI Higher Diploma. This means of entry is judged on a case-by-case basis using established guidelines for the purpose issued by UCAS (http://www.ucas.com/candq/inter/). Admission with specific credit is governed by 1.1.2 and 1.3 above.

As required by MMU details of procedures for admission to the programmes, with specific credit, from IMI partner institutions overseas are in place. These are as follows.

IMI has a number of partner institutes and accepts students from these institutes directly into its programmes. These partner institutions fall into two categories, institutes with whom IMI has transfer agreements, and more integrated arrangements with specific schools. In the case of the former, transfer agreements are established on the basis of UCAS standards for the comparability of qualifications and in practice each application is considered no more favourably than an independent application from a candidate – i.e. each case is considered on its merits.

IMI Kandala is a privately owned School that delivers IMI branded non-degree courses. IMI Kandala students must successfully complete the equivalent of the level 5 programme for transfer to level 6 at IMI Switzerland. Transfer to lower level courses is permitted only in exceptional cases and such applicants would be considered as ‘external’ applicants, i.e. each case would be considered on its merits. In practice, to date, no students from either

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institution has been admitted to a lower level course. In India the entrance requirements for all levels are the same as at IMI Switzerland.

KDU College in Malaysia is also a private sovereign higher education institute which runs IMI courses as part of a wider portfolio of offerings. The minimum standard for entry is as at IMI Switzerland but in practice, because of the requirements of the Malaysian Ministry of Education, entrance standards are slightly higher in terms of the required grades at the A level equivalent school entrance. KDU students can transfer to level 5 or 6 having successfully completed the equivalent prior study at KDU.

In 2007, IMI set up a new form of partner with the Singapore Institute of Management (SIM) whereby students enrolled for a 12 month programme, then 6 months of which is taught at SIM and the second 6 months comprises the lMI-MMU level 6 programmes leading the BA (Hons) awards. Students study a locally adapted, level 5 programme in Singapore to which the same progression rules to the final BA semester apply: ie students must pass all units and attain an average mark of 48% or greater. Students entering the programme possess minimum 2 years undergraduate study in relevant subjects or a 3 year Singaporean diploma in hospitality and/or tourism management. IMI approves all applicants joining the programme in accordance with Singaporean Ministry of Education requirements. ITIS Malta offers a programme of study from levels 3-5, leading to the award of Higher Diploma in International Tourism Management by IMI. After successfully completing level 5 in Malta, students can transfer to the final year (level 6) of the BA degree at IMI.

HTTC Mauritius offers level 3, 4 and 5 courses culminating in an IMI Diploma or Higher Diploma award in International Hotel or Culinary Management. Students may progress to the final, level 6 semester at IMI. However, in reality transfers from HTTC to date have been from level 4 completion in Mauritius to level 5 in IMI only, in the culinary management field. Trisakti Institute of Tourism, Jakarta, is part of the Trisakti University Group and offers the IMI programme from levels 3-5 including one period of industrial training for 6 months. After successful completion of level 5 at Trisakti, students transfer to level 6 of the BA programmes in IMI Switzerland. All the institutions above are subject to IMI quality assurance controls to ensure the academic standards of IMI’s sub-degree programmes are maintained.

1.4: Accreditation of Prior (Experiential) Learning (AP (E) L)

Applicants who do not possess all the necessary formal academic qualifications for entry to a programme may be considered for entry to Levels 4 and 5 if they can demonstrate and evidence that they have experience, motivation and personal qualities for degree level work. Such applicants may be required to undertake a formal assessment prescribed by the Programme Leader. Students entering level 6 of the programmes may do so only with the appropriate formal qualifications as described in 1.1 to 1.3 above. 1.5: Relationship with the University Foundation Year Not applicable.

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2 CURRICULUM DESIGN AND ORGANISATION

2.1 Curriculum Design Overview

The curriculum has arisen from an evolutionary process of experience, reflection and engagement with processes of quality enhancement. Specifically, the 11 years experience IMI has of delivering MMU validated BA (Hons) degrees has led to extensive feedback from students who have undertaken the same and, from industry on the core competencies expected from students undertaking placements and entering the workforce as graduates. The Programme Team has responded to this feedback, in addition to benchmarking other hospitality/tourism management programmes and considering their own scholarly interests and competencies in the revised content of the programmes. The vocational nature of the programmes is now more transparent in levels 3 and 4 where students study a core range of hospitality and tourism relevant subjects, thereby preparing them well for a diverse range of placement opportunities in all areas of hospitality operations at the end of level 4 studies. The curriculum then builds on these more practical competencies by moving the emphasis to managerial skills, requiring greater evidence and application of research, scholarship and reflective practice thus optimising their graduate employability options. The programmes provide students with a solid education in hospitality, tourism and events management at undergraduate level, to achieve managerial positions in the international hotel, tourism, events and culinary industries. The main aims of the programme are to:

• provide students with a broad-based, academically rigorous study of management concepts, theories and techniques as they apply to the international hotel, tourism, events and culinary sectors;

• develop transferable managerial skills for entry level positions in these industries; and equip students with research and problem-solving skills (such as adaptability to people with different cultural backgrounds, capability for teamwork and development of leadership abilities) to enable them to commence an effective career in these industries or, if appropriate, to gain access to further post-graduate study.

The programmes are designed to develop students in terms of:

• the knowledge required for developing successful careers in the international hotel tourism, events and culinary industries;

• encouraging the development of skills in logical thinking; critique; making independent judgements, reflection and cultivating critical self-awareness;

• encouraging acquisition of core skills in comprehending and critically analysing trends and issues related to international hotel, tourism, event and culinary management;

• demonstrating competencies in relation to inter-personal management skills required in a culturally diverse industry;

• displaying independent research skills and scholarship appropriate to the level of study; and

• developing further already acquired skills of effective communication to include the use of appropriate information technology systems.

The programmes lead to an award of a recognized leader in this form of provision. To this end, a number of external points of reference are important. At the subject level, the programmes provider is aware of benchmarking statements for education in hospitality, leisure, sport and tourism endorsed by the UK Quality Assurance Agency for Higher Education (QAAHE, 2008). The structure of the portfolio of courses has reflected several changes in MMU policy, UK Higher Education in general, and IMI’s markets. Notably, in early MMU validation (review) events, levels 3-5 were ‘recognised ‘ with only level 6 of the programme being validated and awarded by MMU. Due to a policy change to no longer ‘recognise’ courses, IMI reviewed

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and revised the entire undergraduate curriculum to be reviewed by MMU. In order to best reflect the level of students and their progression through the semesters, the first level of the programme is now aligned to level 3 (foundation) which is followed by a transparent progression of student cognitive and skill development over the proceeding levels of the programmes. The diversification of degree pathway specialisations at level 6 of the programmes has been revised and approved under major modification three times in the last 4 years to facilitate the development of 3 new degree streams (European Culinary Management, Int. Hotel and Events Management , Int. Tourism and Events Management, ). These changes reflect market trends in hospitality education provision and the emergence of identifiable career opportunities, but also mirrors the diversification of student markets IMI has experienced in the last 5 years: from 21 nationalities to 38. Cultural diversity and inclusivity are thus embedded elements of the learning and teaching environment in both the students themselves and the specialisations they wish to pursue. The addition of the two new pathways, Hospitality Entrepreneurship and Restaurant Management, continues this developmental, reactive and evolutionary process. Both of the new programmes build on existing units at levels 4 & 5 but the development of new units, exclusive to these pathways, helps create the specific identities of both programmes. As with all programmes, the dissertation topics chosen by students, will also be required to reflect the specificity of the pathway.

IMI Honours Degree Submission -Definitive Document

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PROGRAMME MAP: BA (Hons) INTERNATIONAL HOTEL MANAGEMENT

Level 3: 20 weeks Level 4: 20 weeks

In-Training Placement

Min. 20 weeks

Mandatory

Level 5: 20 weeks Level 6: 24 weeks PDP I Non-credited Mandatory Core Unit

PDP II Non-credited Mandatory Core Unit

PDP III Non-credited Mandatory Core Unit

PDP IV 10 Credits Mandatory Core Unit

Accommodation Op’s 10 credits Mandatory Core Unit

Front Office Mngt 20 credits Manadatory Core Unit

Enterprise Dev. Project 20 Credits Mandatory Core Unit

Research Methods 10 Credits Mandatory Core Unit

Bus. Lang. and Culture: English Intermediate 20 credits Mandatory Core Unit

Bus. Lang. and Culture: English Higher Intermediate 20 Credits Mandatory Core Unit

Human Resource Management 20 Credits Mandatory Core Unit

BC019: Strategic International Marketing Mngt 20 Mandatory Core Unit

Bus. Lang. and Culture: Introd. French/German 40 credits Mandatory Core Unit

Financial Management I 20 Credits Mandatory Core Unit

Financial Management II 20 Credits Mandatory Core Unit

Information and Communication Systems 20 Credits Mandatory Field Unit

Food and Beverage Service 20 Credits Mandatory Core Unit

Bus. Language and Culture: Intermed. French/German 20 Credits Mandatory Core Unit

Services Marketing 20 Credits Mandatory Core Unit

Dissertation 40 Mandatory Core Unit

European Restaurant Operations 10 Credits Mandatory Core Unit

Food Production 20 Credits Mandatory Core Unit

Bus. Lang. and Culture: Adv. French or German OR BC004S Introductory Spanish 20 Credits Mandatory Core Unit

Food and Beverage Themes and Applications 20 Credits Mandatory Field Unit

Introduction to Beverage Studies 10 Credits Mandatory Core Unit

Wine and Bev. Studies 10 Credits Mandatory Core Unit

Food and Beverage Facilities Management 10 Credits Mandatory Field Unit

The Global Hospitality and Tourism Industry 10 Credits Mandatory Core Unit

The Tourism Industry 10 Credits Mandatory Core Unit

Food Costing, Purchase and Merchandising 10 Credits Mandatory Field Unit

Total hrs/credits: 1200/120 Total hrs/credits: 1200/120 Total hrs/credits: 1200/120 Total hrs/credits: 1200/120


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PROGRAMME MAP: BA (Hons) INTERNATIONAL HOTEL AND TOURISM MANAGEMENT



Min. 20 weeks

Mandatory


As Above

As Above












TM005: International Tourism Development 20 Credits Mandatory Field Unit

F&B Fac’s Mngt 10 Credits Elective Field Unit OR

Food Cost., Purch. & Merch. 10 Credits Elective Field Unit

Tourism Impacts 10 Credits Elective Field Unit OR

Transport and Tourism 10 Credits Elective Field Unit

Total hrs/credits: 1200/120. Total hrs/credits: 1200/120


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PROGRAMME MAP: BA (Hons) INTERNATIONAL HOTEL AND EVENTS MANAGEMENT



Min. 20 weeks

Mandatory


As Above

As Above









Services Marketing for Hospitality and Tourism 20 Credits Mandatory Core Unit



EM005: MICE Management 20 Credits Mandatory Field Unit

F&B Facilities Mngt 10 Credits Elective Field Unit OR

Food Costing, Pur. and Merch. 10 Credits Elective Field Unit

EM004: Event Operations 10 Credits Mandatory Field Unit

Total hours/credits: 1200/120 Total hours/credits: 1200/120


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PROGRAMME MAP: BA (Hons) INTERNATIONAL TOURISM MANAGEMENT



Min. 20 weeks

Mandatory


As Above

As Above












International Tourism Development 20 Credits Mandatory Field Unit

Tourism Impacts 10 Credits Mandatory Field Unit

Transport and Tourism 10 Credits Mandatory Field Unit

Total hours/credits: 1200/120 Total hrs/credits: 1200/120


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PROGRAMME MAP: BA (Hons) INTERNATIONAL TOURISM AND EVENTS MANAGEMENT



Min. 20 weeks

Mandatory


As Above

As Above










International Tourism Development 20 Credits Mandatory Field Unit


MICE Management 20 Credits Mandatory Field Unit

Tourism Impacts 10 Credits Elective Field Unit OR

Transport and Tourism 10 Credits Elective Field Unit

EM004: Event Operations 10 Credits Mandatory Field Unit

Total hrs/credits: 1200/120 Total hrs/credits: 1200/120


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PROGRAMME MAP: BA (Hons) EUROPEAN CULINARY MANAGEMENT



Min. 20 weeks

Mandatory

Level 5: 20 weeks Level 6: 24 weeks PDP III

Non-credited Mandatory Core Unit






Food and Beverage Facilities Management 10 Credits Mandatory Field Unit


Food Costing, Purchase and Merchandising 10 Credits Mandatory Field Unit


HM005: Western Gastronomic Cookery 40 Credits Mandatory Field Unit

Culinary Systems Management 20 Credits Mandatory Field Unit

HM005: International Patisserie 20 Credits Mandatory Field Unit

Total hours/credits: 1200/120 Total hours/credits: 1200/120


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PROGRAMME MAP: BA (Hons) Restaurant Management



Min. 20 weeks

Mandatory


As Above

As Above










HM008: Food and Beverage Themes and Applications 20 Credits Mandatory Field Unit


HM010: Entrepreneurship, Creativity and Innovation 20 Credits Mandatory Field Unit

HM003:Food and Beverage Facilities Management 10 Credits Elective Field Unit

HM004: Food Costing, Purchasing, and Merchandising 10 Credits Mandatory Field Unit



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PROGRAMME MAP: BA (Hons) Hospitality Entrepreneurship



Min. 20 weeks

Mandatory


As Above

As Above










HM010: Entrepreneurship, Creativity and Innovation 20 Credits Mandatory Field Unit


HM011: Intercultural New Venture Hospitality Management 20 Credits Mandatory Field Unit

HM003:Food and Beverage Facilities Management 10 Credits Elective Field Unit OR

HM004: Food Costing, Pur. and Merch. 10 Credits Elective Field Unit

Tourism Impacts 10 Credits Elective Field Unit


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2.2 Relationship to Subject Benchmark Statements In the broadest terms, IMI aspires to ensure that an environment exists to facilitate student achievement according to ability, learning and effort. In this respect, IMI would expect a range of performance as described in newest edition of the QAA benchmarks identified for the Hospitality, Leisure, Sport and Tourism subject area (2008). As a member of the Hollings Faculty has been part of the editing and writing group, IMI has been able to closely liaise on updates and thus incorporate these into the new programme design, ensuring a match between the programme content and contemporary UK Higher Education provision in this subject area.

The following matrices explicitly demonstrate the relationship between the subject benchmark statements and the revised curriculum.

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HOSPITALITY, EVENTS, TOURISM MANAGEMENT HONOURS DEGREES The portfolio of programmes comprises of core units specifically related to the hospitality industry and field units related to either the hotel, tourism or events sector. Therefore the following benchmarks statements embrace these sectors. MANDATORY CORE UNIT CODES AND TITLES: LEVEL 3: Foundation

UNIT CODE UNIT TITLE BC 001 Personal Development Planning BC 002 Accommodation Operations BC 003 Business Language and Culture: English Intermediate BC 004 F or G Business Language and Culture: Introductory French /German HM 001A Food and Beverage Service HM001B European Restaurant Operations HM 002A Introduction to Beverage Studies TM 001 The Global Hospitality and Tourism Industry LEVEL 4:

UNIT CODE UNIT TITLE BC 005 Personal Development Planning II BC 006 Front Office Management (Theory / Lab) BC 007 Business Language and Culture: English Higher Intermediate BC 008 Financial Management I BC 010 F or G Business Language and Culture: Int French / Int German HM 001 B Food Production HM 002B Wine and Beverage Studies TM 002 The Tourism Industry LEVEL 5:

UNIT CODE UNIT TITLE BC0 11 Personal Development Planning III BC0 12 Enterprise Development Project BC 013 Human resource Management BC 014 Financial Management II BC 015 Services Marketing BC 016F Business Language and Culture: Adv. French / Adv.German BC 004S Introductory Spanish HM003 Food and Beverage Facilities Management HM004 Food costing, Purchase and Merchandising HM005 Western Gastronomic Cookery HM006 European Patisserie LEVEL 6:

UNIT CODE UNIT TITLE BC 017 Personal Development Planning IV BC 018 Research Methods BC 019 International Strategic Marketing Management BC 021 Dissertation

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MANDATORY FIELD UNIT CODES AND TITLES: LEVEL 5:

UNIT CODE UNIT TITLE HM003 ** Food and Beverage Facilities Management (ECM only) HM 004 ** Food costing, Purchase and Merchandising (ECM only) TM 003 Tourism Impacts TM 004 Transport and Tourism EM 004 Events Operations LEVEL 6:

UNIT CODE UNIT TITLE BC 020 Information and Communication Systems HM 008 Food and Beverages Themes and Applications HM 009 Culinary Systems Management HM 010 Entrepreneurship, Creativity and Innovation HM 011 Intercultural New Venture Hospitality Management TM 005 International Tourism Development EM005 MICE Management

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2.3 Assessment Criteria for Marking Schemes

2.3.1 Generic Criteria The following represents the current web source from QAA on generic descriptors. Students who have successfully completed Level 3 studies will have demonstrated: • basic knowledge, ability and competence in the fundamental aspects of disciplinary

practices, vocabularies, techniques and skills, including codes of safe practice relevant to their chosen career;

• the skills to acquire, sort, order and interpret new information to prepare and assemble basic forms of argumentation;

• the production of assignments demonstrating organization, clarity, coherence and evidential support.

• understanding of the nature of learning strategies; • understanding of the basic skills required for (a) working and learning, both individually

and co-operatively with others, (b) developing sensitivity to the views, feelings and dispositions of people of varied social backgrounds in terms of culture, ethnicity and sexual identity, and (c) communicating personal learning to others, practising these skills in achieving individual and group/team goals.

Students who have successfully completed level 4 will have demonstrated:

• knowledge of the underlying concepts and principles associated with their area(s) of study and an ability to interpret these within the context of that area of study;

• an ability to present and interpret qualitatative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts if their subject(s) of study;

• an ability to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments, and;

• the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

Students who have successfully completed Level 5 studies will have demonstrated:

• knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed;

• 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 an employment context;

• knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; and

• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

• an ability to communicate effectively information, arguments, explanations, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques in the discipline effectively;

• undertake further training, develop existing skills, and acquire new competencies that will enable them to assume significant responsibilities within organisations.

Students who have successfully completed Level 6 studies will have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;

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• an ability to deploy accurately established techniques of analysis and enquiry within a discipline;

• conceptual understanding that enables the student: o to devise and sustain arguments, and/or to solve problems, using ideas and

techniques, some of which are at the forefront of a discipline; o to describe and comment upon particular aspects of current research, or

equivalent advanced scholarship, in the discipline; and o to evaluate critically arguments, assumptions and data.

• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline), and;

• the ability needed to undertake a career which involves appropriate further training of a professional or equivalent nature.

Students who are awarded a Pass Degree In keeping with the current MMU Regulations for Undergraduate and Taught Postgraduate Programmes (RUPPS), students who, in the judgement of the Board of Examiners, have failed to demonstrate the Level 6 outcomes of an Honours graduate, but have already demonstrated they possess those attributes associated with Level 5 studies and have achieved a subset of the Level 6 outcomes, will be awarded a Pass Degree. 2.3.2 Programme-Specific Criteria The programme-specific criteria included in this Definitive Document are adopted from an MMU document and in accordance with the University’s marking scheme. Generic Criteria 70% and above • Has an excellent grasp of the key issues, concepts and problems and has expressed

these in terms of a clear aim and a precise description and explanation of all research objectives.

• Presents an imaginative depth of critical analysis, evaluation and understanding of background material and issues. A wide range of source material used. Up-to-date information with its significance clearly understood and demonstrated. Presented in a logical and coherent format.

• Displays a methodological stance, which is imaginative, clearly explained, disciplined and certain to produce data, which are relevant, reliable and valid.

• Produces a set of results, which are accurate and have satisfied the objectives. The results are relevant, reliable and valid. They are analysed and evaluated in a critical and logical manner and display imagination and evidence of independent thought processes.

• Presents a conclusion, which links the analysis and evaluation of the results to the background issues. The attainment of the objectives is explained comprehensively. There is an understanding of how and where the study contributes to the research process and recommendations are made concerning the implications for future research and (where relevant) the utility to practitioners in the field.

• Excellent referencing and use of a wide range of up-to-date research material. Any appendices support main text in a useful and informative manner.

• A clear, cogent, succinct mode of presentation which is interesting to read and not overly complex.

60% - 69% • Identifies and demonstrates an understanding of the key issues and problems which

are expressed in a clear aim and a set of achievable objectives.

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• A systematic explanation of the background issues with a good depth of analysis and critical evaluation. Relevant source material used which is up-to-date. Significance of source material understood and explained.

• Develops a good methodological stance, which is explained clearly and is likely to produce relevant, reliable and valid data.

• Produces a set of results which are accurate, analysed carefully and satisfy the objectives in a competent manner. All are relevant and reliable and most are valid.

• The conclusion links the results to the objectives and background issues in an accurate manner. Recommendations are made for future research and (where relevant) industry practice.

• Good referencing and use of up-to-date material from an accepted range of mainstream books and journals. Appendices used appropriately.

• Good, easy to read presentation. Argument flows logically. 50% - 59% • Identifies the central issue/area of investigation. Aim and objectives are outlined but

are limited and rather superficial. • The main background issues are explained but the analysis and critical evaluation are

superficial. Current relevant source material is used but from a limited range of mainstream sources.

• An adequate but unimaginative methodology which is likely to produce data which, although interesting in part, are not fully explained in terms of reliability and validity.

• Results satisfy most of the objectives but the analysis is superficial and there is little evidence of any critical evaluation.

• The conclusion links the analysis of the results to the background issues and objectives to a degree but the discussion is unimaginative, superficial and limited in its recommendations. Broader issues not considered.

• Adequate referencing but not always up-to-date and from a limited range of source material. Appendices satisfactory.

• Satisfactory presentation although the flow of argument is not always apparent. 40% - 49% • Limited reading is apparent. • There is an aim but the objectives only satisfy this partially. The main issue(s) poorly

explained. Little depth of understanding. • The background issues are poorly explained. Their relevance is often inferred with just

a summary of main sources with little/no critical evaluation. • Little explanation of appropriateness of methodology. Issues investigated in a very

superficial manner with scant evidence of reliability and validity. • Some results are relevant but data are described rather than analysed and evaluated. • Very few conclusions provided. Does not make clear how the results link with the

background issues. Few or inappropriate recommendations made. • Weak, ‘text book’ type referencing. Appendices used to ‘dump’ material which is not

always relevant or explained. • Dull presentation with little/no flow of argument. 39% or less • No evidence of significant reading. • Aims not stated clearly and not really achievable. Objectives absent or inappropriate.

Little/no explanation given of the main issues. • Lacks a grasp of any key issues or concepts. Sources are dull, unimaginative, scant or

plagiarised. Little/no explanation of their relevance. • Methodology inadequate or inappropriate for area of investigation.

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• Results are incoherent, superficial and have limited relevance. No evidence that the student collected the results themselves.

• Conclusion either absent or irrelevant. No explanation of any use to others. No or few references provided. Not always relevant appendices.

• Extremely dull presentation. Untidy and uneven style. Programme specific descriptors proposed for this validation The four broad themes underlying the grading bands are as follows. 1: Understanding and initial response to the requirements of the assessment 70+ The question/issue/problem is clearly understood/defined and there is an

excellent grasp of the majority of relevant concepts, expressed clearly, and appropriately demonstrated.

60-69 The question/issue/problem is clearly understood/defined and there is a very good grasp of numerous relevant concepts, expressed clearly, and appropriately demonstrated.

50-59 The question/issue/problem is not always clearly understood/defined and the grasp of relevant concepts is not demonstrated in great number, clarity, and/or is partial and/or superficial.

40-49 The question/issue/problem is generally not clearly defined and/or understood and there is a failure to identify and grasp all but a small number of relevant concepts which are generally poorly explained and presented in outline and superficial form.

30-39 The question/issue/problem is not defined and/or understood and there is barely any grasp and/or understanding of relevant concepts or such grasp/understanding is entirely absent.

Less than 30

The question/issue/problem is not defined or understood and there is no grasp and/or understanding of relevant concepts.

2. Content: nature of analysis and use of sources and resources 70+ There is a substantial depth of critical and logical analysis, evaluation and

understanding of material and issues, displaying a high level of imagination and systematic evidence of independent thought. A wide range of relevant source material including journals is used and extensive reading is in evidence together with excellent referencing.

60-69 There is a substantial depth of critical and logical analysis, evaluation and understanding of material and issues, displaying some partial imagination and frequent evidence of independent thought. A good range of relevant source material including journals is used and broad reading is in evidence together with excellent referencing.

50-59 There is little substantial depth of critical and logical analysis, evaluation and understanding of material and issues, with very limited evidence of originality or evidence of independent thought. A restricted range of not always relevant source material, typically textbooks, is used and there is little or no evidence of consultation of journals or specialist monographs. Referencing is basic.

40-49 There is an absence of all but rudimentary critical and logical analysis, evaluation and understanding of material and issues with little or no indication of originality or independence of thought There is little evidence of consulting relevant source materials which are absent or simplistically summarized, and there is reliance on too few sources, mainly textbooks. Referencing is limited or not present.

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30-39 There is a complete absence of critical and logical analysis, evaluation and understanding of materials and issues with absolutely no indication of originality or independence of thought. There is scant or no evidence of consulting relevant source materials and where scant, source materials are summarized poorly or inaccurately. Work may be plagiarized. The material used is actively misunderstood and/or explained.

Less than 30

There is a complete absence of critical and logical analysis, evaluation and understanding of materials and issues with absolutely no indication of originality or independence of thought. There is no evidence of use of source materials. Work may be plagiarised.

3. Presentation and structure relative to content 70+ The work is presented in a logical, coherent, cogent and succinct format. The

work is interesting to read and not overly complex. 60-69 There is evidence of at least three of a logical, coherent, cogent and succinct

format. The work is interesting to read and not overly complex. 50-59 There is evidence of at least two of a logical, coherent, cogent and succinct

format. While generally interesting to read, the work may have an uneven flow of argument, and a tendency towards simplicity and/or over-simplification.

40-49 There is limited evidence of a logical, coherent, cogent and succinct format. The work is generally not interesting to read, being prone to regurgitation of received wisdom. The work has an uneven flow of argument (or little/none at all) and is highly simplistic.

30-39 There is little if any evidence of a logical, coherent, cogent and succinct format. The work is generally not interesting to read, being prone to regurgitation of received wisdom or plagiarized. The work has minimal or no meaningful flow of argument and is highly simplistic.

Less than 30

There is no evidence of a logical, coherent, cogent and succinct format. The work is completely uninteresting to read and does not even evidence regurgitation of received wisdom. The work has no meaningful flow.

4. Conclusion, interpretation and overall validation of the response 70+ There is a clear and unambiguous conclusion, which links both the analysis

and evaluation of materials to the question/issue/problem. 60-69 There is a clear and unambiguous conclusion, which links at least one of the

analysis and evaluation of materials to the question/issue/problem. 50-59 Conclusions are simplistic, largely unclear and potentially ambiguous and not

for the most part linking analysis and evaluation of materials to the question/issue/problem.

40-49 Conclusions are absent in all but skeletal form or are simplistic, largely unclear and potentially ambiguous and not for the most part linking analysis and evaluation of materials to the question/issue/problem.

30-39 Conclusions are absent or irrelevant, there is no explanation of any use to others.

Less than 30

Conclusions are entirely absent.

Specific criteria The above themes translate into grading bands as follows, the ordinal indicating the relevant theme above. Marks in excess of 70% (Excellent/Outstanding – pass) 1. The question/issue/problem is clearly understood/defined and there is an excellent

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grasp of the majority of relevant concepts, expressed clearly, and appropriately demonstrated.

2. There is a substantial depth of critical and logical analysis, evaluation and understanding of material and issues, displaying a high level of imagination and systematic evidence of independent thought. A wide range of relevant source material including journals is used and extensive reading is in evidence together with excellent referencing.

3. The work is presented in a logical, coherent, cogent and succinct format. The work is interesting to read and not overly complex.

4. There is a clear and unambiguous conclusion, which links both the analysis and evaluation of materials to the question/issue/problem.

Marks in range 60-69% (Very good – pass) 1. The question/issue/problem is clearly understood/defined and there is a very good

grasp of numerous relevant concepts, expressed clearly, and appropriately demonstrated.

2. There is a substantial depth of critical and logical analysis, evaluation and understanding of material and issues, displaying some partial imagination and frequent evidence of independent thought. A good range of relevant source material including journals is used and broad reading is in evidence together with excellent referencing.

3. There is evidence of at least three of a logical, coherent, cogent and succinct format. The work is interesting to read and not overly complex.

4. There is a clear and unambiguous conclusion, which links at least one of the analysis and evaluation of materials to the question/issue/problem.

Marks in range 50-59% (Good – pass) 1. The question/issue/problem is not always clearly understood/defined and the grasp of

relevant concepts is not demonstrated in great number, clarity, and/or is partial and/or superficial.

2. There is little substantial depth of critical and logical analysis, evaluation and understanding of material and issues, with very limited evidence of originality or evidence of independent thought. A restricted range of not always relevant source material, typically textbooks, is used and there is little or no evidence of consultation of journals or specialist monographs. Referencing is basic.

3. There is evidence of at least two of a logical, coherent, cogent and succinct format. While generally interesting to read, the work may have an uneven flow of argument, and a tendency towards simplicity and/or over-simplification.

4. Conclusions are simplistic, largely unclear and potentially ambiguous and not for the most part linking analysis and evaluation of materials to the question/issue/problem.

Marks in range 40-49% (Threshold achieved – pass) 1. The question/issue/problem is generally not clearly defined and/or understood and

there is a failure to identify and grasp all but a small number of relevant concepts which are generally poorly explained and presented in outline and superficial form.

2. There is an absence of all but rudimentary critical and logical analysis, evaluation and understanding of material and issues with little or no indication of originality or independence of thought There is little evidence of consulting relevant source materials which are absent or simplistically summarized, and there is reliance on too few sources, mainly textbooks. Referencing is limited or not present.

3. There is evidence, but only partial, of a logical, coherent, cogent and succinct format. The work is generally not interesting to read, being prone to regurgitation of received wisdom. The work has an uneven flow of argument (or little/none at all) and is highly simplistic.

4. Conclusions are absent in all but skeletal form or are simplistic, largely unclear and potentially ambiguous and not for the most part linking analysis and evaluation of

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materials to the question/issue/problem. Marks in range 30-39% (Below threshold – fail) 1. The question/issue/problem is not defined and/or understood and there is barely any

grasp and/or understanding of relevant concepts or such grasp/understanding is entirely absent.

2. There is a complete absence of critical and logical analysis, evaluation and understanding of materials and issues with absolutely no indication of originality or independence of thought. There is scant or no evidence of consulting relevant source materials and where scant, source materials are summarized poorly or inaccurately. Work may be plagiarized. The material used is actively misunderstood and/or explained.

3. There is little if any evidence of a logical, coherent, cogent and succinct format. The work is generally not interesting to read, being prone to regurgitation of received wisdom or plagiarized. The work has minimal or no meaningful flow of argument and is highly simplistic.

4. Conclusions are absent or irrelevant; there is no explanation of any use to others. Marks in range less than 30% (Below threshold – fail) 1. The question/issue/problem is not defined or understood and there is no grasp and/or

understanding of relevant concepts. 2. There is a complete absence of critical and logical analysis, evaluation and

understanding of materials and issues with absolutely no indication of originality or independence of thought. There is no evidence of use of source materials. Work may be plagiarised.

3. There is no evidence of a logical, coherent, cogent and succinct format. The work is completely uninteresting to read and does not even evidence regurgitation of received wisdom. The work has no meaningful flow.

4. Conclusions are entirely absent. 2.4: Arrangements for Anonymous Marking of Summative Assessments As defined in the IMI Teaching, Learning and Assessment Policy, and in the keeping with the MMU Policy on Anonymous Marking, all summatively assessed coursework and examinations are required to be anonymously marked at all levels of the programmes. This is communicated to all students in the respective unit handouts, in conjunction with assessment and submission details. All students thus submit written work to be summatively assessed using their student number as an identifier. Final examinations require students to use the IMI answer booklets which again only require students to complete their student number as an identifier. Exceptions to the above exist for oral presentations and dissertations, where the student is clearly known to the assessor. In such cases, the requirement for a second marker negates any likelihood of bias occurring in the allocation of marks. 2.5: Arrangements for the Quality Management of Placement Learning All students undertaking any of the programme pathways must undertake a minimum of one 20 week period of placement learning (in-training). Students are strongly encouraged to undertake this placement after level 4. However, for market and professional development reasons, students may choose to undertake additional placement periods at the end of each academic level. Experience shows that students undertake an average of 2 placement periods as part of their degree programme, thereby increasing their exposure to industry practice and thus, their employability upon completion of their studies.

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2.5.1 Management of the Process IMI employs a dedicated person (Head of In-Training) who is responsible for securing appropriate industry placements in Switzerland and supporting placement engagements abroad, counselling students on preparation and interview techniques, visiting students during their placement and assessing student learning outcomes following completion of their placement. This person works together with industry contacts and other designated members of staff, as appropriate, to ensure all students who wish to undertake a placement, have the means and resources to do so. On completion of the placement, students are required to complete a evaluative report which reflects on their achievement of learning goals, levels of personal engagement, experiences and skill development, and the impact on a potential future career plan. Employers are required to complete a student evaluation proforma which assesses students on:

• Overall Attitude: hygiene/grooming, punctuality, discipline and motivation • Handling of Tasks: understanding, execution, work quality and autonomy • Professional Attitude: with colleagues, customers and management

2.5.2: Learning Outcomes: On completion of a first placement, students should demonstrate • awareness of the professional hospitality environment; • understanding of operational systems of service delivery; • appropriate behaviour in guest relations and customer care; • team spirit, and be able to work as a team member; • an understanding of cross-relations between management, staff and guests; • enhanced professional attitude. On completion of a second placement, students should demonstrate: • ability to adapt quickly to new environments; • autonomy in working as a team member; • initiative within the scope of duties; • capacity to apply skills from past experience, supported by theoretical background; • good relations with guests and colleagues as well as management; and • genuine professional attitude. On completion of a further placement, students should demonstrate • ability to apply theoretical knowledge to the daily operation of the business; • independent and pro-active work with an active contribution to team work and

dynamics; • high flexibility in completing tasks; • reliability and responsibility for achieving given tasks and duties; • pro-active and genuine customer care and guest relations; and • aptitude in cross-cultural and inter-personal relations with personnel and guests 2.5.3 Nature of the Placement

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IMI’s degree programme requirement is that students must undertake a minimum of one placement period of 20-24 weeks in a full-time position, related to their pathway specialisation. In Switzerland this equates to a 42.5 hour working week, but for international placements there may be some local variations. In the past, students have typically undertaken this compulsory placement after the first academic semester. However, it is the intention within the new programme to recommend that students undertake their first placement after level 4 when they have developed more extensive professional, practical and language skills to secure higher quality positions. Additional, voluntary in-trainings are possible after each level of the programme and if selected, are treated and evaluated as for the compulsory placement. In practice, a degree level student undertakes on average 2 placements as part of his/her programme, equating to 50-54 weeks of industrial training. Students may undertake a placement at operational, supervisory or junior management level depending on their past experience and competencies, in any area of the hospitality, tourism and events industries. 2.5.4 Securing the Placement The Head of In-training, and his/her subordinates, provides every assistance to students to ensure that an appropriate placement is secured, based on their experience, skills and language ability. Students maintain responsibility for ensuring they comply with all deadlines for registration for a placement period and the submission of all required documentation to a professional standard. 2.5.5 Monitoring the Quality of Industrial Placement Experience The standard of placements is continuously monitored using the following performance indicators:

• visits to students on placement • student placement evaluation reports • employer evaluations of students • periodic surveys of employers

2.5.6 Student Responsibilities Students must register their intention to undertake a placement at the end of an academic semester by a designated date, indicating their preferred sector and role. Students are then matched against a database of employers and their requirements, and possible candidates’ CVs are submitted to the employer for review. Employers communicate their interest in candidates back to the Head of In-training/In-Training Manager who then arranges an interview for the student. If the student is successful at interview, a contract will be issued and signed, copies of which are maintained by the Institute, student and the employer. Students may also choose to organise their own placement, particularly if wishing to do so outside of Switzerland. In such cases, the students must communicate their intentions to the In-training department and follow protocol in the lodging of the required documentation with the department. Students are responsible for communicating any difficulties they experience during their placement to the Institute in order that satisfactory and timely resolution can be found. They must also ensure all required documentation is completed and submitted to the in-training department by the stated deadlines in order to qualify for their award.

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2.6: Academic Partnership Activity This document specifically relates to the externally validated BA Hons programmes taught solely at IMI. As described in 1.3 above, IMI undertakes various forms of official partnership activity with those institutions listed, in order that students may transfer credit from their home institution to IMI. All academic partnership activities preclude any reference to MMU validation outside of the programmes taught at IMI. 2.7: Relationship to Professional/Statutory Body Expectations There are no professional or statutory body implications for the programme. 2.8: Flexible and Distributed Learning (including e-learning) IMI is in the process of developing its own VLE system to provide online support of units. This is currently facilitated on a local network (intranet) basis. Discussions with MMU regarding IMI student access to Departmental resources via WebCT Vista are on-going. Increasing efforts are being made to integrate web-based resources into teaching activities and as additional learning resources, reflecting the trend in student markets to naturally refer to these sources and communication networks. 3 ASSESSMENT REGULATIONS 3.1 MMU Regulatory Framework Regulations for all levels of the undergraduate programmes will follow precisely those laid out in the current and prevailing edition of Manchester Metropolitan University’s Regulations for Undergraduate Programmes of Study (henceforth RUPS) to which reference should be made, except in the cases noted in Table 3.1 where exemption is requested for local procedures and nomenclature to prevail. Most of these exemptions have been previously approved in all prior review and major modification submissions and have been adapted here to reflect the current Section and labelling system. Table 3.1

All Throughout, for ‘Head of Department’ read ‘Academic Dean’ or his/her nominee’

Awards All awards listed in Section 4 of the PS1 are granted as both interim and exit awards

RUPS E3.4 Replace with ‘Students who in any non-degree stage fail at the first attempt 80 or more credits will be asked to withdraw from the programme of study or repeat the whole stage in its entirety’.

RUPS E3.5 Replace with ‘The first reassessment opportunity for an undergraduate full-time student who has failed one or more Units to the total value of not more than 60 credits in anyone Stage shall be at the next examination diet at the end of the following semester’.

RUPS E4 See 3.2.1 below for requested variations RUPS F1.6 As IMI receives a number of students from its partner schools,

directly into the final, Level 6, semester, Method 2 (F1.6) will therefore prevail for calculating degree classifications.

RUPS G2.1 iv Replace with ‘shall not leave the examination room in the first 30 minutes of the examination or the last 15 minutes …’

RUPS Appendix 8 The Academic Appeals and Disciplinary Committee shall comprise: i The Academic Dean or his/her nominee who shall be

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Chairperson ii A member of academic staff not directly involved in the

teaching or assessment of the student whose case is before the Committee;

iii The Registrar who shall act as Secretary of the Committee; iv A member of administrative staff nominated by the student

whose case is before the Committee; v A maximum of two students nominated by the Student

Representative Council who shall not be from the same course as the student whose case is before the Committee

Programme Committee Composition

Although the Link Tutor has a place on the IMI Programmes Committee it is not always possible to attend these events, due to distance and timings. As a consequence bi-annual meetings were set up whereby senior management from both institutions, together with interested parties, (dependent on the agenda items raised), meet at alternate institutions. One is held each semester in order that matters, which may have arisen from Programmes committees, may be discussed. These generally take place in the Autumn and Spring therefore addressing each cohort, (January - June and July – December).

3.2 Programme Specific Regulations 3.2.1 Student Attendance and Absence See RUPS Section E4. Attendance at lectures, programme meetings and at examinations and other form of assessments for all courses is compulsory. A student is permitted a maximum of unexcused absences from the above of 4 hours for each 24 hours of formal class contact to a maximum of 8 hours for any one unit. A procedure is in place for the procurement of excused absences from class for appropriate reasons. Failure to meet the attendance requirements will result in students being barred from completing the assessments for that unit, in their current semester of study and thus deemed ‘incomplete’. Students are able to complete assessments for such units in the following academic semester in order to progress to the next level of be considered for an award. 3.2.2 Approved Variation or Exemption from MMU Regulations See 3.1 above for requested variations on RUPS. 4 PROGRAMME MANAGEMENT AND STUDENT SUPPORT 4.1 Programme Committee 4.1.1 Membership There shall be a Programme Committee that shall meet at least once per semester and be comprised as follows: • the Academic Dean of IMI or their nominee (in the Chair); • the Programme Leader; • the Head of Department of the School of Food and Tourism Management of

Manchester Metropolitan University (ex officio); • the Dean of the Hollings Faculty of Manchester Metropolitan University (ex officio); • the Link Tutor of Hollings Faculty of Manchester Metropolitan University;

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• the internal examiners, that is all members of the permanent academic staff of the Institute who are unit leaders and/or teach on the programme;

• the members of staff responsible for admissions and examinations where not represented in any of the preceding categories;

• the member of staff responsible for library resources where not represented in any of the preceding categories;

• the member of staff responsible for student ITC provisions, or his/her representative; • the Head of In-Training; • one student representative elected from each level of the programmes; and • such co-opted members as the Board may determine necessary: such members shall

normally be co-opted for specific meetings of the Board. Where routine meetings of the Programme Committee include on their agenda matters relating to individual students and the examination and assessment of students, student representatives shall be excluded from that part of the meeting. 4.1.2 Responsibilities The responsibilities of the Programme Committee are as follows: (a) maintenance and enhancement of the academic standards of the programme; (b) monitoring and evaluation of the programme and in particular evaluating its operation, its

delivery and standard, its teaching methods, its curriculum aims and students’ needs; (c) ensuring the programme operates in accordance with the approved programme scheme; (d) liasing with the MMU ‘Link Person’ for the programme; (e) agreeing recommendations for changes to the programme (content and structure) and on

any matter affecting the operation of the programme; (f) considering and implementing at programme level such policies as may be determined by

IMI and MMU jointly in relation to: programmes, teaching and learning, including curriculum content; assessment and examination of students (in conjunction with the Board of Examiners); programme admission criteria; research, scholarship, and programme related staff development; ensuring academic development of the programme; appointment of internal and external examiners; and advising the Board of Directors of IMI of the resources needed to support the programme;

(g) considering the welfare of students on the programme; and (h) identifying and discussing any other problems or matters associated with the programme. Role of the Link Tutor The following description of the role is taken from the MMU Institutional Code of Practice for Collaborative Provisions (extracted from the Quality Assurance manual). It is based upon recommendations arising from the QAA 2006 Collaborative Provision Audit report, stemming from the event which took place - 20-24 March 2006. By its very nature much collaborative provision entails operations that place the point of delivery of the learning and teaching experiences in a location that is often (very) remote from the host department. It is, therefore, particularly important that the organisational arrangements are such that the external partner has access to a Link Tutor within the University for general advice and guidance. The sponsoring department will appoint a Link Tutor who will maintain a level of contact with the delivery such as to be assured that the quality of the experience being provided for students and the standards achieved in outcomes are acceptable. The duties and responsibilities of the Link Tutor, which should be detailed in the Schedule of the Agreement, will normally include:

• overseeing the maintenance of appropriate academic standards • advising on general programme development • assisting with the interpretation of the University’s quality assurance procedures

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• overseeing the appropriateness of assessment arrangements • attending Examination meetings • completing University conferment lists • assisting with the completion of University monitoring documentation • producing other reports that may from time to time be required by the University.

4.2 The Board of Examiners 4.2.1 Membership

The Board of Examiners shall comprise: • the Academic Dean of IMI or their nominee (in the Chair); • the Programme Leader; • the MMU Link Tutor responsible for co-ordinating with IMI on the delivery of the

programme; • other personnel of MMU as the University should see fit to appoint to the Board; • the internal examiners, that is all members of the permanent academic staff of the

Institute who teach on the programme; • a member of the administrative staff of the Institute who shall be secretary to the Board

and shall be responsible for maintaining detailed and accurate records of the Board’s proceedings in accordance with such requirements as may be laid down for this purpose;

• at least two External Examiners whose appointment shall be subject to the approval of the Manchester Metropolitan University;

• such co-opted members as the Board may determine necessary: such members shall normally be co-opted for specific meetings of the Board, and;

• the Vice-Chancellor, Deputy Vice-Chancellor and Academic Registrar who shall have the right to attend and address any meeting of the Board.

4.2.2 Responsibilities 4 The Board of Examiners shall be responsible to the Academic Board for all the

programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.

5 In exercising its responsibilities, the Board of Examiners has the discretion, subject to

the provision of the regulations of MMU, to reach such a decision in respect of candidate’s assessment(s) and award as it may deem appropriate having regard for the need to ensure that justice is done to individual students and that the standards of the University’s awards are maintained.

4.2.3 Functions The Board’s functions shall include:

5. recommending the conferment of an award upon a student who, in the

judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award;

6. determining the award, including the level of Honours where applicable, to be recommended under (i) above.

7. applying MMU’s examination and assessment regulations to the programme;

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8. considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating ot the programme;

9. consider and approving and assignments or projects which form part of the scheme of assessment;

10. assessing written or oral examinations; 11. assessing any project or coursework which forms part of the scheme of

assessment; 12. receiving and considering any communication relevant to tits functions; 13. reporting matters of policy and significance to the Academic board, and; 14. such other functions as the Academic board shall determine.

4.2.4 Sub-Committees

The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners.

4.2.5 Subsidiary Examination Committees

The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.

4.2.6 Duties of Board Members

• The duties of the Chair of the Board of Examiners shall include convening

meetings, corresponding and communicating with External examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board.

• The duties of the Internal Examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board.

• The role, authority, duties and rights of External Examiners shall be defined in

the regulations on external examiners made by the Academic Board.

4.2.7 Treatment of Extenuating/Mitigating Circumstances Treatment of extenuating/mitigating circumstances follows precisely those procedures laid down in RUPS Appendix 2: Procedure for Students to Disclose to Boards of Examiners Exceptional Factors Affecting Their Performance During Written or Other Forms of Assessment. Any such cases are discussed by the pre-Board who forms a recommendation for the Board of Examiners, thereby ensuring reasonable confidentiality of any circumstances, unless a student expressly permits in written form, full disclosure to the Board. 4.3 Programme Leader The BA programmes as described above shall have a single Programme Leader who will be responsible for the day to day management of the programmes, presently Dr Michael

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Vieregge. The Programme Leader is assisted by other members of staff undertaking such administrative duties as allocated by the Academic Dean, also shown in 4.3 below. The Programme Leader is responsible to the Academic Dean and in particular is responsible for: (a) overseeing the student induction programme, including the preparation and distribution

of programme regulations and other programme material; (b) implementation of instruction by the Director on staff/student consultation; (c) the regular review of student attendance and progress, and the presentation of reports

on such matters to the Programme Committee, (d) ensuring that student assignments are scheduled in such a manner as to ensure that

the workload is as evenly spread as possible; (e) confirmation, in collaboration with the site manager, of the examinations timetables; (f) interviewing unsuccessful students and communicating to them the Board of

Examiners decisions about their performance and progress; and (g) preparation of information required by the Academic Dean or the Board of Directors of

the Institute or the Manchester Metropolitan University. 4.4 Other Staff Responsibilities As might be expected, the Institute has mechanisms in place for the professional organization-wide administration of academic and related functions. All these staff are responsible to the Managing Director for the discharge of their responsibilities. A summary of the key academic/administrative responsibilities as they relate to the programmes here is as follows. A complete organization chart for IMI is presented as Annex 4.

Title Main responsibilities Academic Dean Academic and administrative

leadership, teaching and learning, quality assurance.

Head of Learning and Teaching Programme Leader BA; student discipline

Director of Operations and HRM PDP; co-chairing the Student Representative Council; Library, Equipment operational and non-academic administrative matters

Executive Assistant Preparation of student transcripts and award certificates; timetabling; administrative support to Academic Dean and Director of Op’s and HRM

Registrar Admissions, permits, student records Responsible with the Executive Assistant for all matters relating to examinations, assessment, admissions, student references.

Senior Lecturer Examinations Officer, induction programme and activities; graduation organisation; academic equipment

Head of Career Services Assisting alumni and prospective graduates find professional positions.

Student Counsellor and Events Line management responsibility

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for student counselling and pastoral care; extra-curricular activities and student events

Head of Internship Services Overall co-ordination and evaluation of student work placements

Student Accounts Manager Student financial matters Head of Housekeeping All accommodation and

maintenance matters, operational co-ordination of School Library

4.5 Student Support Strategy A variety of mechanical and cultural policies and procedures are in place to support students throughout the programme. These include the following. (a) All students on entry to any level are given a formal induction to the policies and

procedures of the institute; a library tour; and introduction to the computing facilities of the School; and clear guidelines on staff responsibilities, including those of the Student Counsellor, and the School’s Head of IT who provides technical support in information technology.

(b) All students on entry to any given level are provided with an Institute written guide to core academic skills. At each level, formal seminars and lectures as part of an extended induction are given to support the material contained therein.

(c) Within the School there is a Professional Attitude model and system which complements the PDP components and encourages students to comply to explicit codes of dress and conduct in their daily educational programme.

(d) There is a programme leader for all undergraduate programmes who is the first point of contact for academic issues. Together with academic colleagues, the Programme Leader monitors attendance and academic performance and initiates academic counselling where appropriate.

(e) Student feedback is facilitated by the use of unit review forms; School review forms (for non-academic matters) and a formally elected Student Representative Council which meets on average every three weeks. The minutes of the Student Representative Council are circulated publicly and academic matters referred to the existing Programme Committee which deals with the School’s undergraduate programmes.

4.6 Student Evaluation Student feedback on the individual units and their overall experiences at each level of the programme is vital to the continued development and quality assurance of the programmes. Several processes exist to elicit such feedback, both on an informal and more mechanistic basis. On an informal level, due to the small size and residential nature of the Institute, staff have regular and close contact with students across all programs. In respect of the latter, students anonymously complete a Unit Review Form for each unit studied at the end of each semester which is distributed by the lecturer and submitted to the Academic Dean. Unit Leaders are required to refer to and reflect on, this feedback in the end of semester Unit Evaluation Reports. Visiting faculty and industry speakers are evaluated by students using a similar form to ensure that external input is in keeping with the overall programme aims and quality. Regular Student Representative Council Meetings are held between students and senior staff as a forum to raise any academic or operational issues and proposals. An online ‘Marketing’

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survey also is completed during the semester by all students to facilitate feedback on the operations, facilities and resources of the Institute. The results of these meetings (minuted) and formal evaluations surveys are then fed into the Institute’s yearly and strategic plans. 4.7 Engagement with Employers As an institute offering a range of vocationally relevant and desirable degree programmes, positive links with international employers, reflecting the geographic career goals of graduates, is vital. This not only provides a regular source of industry presenters and recruiters, but also offers another source of important feedback on the vocational relevance of academic and professional skill sets developed by students during the programme. IMI targets 10 international companies to present to final year students per year. Appendix Agreement(s) with Partner Institution(s) Electronic version for insertion awaited from MMU

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PART THREE CURRICULUM CONTENT: Unit Syllabus Proformas

LEVEL 3: Foundation BC 001 Personal Development Planning BC 002 Accommodation Operations BC 003 Business Language and Culture: English Intermediate BC 004F Business Language and Culture: Introductory French BC004G Business Language and Culture: Introductory German HM 001A Food and Beverage Service HM001B European Restaurant Operations HM 002A Introduction to Beverage Studies TM 001 The Global Hospitality and Tourism Industry LEVEL 4: BC 005 Personal Development Planning II BC 006 Front Office Management (Theory / Lab) BC 007 Business Language and Culture: English Higher Intermediate BC 008 Financial Management for Hospitality and Tourism 1 BC 010F Business Language and Culture: Intermediate French BC 010G Business Language and Culture: Intermediate German HM 001C Food Production HM 002B Wine and Beverage Studies TM 002 The Tourism Industry LEVEL 5: BC0 11 Personal Development Planning III BC0 12 Enterprise Development Project BC 013 HRM for Hospitality and Tourism BC 014 Financial Management for Hospitality and Tourism II BC 015 Services Marketing for Hospitality and Tourism BC 016F Business Language and Culture: Advanced French BC 016G Business Language and Culture: Advanced German BC 004S Introductory Spanish HM003 Food and Beverage Facilities Management HM004 Food costing, Purchase and Merchandising HM005 Western Gastronomic Cookery HM006 European Patisserie TM 003 Tourism Impacts TM 004 Transport and Tourism EM 004 Events Operations LEVEL 6: BC 017 Personal Development Planning 1V BC 018 Research Methods BC 019 International Strategic Marketing Management BC 020 Information and Communication Systems BC 021 Dissertation HM 008 Food and Beverages Themes and Applications HM 009 Culinary Systems Management HM010 Entrepreneurship, Creativity and Innovation HM011 Intercultural New Venture Hospitality Management TM 005 International Tourism Development EM005 MICE Management

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1 UNIT TITLE Personal Development Planning I

2 BRIEF SUMMARY In this Unit, transferable Personal Development Planning skills necessary to underpin the attainment of knowledge, ability, competence and the attainment of specified personal outcomes are developed.

3 UNIT CODE NUMBER BC001

4 HOME PROGRAMME BA (Honours) in: International Hotel Management; International Hotel and Tourism Management; International Tourism Management; International Hotel and Event Management; International Tourism and Event Management, and; European Culinary Management at the International Hotel Management Institute, Switzerland

5 HOME DEPARTMENT IMI

6 SUBJECT AREA HLST

7 UNIT LEADER(S) Carrie Ann Bruehlmann

8 CREDIT VALUE None CREDITS AT LEVEL: 3

9 TOTAL AMOUNT OF STUDENT LEARNING

100

10 UNIT STATUS Mandatory Core

11 PRE-REQUISITES N/A

12 CO-REQUISITES N/A

13 UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students should gain an understanding, knowledge and awareness of: (a) becoming more effective, independent and confident self-

directed learners with a focus on deep learning; (b) understanding how they are learning and relate their learning to

a wider context; (c) improving their general skills for study and career management; (d) articulating their personal goals and evaluate progress towards

their achievement; and (e) encouraging a positive attitude to learning throughout life.

14 CURRICULUM OUTLINE The primary objective for personal development planning is to improve the capacity of individuals to understand what and how they are learning and to review, plan and take responsibility for their own learning. The nature of learning and learning styles; identifying appropriate personal learning styles; basic academic skills (avoiding plagiarism; communication, including body language; examination planning; note taking; writing essays and reports; referencing academic work; preparing a CV; listening skills; presentation skills); social, communication and life skills (body language; courtesies; cultural awareness; employment and in-training skills; employment and in-training skills; etiquette – dress codes, appearance and grooming; etiquette, visitors and official visits; interviewing and being interviewed, listening, personal space management), analytic, planning and reflective skills (action planning, clarifying expectations, goal setting, reflection, reflection and reflective reports; self-awareness and time management.

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15 LEARNING & TEACHING ACTIVITIES

The course will be taught through a combination of formal lectures, exercises, role-plays, pair and group work, authentic material and informal activities (including case studies and vignettes).

16 ASSESSMENT STRATEGIES

This unit is a course requirement and does not contribute to the credits available for the course. Assessment is essentially formative in nature and will involve the maintenance of a learning journal that will be developed over the course of a semester.

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. Moreover, the assessment criteria for this unit will focus upon students’ ability to cover the unit learning outcomes in terms of the development of reflective practice through the learning journal (learning outcomes a, b, c, d and e). Students will be issued a set of guidelines to steer them through this process. The assessment is marked on pass/fail basis.

18 INDICATIVE STUDENT LEARNING RESOURCES

Core text Cottrell, S (2008) The Study Skills Handbook, London: Palgrave, 2nd

Ed Key texts Cliff Atkinson (2008) Beyond the Bullet Points: Using Microsoft®

Office PowerPoint® 2007 to Create Presentations That Inform, Motivate, and Inspire, Microsoft Press Beebe S. (2007) Interpersonal Communication: Relating to Others (MyCommunicationLab Series), Allyn & Bacon, 5th Ed

Knapp, M and Vangelisti, A (2008) Interpersonal Communication and Human Relationships (6th Edition), Allyn & Bacon

IMI (current edition) Student Handbook Rules and Procedures IMI (current edition) A Basic Guide to Core Academic Skills Miller, K (2008) Organizational Communication: Approaches and

Processes, Wadsworth Publishing Garr Renolds (2008) Presentation Zen: Simple Ideas on Presentation Design and Delivery (Voices That Matter), New Riders Press Rothwell, J D (2006) In Mixed Company: Communicating in Small

Groups and Teams, Wadsworth Publishing Stott, R; Young, T and Bryan, C (2001) Speaking Your Mind: Oral

Presentation and Seminar Skills, Harlow: Longman Key journals International Journal of Hospitality Management Web sites http://www.ltsn.ac.uk/home.asp (UK Learning and Teaching Support Network) http://search.ebscohost.com User ID and Password advertised on a semester basis http://www.palgrave.com/skills4study/index.asp www.wetpaint.com (wiki page)

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL

21 DATE OF MOST RECENT CONSIDERATION:

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1 UNIT TITLE Accommodation Operations

2 BRIEF SUMMARY This unit introduces the students to the practical side of accommodation operations, covering basic topics and issues of relevance to their professional development.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Arnaud Frapin-Beaugé

8 CREDIT VALUE 10 CREDITS AT LEVEL: 3


100





On successful completion of this unit students will have attained or demonstrated: a) an insight into the organisation and scope of responsibilities

of the housekeeping department b) an understanding of grading and classification schemes; c) the ability to understand and develop modern

accommodation systems and procedures; d) knowledge of key practical issues such as safety/security and

hygiene; and e) a practical insight into cleaning and material care.

14 CURRICULUM OUTLINE

The lecture programme covers topics relating to departments concerned with the provision of accommodation for guests. These are developed into an operations framework which includes procedures and systems as well as facilities design. These concepts are illustrated through the media of concrete and abstract accommodation services including the design and implementation of housekeeping procedures; effective cleaning systems; environmental management and protection (energy management, reduce, reuse & recycle, ‘green’ systems); aesthetic and sensual elements of the building; safety and security.


The course will be taught through a combination of formal lectures, handouts, practical sessions and case studies.


The assessment for this unit will be designed to ensure and control student learning and development and will be 100% coursework. It will comprise one piece of coursework (40%) assessing learning outcomes a, b, c and d and one practical exercise (60%) to assess outcomes a, d and e.

17 ASSESSMENT CRITERIA FOR

The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures

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UNIT/ELEMENTS OF ASSESSMENT

associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria for this unit will focus on 1. the ability to develop an understanding of aspects of rooms division operations both theoretically and practically. 2. developing awareness of procedures relating to all tasks as carried out in accommodation operations 3. developing knowledge of hotel classification and relating this to service provision requirements.


Key texts Ball, S; Jones, P; Kirk, D and Lockwood, A (2003) Hospitality

Operations: A Systems Approach, Continuum, London Casado, M A (2000) Housekeeping Management, John Wiley and

Sons Nitschke, A A and Frye, W D (2008) Managing Housekeeping,

Revised Third Edition, American Hotel & Lodging Association, Educational Institute.

Ransley, J and Ingram, H (2004) Developing Hospitality Properties and Facilities, Oxford: Butterworth-Heinemann, 2nd Ed

Slack, N; Chambers, S; Harland, C; Harrison, D; and Johnson, R (1998) Operations Management, London: Pitman, 2nd Edition

Verginis, C S and Wood, R C (Ed) (1999) Accommodation Management: Perspectives for the International Hotel Industry, London: Thomson Learning.

Key journals Sleeper Hospitality Review International Journal of Hospitality Management Journal of Retail Property The Service Industries Journal Tourism and Hospitality Planning and Development


20 DATE OF APPROVAL


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1 UNIT TITLE Business Language and Culture: English Intermediate

2 BRIEF SUMMARY This course aims to improve students’ grammar, reading, writing, vocabulary, listening and speaking skills, all of which is based on hospitality and tourism themes.




6 SUBJECT AREA HLST



9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

200

10 UNIT STATUS MANDATORY CORE




On successful completion of this unit students will have attained or demonstrated the ability to: a) experiment with the production of language which they have

never met before b) record lexis systematically so they will be able to retrieve it

successfully later; c) use a more accurate and wider range of vocabulary and

grammar structures when communicating in various situations d) effectively produce and respond to formal letters and reports

including paragraphs with a clear and properly-stated thesis e) communicate effectively and at length in a variety of

situations including a presentation and increase mastery of learned articulation.


The language focus in this unit will include referring to the future, countable and non-count nouns, reporting verbs, verb and noun collocations, two part verbs, word boundaries, infinitive or gerund, prefixes, adjectives, constrictive stress, order of adjectives, collations with and, stress in compound adjectives, conjunctions, formal and informal language, conditionals, and relative clauses. Speech work will mainly focus on word stress and intonation in tag questions. Vocabulary will consist of formal and informal language, British/American usage, phrasal verbs used in phone calls, and general tourism lexis.


The course will be taught through a combination of formal lectures, exercises, role-plays, pair and group work, authentic material, informal activities, various textbooks, online class blogs and several websites .

16 ASSESSMENT Assessment will be by Examination (60%) assessing learning outcomes 1,2 and 3. Coursework will consist of a writing task (10%)

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STRATEGIES assessing learning outcomes a, c and d. and a short presentation (25%) assessing outcomes a, c, and e. The overall course is about English from a holistic approach, involving a lot of communication, using the richness of the language acquired. Therefore, students will be evaluated on how they exhibit confidence in formal and informal discussions in congruence with active listening throughout the semester (5% of the total mark).


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters, reports, and online blogs.


Key texts Jacob, M and Strutt, P (2003) English for International Tourism,

Chelmsford: Pearson Education Limited Betty Schrampfer Azar (2004) Understanding and Using English

Grammar the International Version: Pearson Education Limited Other texts Dale, P and Wolf, J C (2000) Speech Communication Made Simple

A Multicultural Perspective: Addison Wesley Longman, Inc. Johnson , C and Barrall, I (2006) Intelligent Business Upper

Intermediate: Pearson Education Limited Hancock, M (1995) Pronunciation Games, Cambridge: Cambridge University Press Murphy, R (2004) English Grammar in Use 3rd edition, Cambridge: Cambridge University Press Pohl, A (2002) Test Your Professional English, Hotel and Catering, Essex: Pearson Education Ltd Vince, Michael (2003) First Certificate Language Practice, Macmillian Vince, Michael (2003) Advanced Language Practice, Macmillian Watcyn Jones, P and Allsop, J (2000) Test Your Prepositions, Essex: Pearson Education Ltd Wood, N (2003) Tourism and Catering, Oxford: Oxford University Press Websites www.cambridgeesol.org www.economist.com/ www.englishenglish.com/englishtest.htm www.englishpage.com www.financialtimes.net/ www.lang.ox.ac.uk/tests/english_placement.html www.reward-net.co.uk/placement.htm www.ted.com/index.php www.testden.com/scripts/toeic/intro.asp www.transparent.com/tlquiz/proftest/english/tlengtest.htm www.visual.merriam-webster.com www.wetpaint.com (class blogs) www.world-english.org/test.htm www.youtube.com/

74


Summative presentation and essay examinations may be cross-linked with other subjects to lighten the student load. For example, students’ English may be marked in essays or presentations from other classes.

20 DATE OF APPROVAL


75

1 UNIT TITLE Business Language and Culture II: Introductory French

2 BRIEF SUMMARY This course focuses on French language skills including grammar, vocabulary, reading, writing, and speaking, all of which are based on hospitality and tourism themes.

3 UNIT CODE NUMBER BC004F



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Annelise Roth



400

10 UNIT STATUS CORE OPTION




On successful completion of this unit students will have attained or demonstrated: a) engagement in basic conversation about everyday topics; b) relevant hospitality and tourism vocabulary in communicating

with guests and others; c) an ability to answer questions about tourism related matters; d) an ability to write simple sentences with the use of verbs, nouns,

some adjectives and prepositions; e) the ability to write and understand sentences in the present,

past, and future tense along with question formats.

14 CURRICULUM OUTLINE The unit’s language focus is on the French alphabet, pronunciation, articles, verb tenses, basic vocabulary, adjectives, personal pronouns, possessives, demonstratives, comparatives and superlatives. Dialogues with guests, introductions, expressing likes and dislikes, basic in-training applications and interviews, numbers, prices, signs, days, months, seasons, dates and time, places, professional vocabulary, menu cards, role-plays, order taking and recommending food.


The course will be taught through a combination of formal lectures, exercises, role-plays, pair and group work, authentic material, informal activities, various textbooks and web-based resources.


This will be by 2 written and 2 oral progress tests (40%) addressing the continuing progression of students achievement of learning outcomes a, b, c and; and examination (60%), consisting of 15 minutes of oral test (30%) and a written examination (30%) to assess learning outcomes c, d, and e.

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In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters.


Key Texts: Beckett, G (2006) Leisure and Tourism, Heinemann,

Pearson Education, UK Le Fichier (2008) Grammaire Communication, CLE

International Kurbegov, E (2007) French Grammar Drills, McGraw-Hill Monnerie, A (1991) Bienvenue en France: Tome Hatier/

Didier, Paris Coffman Crocker M E(1999) French Grammar, French Editor

and Consultant: Toronto Grégoire, M and Thiévenaz, O (1991) Grammaire

Progressive du Français, CLE Paris Web Sites: http://www.realfrench.net/beta/ http://www.bbc.co.uk/languages/french/ http://www.columbia.edu/~ab410/drills.html http://french.about.com/ http://www.200words-a-day.com/


20 DATE OF APPROVAL


77

1 UNIT TITLE Business Language and Culture II: Introductory German

2 BRIEF SUMMARY This course aims to improve students’ grammar, reading, writing, vocabulary, listening and speaking skills, all of which are based on hospitality and tourism themes to prepare the students for an in-training in the German speaking part of Switzerland.

3 UNIT CODE NUMBER BC004G



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Andrea Hüttmann, Daniela Knecht, Monika Holzer



400

10 UNIT STATUS Core Option

11 PRE-REQUISITES NA

12 CO-REQUISITES NA


On successful completion of this unit students will have attained or demonstrated the ability to:

a) engage in basic conversation about everyday topics b) use relevant hospitality and tourism vocabulary in

communicating with guests and others c) answer questions about tourism related matters d) write simple sentences with using verbs, nouns some

adjectives and prepositions, e) write and understand sentences and questions in the

present, past and future tense. Attained level: on the way to A1 of the European Language Descriptors.

14 CURRICULUM OUTLINE Pronunciation and alphabet, regular and irregular verbs and their conjunction in the present tense, modal verbs, articles, prepositions, adjectives, nouns singular and plural, numbers and prices, days, months, seasons, dates, time, places, professional vocabulary, menu and beverage lists for Swiss food and drinks, order taking and recommending food in a restaurant, reserving a room and check in a hotel. Swiss cultural background and etiquette.


This course will be taught through a combination of lectures, handouts, role plays, reading of authentic materials and listening activities. An excursion to Lucerne is held to experience the cultural Swiss environment. There are 96 contact hours with the teaching staff. The students are expected to do 2-3 hours of homework per week between classes consisting of written exercises to train grammar and writing skills. They are also encouraged to speak German as much as possible outside of the classroom to their friends and school staff to train their speaking skills. German theme

78

lunches are held to provide practical experience. Electronic materials for speaking, listening, writing and games are available.


This will be by 2 written and 2 oral progress tests (40%) addressing the continuing progression of students achievement of learning outcomes a, b, and c, and; and examination (60%), consisting of 15 minutes of oral test (30%) and a written examination (30%) to assess learning outcomes c, d, and e.


The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters.


Key texts Maurer M. (2001) Deutsch in der Schweiz Kursbuch, Zug:Klett und Balmer Verlag Maurer M. (2001) Deutsch in der Schweiz Arbeitsbuch, Zug: Klett und Balmer dazu CDs und Kassetten Aufderstrasse H. (1997) Themen neu 1 Kursbuch 1, D-Max Hueber Verlag Bock H. (1997) Themen neu 1 Arbeitsbuch 1, D-Max Hueber Verlag dazu CDs und Kassetten Cohen U. Zimmer frei Lehrbuch, Langenscheidt Grandi N. Zimmer frei Arbeitsbuch, Langenscheidt dazu CDs und Kassetten Reimann, M (2003) Essential Grammar, Ismaning: Hueber Verlag


20 DATE OF APPROVAL


79

1 UNIT TITLE Introduction to Food Service

2 BRIEF SUMMARY Introduction to the various styles and skills required for the service of food in a Fine Dining environment

3 UNIT CODE NUMBER HMOO1 A



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr. Michael Hyvärinen



200

10 UNIT STATUS MANDATORY CORE (compulsory for all students)


12 CO-REQUISITES HM001B


On successful completion of this unit students will have attained or demonstrated: (a) an understanding and competent performance in food and

beverage practical skills in operational working environments; (b) a professional service attitude and a basic knowledge in all

related food and beverage aspects and issues; (c) an understanding of operational management in the food and

beverage department (d) a greater knowledge in all aspects of food and beverage

hygiene related aspects and issues (e) a broad understanding of all practical linked aspects in a

service environment

14 CURRICULUM OUTLINE This intensive unit is spilt into two main areas: (i) competence based practical skills in a working restaurant environment. Students are introduced to basic technical service skills, styles, equipment and procedures, table set up and the service sequence, reservations, practical service of beverages, billing using a POS system, specialized forms of service, menu issues and (ii) customer behaviour and the meal experience. This module aims to deliver knowledge of the food and beverage industry highlighting its importance within the hospitality sector.


The course will be taught through a number of practical sessions in an operational restaurant environment, ‘on the job training’ practical demonstrations, and handouts. The students will be in direct contact with the Lecturer at all time during class hours when working in the Restaurant.


In this unit, three assessment instruments shall normally be employed comprising: two observation assessments of practical skills in the restaurant environment that is benchmarked against a series of pre-set criteria, addressing the learning outcomes (a), (b), (c), and (e) and; finally one Micros test (individual) addressing the learning outcomes (a), (b), and (d)

80


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. Specific assessment criteria include appraisal of students’ ability to apply concepts drawn form marketing, business plans, consumer behaviour and operations management to the successful interaction with customers and delivery of ordered menus to set specifications. These will be mediated by a variety of formative assessments throughout the course.


Key texts Cousins, J and Durkan, A (2000) The Students Guide to

Food and Drink, Hong Kong: Hodder and Stoughton Cousins, J, Foskett, D and Gillespie, C (2002) Food and Beverage

Management, Hemel-Hempstead: Prentice-Hall Lillicrap, D, Cousins, J and Smith, R (2006) Food and

Beverage Service, London: Hodder and Stoughton, 7th Ed Key journals About-drinks Caterer and Hotelkeeper. Gastrofacts Le Cave Journal The Restaurant Magazine


20 DATE OF APPROVAL


81

1 UNIT TITLE European Restaurant Operations

2 BRIEF SUMMARY A theoretical introduction to the service of food and beverage in a European “Fine Dining” environment

3 UNIT CODE NUMBER HMOO1 B

4 HOME PROGRAMME BA (Honours) in; International Hotel Management; International Hotel and Tourism Management; International Tourism Management; International Hotel and Event Management; International Tourism and Event Management, and; European Culinary Management at the International Hotel Management Institute, Switzerland


6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr. Michael Hyvärinen



100



12 CO-REQUISITES HM001A


On successful completion of this unit students will have attained or demonstrated: (a) theoretical knowledge of food and beverage operations in

order to fulfill various tasks within a working environment; (b) the ability to develop a professional service attitude and

obtain a basic knowledge in all related food and beverage aspects and issues;

(c) a basic understanding of operational management in the food and beverage department

(d) a greater knowledge in all aspects of food and beverage hygiene related aspects and issues and acquired a broader understanding of all theoretical linked aspects in a service environment

14 CURRICULUM OUTLINE This unit is spilt into three main theoretical areas: (i) basic introduction to the standard operating procedures in a restaurant environment, in other words the basic F&B organizational structures, attributes of service personnel, job descriptors and hygiene & safety in a Food Service environment. In (ii) the course will look at basic beverage service theory (introduction to wines and various Swiss beverages) menu designs, layouts and language and (iii) an in-depth introduction to the use of POS system in the industry. This module aims to deliver knowledge of the food and beverage industry highlighting its importance within the hospitality sector.


The course will be taught through a combination of theory sessions in an operational restaurant environment, various “mise-en.scène” demonstrations, lectures and handouts. Due to the nature of the course the students will be in direct contact with the Lecturer at all times during class hours for HM001A.


In this unit, 1 formative leading to 1 summative assessment shall normally be employed.

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Students will be required to research a local food and beverage outlet using direct observation and experience in groups. The groups will then collectively report their findings to the unit leader for feedback and then construct an individual project addressing learning outcomes (a), (b), (c), (d) and (e).


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. Specific assessment criteria include appraisal of students’ ability to apply concepts drawn form marketing, business plans, consumer behaviour and operations management to the design and application of food and beverage concepts. These will be mediated by a variety of formative and summative assessments as described in the preceding section.


Key texts Clayton, N (2007) A Butler’s Guide to Table Manners,

London, National Trust Cousins, J and Durkan, A (2000) The Students Guide to

Food and Drink, Hong Kong: Hodder and Stoughton Cousins, J, Foskett, D and Gillespie, C (2002) Food and Beverage

Management, Hemel-Hempstead: Prentice-Hall Lillicrap, D, Cousins, J and Smith, R (2006) Food and

Beverage Service, London: Hodder and Stoughton, 7th Ed Rush, C (2006) The Mere Mortals Guide to Fine Dining: From

Salad Forks to Sommeliers, How to Eat and Drink in Style Without Fear of Faux Pas, New York: Broadway

Key journals About-drinks Caterer and Hotelkeeper. Gastrofacts Le Cave Journal The Restaurant Magazine Rolling Pin


20 DATE OF APPROVAL


83

1 UNIT TITLE Introduction to Beverage Studies

2 BRIEF SUMMARY This course provides knowledge of how various alcoholic and non-alcoholic beverages are made and dispensed within the hospitality industry.

3 UNIT CODE NUMBER HM002A



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr Michael Hyvärinen



100





Upon successful completion of this unit, students should gain an understanding, knowledge and awareness of the: (a) main activities for effective beverage management; (b) topical and relevant beverage types, styles and products; (c) influencing factors in the production of wines, spirits, beers and

other beverages; (d) consumer trends, consumption patters and national differences in

the beverage market; (e) important wine countries, grape varieties and local traditions and

their respective approach to wine making and marketing.


This unit aims to provide a broad perspective on a variety of beverage types and related management issues in the beverage sector. The unit begins with an introduction to the career opportunities in the beverage market and the importance of beverage management in the wider perspective of the hospitality industry. There is particular emphasis in areas of consumer consumption and issues concerning alcohol. The unit will devote a significant proportion of contact hours to a variety of aspects in the study of wine. This will include the history and development of wine, including sparkling wine, viticulture, grape varieties, and climate, in addition to all aspects of vinification. The correct practices of preparation, buying, legal implications and storing of wine will be developed and applied to existing knowledge. There will be a broad focus on various countries and their contribution to the wine market, together with a basic introduction to labelling and legal issues. Building on this there will also be specific topics of focus, which include spirits, beers, and other relevant beverages.


The course will be taught through a combination of formal lectures, exercises, role-plays, and student group work (including case studies and vignettes).


In keeping with IMI assessment policy, a class with 24 hours contact time shall be summatively assessed using not more than two

84

assessment instruments. These will normally be (a) a group presentation (40%) addressing the learning outcomes (b), (c) and (d); and (b) a final examination (60%) addressing the learning outcomes (a), (b), (c), (d) and (e).


The specific criteria for each assessment is as follows, firstly for the group presentation students are required to work together and demonstrate an appropriate depth of understanding, ability and awareness of topical beverage issues and/or product; and through the final examination students are expected to demonstrate theoretical knowledge and understanding of a wide perspective of beverage topics relevant to the beverage sector in the hospitality industry. There will be a number of formative assessments throughout the unit in the form of questioning, research collection and small scale written tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


Core Text Fielden, C (2004) – Exploring the World of Wines & Spirits, London: WSET Other Reading Burroughs, D and Bezzant, N (1979) Wine Regions of the World,

Oxford: Butterworth Heinemann 2nd Ed Cousins, J and Durkan, A (1995) The Beverage Book, London:

Hodder and Stoughton Cousins, J, Foskett, D and Gillespie, C (2002) Food and Beverage

Management, Hemel-Hempstead: Prentice-Hall Jackson, M (1989) Michael Jackson’s Malt Whisky Companion,

London: Dorling Kindersley 3rd Ed Jackson, M (1998) Ultimate Beer London: Dorling Kindersley Johnson, H (1992) The World Atlas of Wine, London: Mitchell

Beazley, 5th Ed (Reference section) Lipinski, R A and Lipinski, K A (1996) The Complete Beverage

Dictionary, New York: van Nostrand Reinhold 2nd Edition Robinson, H (1994) The Oxford Companion to Wine, Oxford: Oxford

University Press New Edition (Reference section) Schuster, M (1992) Understanding Wine. A guide to wine tasting and

wine appreciation, London: Mitchell Beazley Key journals Caterer and Hotelkeeper. The Decanter Magazine The Restaurant Magazine


20 DATE OF APPROVAL


85

1 UNIT TITLE The Global Hospitality and Tourism Industry

2 BRIEF SUMMARY This unit provides a contextual background for the historical development of the international hotel and tourism industries and the current structures and industry players today.

3 UNIT CODE NUMBER TM001



6 SUBJECT AREA HLST

7 UNIT LEADER(S) TBC



100


11 PRE-REQUISITES None

12 CO-REQUISITES None


On successful completion of this unit students will have attained or demonstrated: (a) an understanding of the historical development of the travel

and hospitality industry; (b) an understanding of the current structure and

characteristics of the international hotel and tourism industry; (c) the ability to determine the environmental influences which

impact on hospitality and tourism businesses; (d) an understanding of the major markets for a range of

international hotel, tourism and events products, and; (e) knowledge of the future development trends in hospitality

and tourism around the globe.

14 CURRICULUM OUTLINE The unit starts by examining the scope and range of hospitality and tourism products and services


The course will be taught through a combination of formal lectures, small student activities and case studies. The lectures are designed to provide a comprehensive background to the tourism environment by providing an overview of each topic upon which students are encouraged to build on through student-centred group work, assessed work and extensive use of case studies.


The assessment for this unit is by 100% coursework and comprises 2 elements. (1) and essay based on a choice of 3 topics related to the LOs (a) and (e) (40%). (2) Group presentation on a selected hospitality/tourism company reflecting LOs (b), (c) and (d) (60%).


The essay will be assessed on: clear identification of the major stages in tourism/hospitality development; identification of the current supply of hospitality/tourism products within the specified geographic context; clear identification of the product trends in today’s hospitality/tourism industry, and; consideration of the implications of these developments. The group presentation will be assessed on : a clear identification

86

of the PEST factors influencing the company of choice; identification of how the company is responding to these factors; identification of future development plans and market opportunities.


Core Text: Walker, J (2007) Exploring the Hospitality Industry, Harlow: Prentice Hall Additional Resources: Barrows, C and Powers, T (2008) Introduction to Management in

the Hospitality Industry: Study Guide, John Wiley Brotherton, B (Ed) (2003) International Hospitality Industry:

Structure, Characteristics and Issues, Oxford: Butterworth-Heinemann

Byrmer, R (2001) Hospitality and Tourism: an introduction to the industry, Kendall/Hunt Publishing

Mill, R C and Morrison A M (2002) The Tourism System, United States: Kendall/Hunt

Starr, N (2002) An Introduction to Travel, Tourism, and Hospitality, Harlow: Prentice Hall. 4th ed

Walker, J (2007) Exploring the Hospitality Industry, Harlow, Prentice Hall

Walker J (2008) Introduction to Hospitality, Harlow, Prentice Hall. E-resources www.ehotlier.com http://www.hospitalitynet.org/index.html http://www.hotelnewsresource.com/ http://www.hospitalitynet.org/index.html


20 DATE OF APPROVAL


87

LEVEL 4

1 UNIT TITLE Personal Development Planning II

2 BRIEF SUMMARY Personal Development Planning (PDP) is a structured and supported process whereby students can plan, monitor and reflect on their academic work and improve their skills.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr Gavin R R Caldwell



100





On successful completion of this unit students will have attained or demonstrated the ability to: a) become more effective, independent and confident self-directed

learners; b) understand how they learn and relate their learning to a wider

industry context; c) improve their ability to become effective team members in

addition to general skills for study and career management; d) record and organise a record of achievements and reflections

culminating in a professional and well presented e-portfolio; and e) have a positive attitude to learning throughout life.

14 CURRICULUM OUTLINE The primary objective for personal development planning is to improve the capacity of individuals to understand what and how they learn and to review, plan and take responsibility for their own learning. This unit builds on PDP I and continues to develop student’s ability to reflect on their learning in order for students to achieve their academic and career potential. Students will record achievements and learn the required skills for dealing with others in order to conduct meetings, work effectively in teams and groups, improve their memory and provide constructive critical feedback from analysing peer evaluation. Means for developing reflective practice are consistently encouraged; e.g. the nature of theories and concepts; theories, concepts and multiple learning strategies; basic academic skills (analysis; comprehension; competencies; peer assessment); social, communication and life skills (appraisal; conflict resolution; debating; feedback; group working; meetings; team building); analytic, planning and reflective skills (clarifying expectations); goal setting; reflection; time management; and tools for analysing and reflecting.

88


The course will be taught through a combination of formal lectures, written exercises, role-plays, reflective exercises and student group work.


This unit is a course requirement and does not contribute to the credits available for the course so assessment is essentially formative in nature and will involve the completion and maintenance of an e-learning portfolio that will be developed over the course of a semester, supported by the unit leader assessing unit learning outcomes a, b, c, d, and e.


The assessment criteria for this unit will focus upon students’ ability to cover the unit learning outcomes in terms of the development of reflective practice through the e-portfolio. Students will be issued a set of guidelines to steer them through this process.


Key current texts Bell, A H and Williams, G G (1999) Intercultural Business, Barron Blundell R (1998) Effective Business Communications, London:

Prentice Hall Clark M (1995) Interpersonal Skills for Hospitality Management,

Chapman & Hall Cottrell, S (2005) Critical thinking Skills, Developing Effective

Analysis and Argument, London: Palgrave Cottrell, S (2003) The Study Skills Handbook, London: Palgrave, 2nd

Ed Lee-Davies, L (2007) Developing Work and Study Skills, London;

Thomson IMI (current edition) A Basic Guide to Core Academic Skills MacLeod, S and Ferrier, G (2002) Quantitative methods Study

guide, Exeter: Crucial Nickson, D and Siddons, R (1996) Business Communications,

Oxford: Butterworth Heinemann Taylor, S (1999) Communication for Business, London: Longman 3rd

Edition Turner, S (2002) Tools for Success, Maidenhead: McGraw Hill. Key journals International Journal of Hospitality Management Web site http://www.ltsn.ac.uk/home.asp (UK Learning and Teaching Support Network) http://emerald.com http://www.palgrave.com/skills4study/index.asp http://www.thirdperson.ch


20 DATE OF APPROVAL


89

1 UNIT TITLE Front Office Management

2 BRIEF SUMMARY This unit introduces the students to front office management and the Fidelio system. It develops the students’ managerial understanding of key departmental issues




6 SUBJECT AREA HLST




200





On successful completion of this unit students will have attained or demonstrated: a) a critical understanding of current issues influencing front

office management; b) the ability to offer an in-depth interpretation of demand

forecasts and make critical yield management decisions; c) a detailed management-focused understanding of all stages

of the guest cycle as it relates to front office; d) an insight into the role of Front Office within hotel

operations; and e) a competence in computerised processes involved in front

office administration.

14 CURRICULUM OUTLINE The lecture programme begins by providing students with the basis on which to build strong managerial awareness of front office management. It provides an overview of the scope of the hospitality industry, contextualised in an operations management framework which includes study of the nature of services; then focuses on front office related topic areas, enhancing issues attached to the management of the following: front office organization and role; the guest cycle; hotel information systems; front office accounting; setting room rates; credit control; controlling overbooking; budgeting and forecasting; evaluating operations; management reports; handling customer complaints; yield management; implementation of revenue strategies. Front office practicals cover a management perspective of reservations, guest arrival, cashier, rooms’ management and reports. Fidelio labs will develop the students ability to operate and manage the system.


The course will be taught through a combination of formal lectures, case studies, role-plays and labs using Fidelio.


Assessment for this unit will be designed to ensure student learning and development and will comprise one piece of coursework (15%)

90

based on LOs a, b, c and d; one Fidelio test (25%) based on LOs a, b, d and e and one examination (60%) on LO’s a, b, c and d.


The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria for this unit will focus upon 1. the student’s ability to apply concepts and theories to various operational and managerial scenarios both in lectures and practical sessions 2. showing clear understanding of the importance of Front Office responsibilities in the guest’s experience 3. applying advanced pricing concepts in hospitality 4. developing the ability to apply revenue management strategies with and without computers


Key texts Abbott, P and Lewry, S (1999) Front Office Procedures, Social

Skills and Management, Oxford: Butterworth Heinemann, 2nd Edition

Baker, S; Huyton, J and Bradley, P (2000) Principles of Hotel Front Office Operations, 2nd Ed, Continuum

Kasavana, M L and Brooks, R M (2005) Managing Front Office Operations, Lansing: The Educational Institute of the American Hotel and Lodging Association, 7th Ed

O’Connor, P (2004) Using Computers in Hospitality, 3rd Edition, Thomson Learning

Vallen, J J and Vallen G K (2005) Check In; Check Out: Managing Hotel Operations, 7th Ed, Pearson Education

Woods, R H; Ninemeier, J D; Hayes, D K and Austin, M A (2007) Professional Front Office Management, Pearson Education

Yeoman, I and McMahon-Beattie, U (2004) Revenue Management and Pricing: Case Studies and Applications, Thomson

Key journals Hospitality Review International Journal of Hospitality Management The Service Industries Journal


20 DATE OF APPROVAL


91

1 UNIT TITLE Business Language and Culture: English Higher Intermediate

2 BRIEF SUMMARY This course aims to improve students’ grammar, reading, writing, vocabulary, listening and speaking skills, all of which is based on the latest trends in international business.


4 HOME PROGRAMME BA (Honours) in: International Hotel Management; International Hotel and Tourism Management; International Tourism Management; International Hotel and Event Management; International Tourism and Event Management, and; European Culinary Management


6 SUBJECT AREA HLST




200





On successful completion of this unit students will have attained or demonstrated: a) an analysis of textual coherence and cohesion and be able

to follow the line of argument in a text, understanding the text beyond the sentence level

b) an ability to draw on lexical and grammatical knowledge, make inferences and show flexibility and resource in the language with ability to express a message in various ways

c) an ability to listen to authentic interviews and identify detail, gist, purpose, attitude, opinion, relationship, place, situation, among others in extracts corresponding to various accents and voices

d) an ability to organize writing skills including structure, vocabulary and expression effectively and accurately, addressing all aspects of the task.

14 CURRICULUM OUTLINE The unit’s language focus is on idioms, compound nouns and noun phrases, words to describe relations, multi-word verbs, present and past tenses (more complex), prefixes, passives, adverbs of degree, and conditionals


The course will be taught through a combination of formal lectures, exercises, role-plays, pair and group work, authentic material, informal activities and various textbooks, class blogs and Websites


Assessment will be by Examination (60%) assessing learning outcomes a, b and c. Coursework will consist of a writing task (10%) assessing learning outcomes a, b and d and a short presentation (25%) assessing learning outcomes b, c. The overall course takes a holistic approach to English, involving a lot of communication, using the richness of the language acquired. Therefore, students will be evaluated on how they exhibit confidence in formal and informal discussions in congruence with active listening throughout the semester (5% of the total mark).

92


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters, reports, and online blogs.


Key texts Cotton, D, Falvey, D and Kent, S (2006) Market Leader Upper

Intermediate English Course Book: Pearson Education Limited Betty Schrampfer Azar (2004) Understanding and Using English

Grammar the International Version: Pearson Education Limited Other texts Dale, P and Wolf , J C (2000) Speech Communication Made Simple

A Multicultural Perspective: Addison Wesley Longman, Inc. Johnson, C and Barrall, I (2006) Intelligent Business Upper

Intermediate: Pearson Education Limited Murphy, R (2004) English Grammar in Use 3rd edition, Cambridge:

Cambridge University Press Pohl, A (2002) Test Your Professional English, Hotel and Catering,

Essex: Pearson Education Ltd Vince, M (2003) First Certificate Language Practice, Macmillian Vince, M (2003) Advanced Language Practice, Macmillian Watcyn Jones, P and Allsop, J (2000) Test Your Prepositions,

Essex: Pearson Education Ltd Watkins, D (1995) The Idiom Advantage, Longman Wood, N (2003) Tourism and Catering, Oxford: Oxford University

Press Websites www.cambridgeesol.org www.economist.com/ www.englishenglish.com/englishtest.htm www.englishpage.com www.financialtimes.net/ www.lang.ox.ac.uk/tests/english_placement.html www.reward-net.co.uk/placement.htm www.ted.com/index.php www.testden.com/scripts/toeic/intro.asp www.transparent.com/tlquiz/proftest/english/tlengtest.htm www.visual.merriam-webster.com www.wetpaint.com (class blogs) www.world-english.org/test.htm


Summative presentation and essay examinations may be cross-linked with other subjects to lighten the student assessment load. For example, students’ English may be marked in essays or presentations from other classes.

20 DATE OF APPROVAL


93

1 UNIT TITLE Financial Management I

2 BRIEF SUMMARY An introduction to the core principals and concepts of managerial accounting and basic financial management areas that are of particular relevance to the hospitality industry.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Matthias Pfeiffer



200





On successful completion of this unit students will have attained or demonstrated: (a) Knowledge of functions and scope of accounting issues in the

hospitality industry; (b) understanding of theoretical accounting principles, concepts

and conventions; (c) understanding of the accounting cycle and fundamental

financial management functions; (d) knowledge of book-keeping and accounting procedures in a

typical hospitality enterprise; and (e) ability to solve an appropriate range of accounting and basic

financial management exercises in order to assess and analyse the major financial statements.

14 CURRICULUM OUTLINE The unit provides a sound introduction to the core principals and concepts of managerial accounting and basic financial management areas that are of particular relevance to the hospitality industry. The unit begins with a basic overview of bookkeeping procedures, then covers accounting as an information system for the basic forms of businesses as well as the procedures and functions of financial reporting. Cost and management accounting is crucial to the success of a hospitality business and applied at all levels of management. It is therefore covered in depth and includes costing, cost behaviour, decision accounting and the preparation and analysis of budgets which are typically used in the hospitality industry. The unit also introduces students to the use of a standard international accounting software.


The course will be taught through a combination of formal lectures, in-class exercises, homework exercises, reading assignments, preparation of assessed and non-assessed assignments including a computer supported case study, handouts, group discussion and student presentations.

94


These will normally be firstly two group or pair research projects (20% each) requiring the students to work together and demonstrate an appropriate depth of understanding, ability and application of an issue related to (a) the preparation of financial statements and (b) the interpretation of the same, addressing the learning outcomes (b), (c) and (d); and secondly a final examination (60%) demonstrating theoretical knowledge and understanding on a wide perspective of accounting and fundamental financial management issues that are relevant to the hospitality industry, addressing all learning outcomes (a), (b), (c), (d) and (e). There will be a number of formative assessments throughout the module in the form of questioning, quizzes, research collection and calculation tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


The assessment criteria will focus upon students having the knowledge of applying book keeping techniques, knowledge and skills required to evaluate accounting concepts and analyse basic financial management issues, which should be linked to the operational hospitality environment. These will be mediated by a variety of formative and summative assessments as described in the preceding section.


Key texts Adams, D (2006) Management Accounting for the Hospitality,

Tourism and Leisure Industries: A Strategic Approach, Thomson Learning, 2nd Ed.

Burgess, C (2001) The Caterer and Hotelkeeper Guide to Money Matters for Hospitality Managers, Butterworth-Heinemann Ltd

Coltman, M (2004) Hospitality Management Accounting, John Wiley & Sons, 8th Ed.

Cote, R (2001) Accounting for Hospitality Managers, Educational Institute of American Hotel & Lodging Association, 4th Ed.

Cote, R (2002) Basic Hotel and Restaurant Accounting, Educational Institute of American Hotel & Lodging Association, 5th Ed.

Harris, P (Editor) (2006) Accounting and Financial Management, Developments in the international Hospitality Industry, Butterworth-Heinemann Ltd. (Elsevier)

Harris, P and Hazzard P (1992) Managerial Accounting in the Hospitality Industry, Stanley Thornes (Publishers) Ltd, 5th Ed.

Kotas, R and Conlan M (1997) Hospitality Accounting, International Thomson Business Press, 5th Ed.

Kotas, R (1999) Management Accounting for Hospitality and Tourism, Thomson Learning, 3rd Ed. Miller, J E and Pavesic, D V (1996) Menu Pricing and Strategy, New

York: Van Nostrand Rinehold, 4th Ed. Moncarz E and Portocarrero N (1986) Financial Accounting for

Hospitality Management, AVI Publishing Company Inc. Ninemeier, J D (1991) Planning and Control for Food and Beverage

Operations, AHMA, 3rd Ed. Schmidgall R (1997) Hospitality Industry Managerial Accounting,

Educational Institute of American Hotel & Lodging Association, 4th Ed.

Schmidgall R and Damitio J W (1999) Hospitality Industry Financial Accounting, Educational Institute of American Hotel & Lodging Association, 2nd Ed.

Wood, F (2002) Business Accounting 1, Financial Times Prentice Hall, Pearson Education Limited, 9th Ed.

Key journals: Caterer & Hotelkeeper. Cornell Hospitality Quarterly. International Journal of Hospitality Management.

95

Journal of Hospitality & Tourism Research. The Hospitality Review. The Restaurant Magazine. Web reading: http://www.ehotelier.com http://www.hospitalitynet.org http://www.hvs.com http://www.sciencedirect.com Software: Banana Accounting, the most widely used double-entry accounting

program in the world for small businesses and associations including its handbook and software manual, latest version.


None

20 DATE OF APPROVAL


96

1 UNIT TITLE Business Language and Culture IIA: Intermediate French





6 SUBJECT AREA HLST


8 CREDIT VALUE 20 credits CREDITS AT LEVEL: 4


200


11 PRE-REQUISITES Passing of introductory French or equivalent level



On successful completion of this unit students will have attained or demonstrated the ability to: a) engage in conversational exchanges about day-to-day topics, including handle complaints in hotels and restaurants; b) lead conversations with restaurant guests, give advice on wine, and provide detailed menu explanations c) respond to typical hotel guest queries about tourism related matters, give information about hotel facilities; d) develop professional vocabulary in tourism and hospitality e) write complete sentences using verbs, nouns, adjectives, prepositions and understand sentences and questions in the present, past and future tense.

14 CURRICULUM OUTLINE The unit’s language focus is on repetition thorough the study of French language and vocabulary; possessive adjectives and pronouns, past, gerundive, present future, imperfect, subjunctive, conditional tenses, personal pronouns, role plays including handling complaints, checking in and checking out,, in-training interviews, writing about past and future jobs, applying for a job, and detailed picture descriptions.


The course will be taught through a combination of formal lectures, exercises, role-plays, pair and group work, authentic material, informal activities and various textbooks, class blogs and several websites.


Assessment is done by progress tests (40%) consisting of 2 written tests assessing LOs c, d and e. There is also a 15 minute oral test (30%) and a written examination (30%) assessing LOs a, b and e.

97


In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters.


Key Texts: Beckett, G (2007) Leisure and Tourism, Pearson Education /

Heinemann U.K. Le Fichier (2008) Grammaire Communication, CLE International Kurbegov , E (2007) French Grammar Drills, McGraw-Hill Other Texts : Pons, C (2007) Points de depart, Prentice Hall Monnerie, A (1991) Bienvenue en France, Tome Hatier/ Didier,

Paris Coffman Crocker, ME (1999) French Grammar, French Editor and

Consultant: Toronto Grégoire, M and Thiévenaz, O (1991) Grammaire Progressive du

Français, CLE Paris Boudry, A (2000) Vocabulaire, Lausanne Web Sites: http://www.realfrench.net/beta/ http://www.bbc.co.uk/languages/french/ http://www.columbia.edu/~ab410/drills.html


20 DATE OF APPROVAL


98

1 UNIT TITLE Business Language and Culture: Intermediate German

2 BRIEF SUMMARY This course aims to improve students’ grammar, reading, writing, vocabulary, listening and speaking skills, all of which are based on hospitality, tourism and Swiss cultural themes.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Ms Lis Bammert



200

10 UNIT STATUS CORE OPTION (one of a restricted number of optional Units relevant to the main field of study from which students must follow at least one)

11 PRE-REQUISITES Passing of introductory German or equivalent level



On successful completion of this unit students will have attained or demonstrated the ability to: (a) engage in conversational exchanges about day-to-day topics, handle complaints in hotels and restaurants, (b) lead conversations with restaurant guests, give advice on wine, detail menu explanations; (c) respond to typical hotel guest queries about tourism related matters, give information about hotel facilities; (d) develop professional vocabulary in tourism and hospitality, (e) write complete sentences with using verbs, nouns, adjectives, prepositions; (f) write and understand sentences and questions in the present, past and future tense. Completing of level A 1 on the way to of the European Language Descriptors.

14 CURRICULUM OUTLINE Revision of German basic, possessive and personal pronouns, adjectives, past tense, present tense, future, modal verbs, reflexive verbs, separable verbs, prepositions with accusative and dative tense, role plays recommending food in a more sophisticated way, giving hotel guests advice on tourist attractions, writing E-Mails and short letters. Swiss cultural background and etiquette.


The course will be taught through a combination of formal lectures, handouts, role plays, and listening activities. An excursion to Lucerne is held to experience the cultural Swiss environment.

99


This will be by 1 written and 1 oral progress test (30%) assessing learning objectives (a), (d), and (e), 1 Presentation (10%) assessing learning outcome (c), coursework (10%) and examination (50%) assessing learning outcomes (a), (b) and (f) consists of 15 minutes of oral test (25%) and written examination (25%).


The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters.


Key texts Aufderstrasse, H. Gerdes, M, Müller, J, Müller, H, Bock, (2005)

Themen 1 aktuell , Kursbuch Ismaning: Hueber Verlag Bock, H, Eisfeld, K-H, Holthaus, H, Schütze-Nöhmke, U, (2004)

Themen 1 aktuell, Arbeitsbuch, Berlin: Langenscheidt Cohen, U (2000) Zimmer frei neu, Lehrbuch, Berlin:

Langenscheidt Grandi, N (2001) Zimmer frei neu, Arbeitsbuch, Berlin:

Langenscheidt Degent, L, Helmig, L, Grisoni, C, Jäggi, E, (2007) K5 Basel Kurszentrum Dallapiazza, Rosa-M, von Jan E, Blüggel B, Schümann A, (2006)Tangram Kurs- und Arbeitsbuch, Max Hueber Verlag Web Sources http://www.200words-a-day.com/ http://german.about.com/


20 DATE OF APPROVAL


100

1 UNIT TITLE Food Production

2 BRIEF SUMMARY This unit will equip students with the skills necessary to prepare and deliver banqueting and à la carte menus, following European styles of production and cooking techniques.

3 UNIT CODE NUMBER HM001 B



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr Shaun Leonard

8 CREDIT VALUE 20 CREDITS AT LEVEL: Level 4


200





Upon successful completion of this unit, students should demonstrate understanding, knowledge and competencies in: (a) food preparation and practical skills in operational working

environments; (b) all related food and beverage aspects and issues; (c) operational management in the food and beverage

department; (d) professional kitchen attitude and knowledge in all aspects

of food hygiene related aspects and issues; and (e) all practical linked aspects in food production.

14 CURRICULUM OUTLINE This intensive unit will involve competence based practical skills in a working kitchen environment. Students are introduced to basic technical skills, styles, equipment and procedures, specialized and classical forms of kitchen preparations as well as theoretical issues covering a broad range of food knowledge, basic organization, menu composition and hygiene. Practical classes articulate these through preparation of meals for service in the School restaurants. Topics covered include: application of sanitary and nutritional principles; Swiss Health laws; organisation of the kitchen department and its functions, job descriptions, duties and responsibilities, and; the operational processes of the food service industry highlighting its importance within the hospitality sector.


The course will be taught through a combination of practical sessions in operational kitchen environments, ‘on the job training’ practical demonstrations, lectures, professional videos and handouts.

101


In keeping with IMI assessment policy, a class with 72 hours contact time shall be summatively assessed using not more than three assessment instruments. In this unit, three assessment instruments based upon practical skills and knowledge will be used: Recipe assessment (25%) – learning outcomes a, b and e; basic techniques and cuts (25%) – learning outcomes b and d, and; a final examination (50%) – learning outcomes a, b, c, d and e. Assessment will be made using competence observation marks carried out during the practical training by the unit teacher at periodic times during the practical semester allowing sufficient timing for acknowledgement of the information given before assessment takes place but still allowing the teacher to be able to check for understanding as assessment develops during the semester.


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment will require the students to adequate in: knowledge of understanding recipes and their structure, the techniques required and used in today’s modern culinary environments and being able to display team work, structure and human engineering and communities of practice whilst crating the final examinable component.


Key texts Nestle Food Service (1996) A Solid base for professional chefs, Nestec, Vevey, Switzerland Escoffier, A (1991) Le Répertoire de la Cuisine, Revised Edition, Biddles Ltd U.K. Pauli, E (1999) Classical Cooking the Modern Way, Methods and Techniques, 3rd Edition. Ninemeier, J D (1995) Food and Beverage Management, Michigan: Educational Institute of the American Hotel & Motel Association, 2nd Ed The Culinary Institute of America (2006) The Professional Chef, CIA, California, USA. Foskett, D. Ceserani, V. & Kinton, R. Practical Cookery, 10th Edition 2004, Hodder Arnold, London. Key journals Caterer and Hotelkeeper. The Restaurant Magazine


20 DATE OF APPROVAL


102

1 UNIT TITLE Wine and Beverage Studies

2 BRIEF SUMMARY This course aims to provide students with the key operational knowledge required to successfully organise and manage the sale of beverages in a commercial environment.

3 UNIT CODE NUMBER HM002B



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr. Gareth Currie



100


11 PRE-REQUISITES HM002A Introduction to Beverage Studies



Upon successful completion of this unit, students should gain an understanding, knowledge and awareness of the: a) consumer trends, consumption patterns and national

differences in the beverage market; b) operational and supply concerns related to the provision of

alcohol in a hospitality outlet; c) key characteristics of quality wine; their identification, and

matching with food menu items; d) cocktail types; preparation and sales technique;. e) practical considerations involved in the set up of a bar facility; f) strategies used in the hospitality industry to maximise and control beverage sales.

14 CURRICULUM OUTLINE The unit aims to provide students with the relevant knowledge and practical skills required to sell beverages within the hospitality industry. The unit begins by providing an overview of the beverage industry from a worldwide perspective outlining current fashion and trends. The unit will then focus on the supply of beverages and provide knowledge on the range of beverages a bar should stock and the supply and storage considerations associated with different types of beverages. A significant proportion of the unit will then focus on wine and aims to build on the knowledge students will have gained from the introduction to beverages unit in the certificate year. In depth coverage of the most important world wine regions will be provided aimed at enabling students to develop a medium sized wine list that could be utilised in a bar and restaurant environment. An industry visit to a cocktail bar will be arranged where students will be given the background to cocktails, the considerations involved in their sale, and be tutored in preparing a range of cocktails both contemporary and classical. The final sessions will address management strategies in the control and sale of beverages.

15 LEARNING & TEACHING The course will be taught through a combination of formal lectures, exercises, industry visits, and student group work (including case

103

ACTIVITIES

studies and vignettes).

16 ASSESSMENT STRATEGY

In keeping with IMI assessment policy, a class with 24 hours contact time shall be summatively assessed using not more than two assessment instruments. These will normally be (a) a group presentation (40%) addressing the learning outcomes (a), (b) and (c); and an individual project (60%) covering the following learning outcomes (a), (c), (d), (e), and (f).


The specific criteria for each assessment is as follows, firstly for the group presentation students are required to work together and demonstrate an appropriate depth of understanding, ability and awareness of topical beverage issues and/or products,; For the individual project students need to demonstrate theoretical knowledge and understanding of the theoretical and practical requirements involved in the management of a bar facility. There will be a number of formative assessments throughout the unit in the form of questioning, research collection and small scale written tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


Core text Katsgris, C. Thomas, C (2006) The Bar and Beverage Book,, New York, Wiley, 4th Edition. Key text Constable, (1952) The Savoy Cocktail Book, Constable: London Fattorini, J E (1997) Managing Wine and Wine Sales, London:

International Thomson Business Press Fielden, C (2004) – Exploring the World of Wines & Spirits, London:

WSET Fuller, J and Walker, K (1991) ‘The Menu Food and Profit, Cheltenham: Stanley Thornes (Publishers) Ltd. Johnson, H (2008) Hugh Johnson's Pocket Wine Book 2008

London: Mitchell Beazley Julyan, B K (1999) Sales and Service for the Wine Professional,

London: Continuum 2nd Ed Lipinski, R A and Lipinski, K A (1996) The Complete Beverage

Dictionary, New York: van Nostrand Reinhold, 2nd Edition Miller, J E and Pavesic, D V (1996) Menu Pricing and Strategy, New

York: Van Nostrand Rinehold, 4th Edition National Restaurant Association Educational Foundation (1998) The Right Mix: Managing for Profit in Bar and Beverage Service New York, Wiley Key journals Caterer & Hotelkeeper, Reed Publishing, weekly The Restaurant Magazine, monthly Emerald, which is an online journal database, will give you access to numerous articles on this topic. Follow the instructions displayed in the Library and/or the computer and lap-top rooms to gain access.


20 DATE OF APPROVAL


104

1 UNIT TITLE The Tourism Industry

2 BRIEF SUMMARY This unit provides students with a critical understanding of consumer behaviour model in tourism, and the planning and marketing of tourism destinations in response to these needs.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Heather Ross



100





On successful completion of this unit students will have attained or demonstrated: (a) understanding and application of typologies for tourist behaviour; (b) knowledge of the tourist consumer decision making process and

the range of influences which determine travel patterns and behaviour;

(c) the ability to evaluate the elements required for successful destinations and the role of national and international tourism organisations;

(d) an ability to analyse the elements of destination image and their communication;

(e) knowledge of the use and applications of ICT in tourism to connect markets with suppliers.

14 CURRICULUM OUTLINE The curriculum is divided into 2 sections. The first section explores a range of classical and contemporary tourist typologies and their relevance to societies today. Tourist motivations and the range of factors affecting the vacation purchase decision are examined together with and examination of destination responses. The second section of the curriculum examines the role and importance of national and regional tourist boards and other public agencies in tourism management, co-ordination and destination promotion. The 2 sections are linked by exploring how tourism organisations respond to the consumer behaviour traits of markets in order to successfully attract tourists and manage the tourism experience/industry in a range of example destinations.


The course will be taught through a combination of lectures, student activities and case studies. The lectures provide a comprehensive background to tourist consumer behaviour, purchasing processes and industry strategies by providing an overview of each topic upon which students are encouraged to build, through student-centred group work, assessed work and extensive use of case studies.

105


Assessment of this unit will be through two pieces of coursework that consists of a group presentation dealing with international tourism behaviour where learning outcomes (c), (d) and (e) will be assessed (60%). Learning outcomes (a) and (b) will be met in an individual essay (40%).


The presentation will be marked on the following criteria: clear identification of the major characteristics of a given market and their determinants; application of selected typologies to the chosen market, and; an analysis of the implications for tourism suppliers and destinations. The essay will be marked on the following criteria: clear identification of: an analysis of the destination image and the products which support this; an evaluation of the ICT tools and design used to communicate with markets, and ; appropriate recommendations for future DMO initiatives.


Page, S J and Connell, J (2006) Tourism: a Modern Synthesis, London: Thomson Learning, 2nd Edition

Other reading Bonniface, B and Cooper, C (2001) Worldwide destinations, Oxford:

Butterworth Heinemann, 3rd Ed Dann, G (ed) (2002) The Tourist as Metaphor of the Social World,

CABI Kotler, P, Bowen, J T and Makens, J C (2005) Marketing for

Hospitality and Tourism, Pearson Kotler, Pand Haider, D H (2008) Marketing Places: Attracting

Investment, Industry, and Tourism to Cities, States, and Nations, Free Press

March, R S G and Woodside, A G (2005) Tourism Behaviour: Travellers' Decisions and Actions, CABI

Mill, R C and Morrison A M (2002) The Tourism System, United States: Kendall/Hunt

Page, S J (2003) Tourism Management: management for change, London: Continuum

Pike, S (2004) Destination Marketing Organisations: Bridging Theory and Practice, Elsevier

Reisinger, Y and Turner, L (2003) Cross-Cultural Behaviour in Tourism. Concepts and analysis, Oxford: Butterworth Heinemann

Swarbrooke, J and Horner, S (2006) Consumer Behaviour in Tourism, Oxford: Butterworth Heinemann. 2nd ed

Woodside, A and Martin, M (2007) Tourism Management: Analysis, Behaviour and Strategy, CABI

Zahra, A (2008) Regional Tourism Organisations, Germany, VDM Verlag

e-resources http://www.ciret-tourism.com/the_ciret/ciret_databases.html http://www.unwto.org/index.php Journals International Journal of Tourism Research Journal of Hospitality and Tourism Research Journal of Vacation Marketing


20 DATE OF APPROVAL


106

1 UNIT TITLE Personal Development Planning III

2 BRIEF SUMMARY Personal Development Planning (PDP) is a structured and supported process whereby students can plan, monitor and reflect on their academic work and improve their skills.




6 SUBJECT AREA HLST




100





Upon successful completion of this unit, students should gain an understanding, knowledge and awareness of:

a) becoming more effective, independent and confident self-directed learners with a focus on deep learning;

b) understanding how they learn and apply/relate their learning to a wider context;

c) improving their general interpersonal skills for study and career management;

d) articulate their personal goals and evaluate progress towards their achievement; and

e) encouraging a positive attitude to learning throughout life.

14 CURRICULUM OUTLINE This unit builds on PDP II and continues to develop student’s ability to reflect on their learning in order for students to achieve their academic and career potential. Students will be focused on certain key inter-personal skills required for future employment and during their academic studies. For example, but not limited to; negotiation, problem solving; decision making; leadership; and creativity. This unit is underpinned by the identification and analysis of the appropriateness of different learning strategies for sub-disciplinary analysis and subsequent integration; academic skills; social, communication and life skills (developing personal creativity; feedback; intercultural business and etiquette; negotiation; planning and reflective skills; introduction to career planning; change management; clarifying expectations; goal setting; a good degree of reflection; in addition to tools for analysing and reflecting on basic quantitative methods.


The course will be taught through a combination of formal lectures, written exercises, planned activities, reflective exercises and student group work.

107


This unit is a course requirement and does not contribute to the credits available for the course so assessment is essentially formative in nature and will involve the completion and maintenance of an e-learning portfolio to assess learning outcomes a-e will be developed over the course of a semester, supported by the unit leader.


The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The assessment criteria for this unit will focus upon students’ ability to cover the unit learning outcomes in terms of the development of reflective practice through the e-portfolio. Students will be issued a set of guidelines to steer them through this process.


Key current texts Bell, A H and Williams, G G (1999) Intercultural Business, Barron Blundell R (1998) Effective Business Communications, London:

Prentice Hall Clark M (1995) Interpersonal Skills for Hospitality Management,

Chapman & Hall Cottrell, S (2005) Critical thinking Skills, Developing Effective

Analysis and Argument, London: Palgrave Cottrell, S (1999), The Study Skills Handbook, Basingstoke:

Palgrave, 2nd Ed. Cottrell, S (2003), Skills for Success The Personal Development

Planning Handbook Basingstoke: Palgrave. IMI (current edition) A Basic Guide to Core Academic Skills Lee-Davies, L (2007) Developing Work and Study Skills, London;

Thomson MacLeod, S and Ferrier, G (2002) Quantitative methods – Study

guide, Exeter: Crucial Nickson, D and Siddons, R (1996) Business Communications,

Oxford: Butterworth Heinemann Robbins, S P and Hunsaker, P L (2003) Training in Interpersonal

Skills, London: Prentice Hall Taylor, S (1999) Communication for Business, London: Longman 3rd Edition

Turner, S (2002) Tools for Success, Maidenhead: McGraw Hill. Wagen, L, V, D and Davies, C (1998), Supervision and Leadership,

London; Hospitality Press Key journals International Journal of Hospitality Management Web site http://www.ltsn.ac.uk/home.asp (UK Learning and Teaching Support Network) http://emerald.com http://www.palgrave.com/skills4study/index.asp http://www.thirdperson.ch


20 DATE OF APPROVAL


108

1 UNIT TITLE Enterprise Development Project

2 BRIEF SUMMARY A hospitality group project often similar to a feasibility study for an enterprise or project.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Matthias Pfeiffer



200

10 UNIT STATUS MANDATORY CORE (compulsory for all students)


12 CO-REQUISITES This unit is strongly linked to most other courses taught at previous and the same level, especially courses of finance, marketing, tourism and human resources.


Upon successful completion of this unit, the student will have gained an understanding, knowledge and awareness of the: (a) Advanced concepts of economic studies in the hospitality industry; (b) Necessity of the conduction of proper research during the first

phase of a feasibility study; (c) Planning scope and level of details when developing a hospitality

enterprise; (d) Implementation of market analysis and various marketing

concepts to plan for the success of an enterprise; (e) Analysis and preparation of the necessary and possible financial

documents of a feasibility study; (f) Implementation of professionally conducted and communicated

meetings; (g) Analysis and solving of group differences and conflicts for

successful teamwork; and (h) Ability to prepare a major study document together with other students in a well coordinated and cooperative team.


The unit aims to combine a number of previously and simultaneously taught courses through the implementation of a major group study. Tourism research, market analysis, market segmentation, definition of an appropriate market mix, planning the human resources under aspects of a general policy, and operational financial issues will be combined to evaluate the economic feasibility of a specific hospitality enterprise. The unit begins with class lectures on the scope, content and format of feasibility studies. It then continues to analyse previous student work in order to continuously improve the level and update to the ever changing economic environment. Students will gain knowledge about the difference between the phases and sections of an economic study. Specific emphasis is placed upon working in a team and regular

109

retrospective tutor reviews are used to analyse and improve the team work.




In this unit there will be an evaluation of the course/project folder including research material, minutes of the meetings, the project itself, appendices, and a retrospective review (80%). Usually a panel presentation will be evaluated by other lecturers, external industry specialists and the course tutor (20%). In the future online projects like www.unleashingideas.org will be used to increase networking and opening student work to the industry. To arrive at individual grades for each student, individual components are used to evaluate differences between specific group members. The individual evaluation component is 50%. Summative peer evaluations will be conducted as to the current evaluation policies of IMI. Students therefore have to demonstrate appropriate depth of understanding, ability and application of the preparation of a feasibility study in relation to all above mentioned unit learning outcomes (a-h). There will also be a number of formative assessments throughout the module in the form of research presentation, questioning, and presentation of first and second drafts. The feedback of which will be used for open discussions in order to share the experience within each team and amongst other students.


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria will focus upon students having the knowledge of applying techniques, knowledge and skills required to prepare a hospitality related feasibility study. These will be mediated by a variety of formative and combative assessments as described in the preceding section.


Key texts No specific key text will be used or recommended as a whole for this unit. Several chapters about economic studies from marketing and financial management related sources will be used and recommended for reading from the list of key texts of related courses. In addition to this, previous Enterprise Development Projects will be analyzed and can be used as sources under the rules of proper referencing.


None.

20 DATE OF APPROVAL


110

1 UNIT TITLE Human Resource Management

2 BRIEF SUMMARY The course introduces the future hospitality managers into the realm of personnel management. The actual tasks of HR management are discussed in the framework of the organizational structure and design and its strategic role in changing and global environment.

3 UNIT CODE NUMBER

BC013

4 HOME PROGRAMME

BA (Honours) in: International Hotel Management; International Hotel and Tourism Management; International Tourism Management; International Hotel and Event Management; International Tourism and Event Management, and; European Culinary Management at the International Hotel Management Institute, Switzerland

5 HOME DEPARTMENT

IMI

6 SUBJECT AREA HLST

7 UNIT LEADER(S) Dr. Michael Vieregge



200


11 PRE-REQUISITES Level 4 courses

12 CO-REQUISITES NA


On successful completion of this unit students will have attained or demonstrated the ability to:

(a) understand and interpret core concepts in human resource management and understand the origins and inter-relationships of such concepts;

(b) select and apply core concepts, methods and skills in human resource management in terms of suitability to context and fitness of purpose;

(c) recognize the complexity and mutability of HR management knowledge in terms of the impact of the external environment and internal organizational processes on the management of people in hospitality and tourism organizations;

(d) understand the nature, role and contribution made by the personnel/human resource function in hospitality and tourism organizations; and

(e) apply the knowledge and skills covered to practical, hospitality-based situations through case studies and role-playing exercises.

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14 CURRICULUM OUTLINE The unit comprises three main topic areas, which are scheduled to support the various stages of dissertation writing: (1) The unit begins with an introduction of the organizational

context in which the human resource function has evolved covering the history and concepts of organizational theory and behaviour.

(2) This forms the basis for discussion of traditional human resources management function.

(3) The final part of the unit will deal with the internationalization of the HR function.

Throughout the unit the focus on the application of the HR functions to hospitality and tourism


Teaching and learning strategies Sessions of the class will combine a mixture of lectures (with breakout groups) and workshops. These include traditional lectures, debates and a variety of exercises where students apply the principles taught in the adjoining lecture. Students are expected to undertake the range of reading comparable with degree level study.


This unit will be assessed by 100% coursework as follows: (a) Individual Essay (30%) based on a choice of OB topics

assessing learning outcomes (b) Pair Problem Evaluation (20%) focused on HR management

application issues assessing learning outcomes (c) Group project (50%) based on application of HR

management issues to an international hospitality/tourism case study assessing learning outcomes


Assessment criteria are as follows: Essay: Learning outcomes (a), (c) and (d) Problem-solving: learning outcomes (a), (b), (c) and (e) Project: (a), (b), (c), (d) and (e)


Core text: Goldsmith, A L, Nickson, D P, Sloan, D H, & Wood, R C (1997)

Human Resource Managementfor Hospitality Services, London: Thomson Learning

Other reading Baum, T (1995) Managing Human Resources in the European

Tourism and Hospitality Industry, London: Chapman and Hall Carr-Ruffino, N (1999) Diversity Success Strategies, Oxford:

Butterworth-Heinemann Dowling, P. J; Schuler, R. S; and Welch, D. E (1999) International

HRM, (3rd Edition) London, UK: International Thompson Publishing

Guerrier, Y (1999) Organizational Behaviour in Hotels and Restaurants, New York: Wiley

Hoffman, S M; Johnson, C and Lefever, M M (2000) International Human Resource Management in the Hospitality Industry, Lansing: Educational Institute of the American Hotel and Motel Association.

Hoque, K (2000) Human Resource Management in the Hotel Industry: Strategy, innovation and performance, London: Routledge

Korczynski, M (2002) Human Resource Management in Service Work, Basingstoke: Palgrave

Lashley, C and Lee-Ross, D (2003) Organization Behaviour for Leisure Services, Oxford: Butterworth Heinemann

McKenna, E and Beech, N (2002) Human Resource Management: A Concise Approach, London: Pitman

Riley, M (1996) Human Resource Management in the Hospitality and Tourism Industry, Oxford: Butterworth Heinemann, 2nd Edition

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Riley, M; Ladkin, A and Szivas, E (2002) Tourism Employment: Analysis and Planning, Clevedon: Channel View Publications

Torrington, D and Hall. L (1994) Human Resource Management, Hemel Hempstead: Prentice-Hall, 4th Ed

Weightman, J (1999) Introducing Organizational Behaviour, London: Longman

Wood, R C (1994) Organizational Behaviour for Hospitality Management, Oxford: Butterworth Heinemann (out of print – some copies in the School Library, chapters available on the School I:Drive)

Wood, R C (1997) Working in Hotels and Catering, London: International Thomson Business Press, 2nd Edition.

Wood, R C (2003) ‘Managing Diversity’, in Brotherton, B (Ed) The International Hospitality Industry, Oxford: Butterworth Heinemann, 93-109 (This article is also included in the Lecture Support Pack on the I: Drive).

Wood, R C (2003a) ‘The Status of Tourism Employment’, in Kusluvan, S (Ed) Managing Employee Attitudes and Behaviors in the Tourism and Hospitality Industry, New York: Nova Science Publishers Inc., 53-65 (This article is also included in the Lecture Support Pack on the I:Drive).


20 DATE OF APPROVAL


113

1 UNIT TITLE Financial Management II 2 BRIEF SUMMARY The unit aims to provide further depth in a variety of analytical

financial management areas that are of particular relevance to the hospitality industry.

3 UNIT CODE NUMBER BC014 4 HOME PROGRAMME BA (Honours) in:

International Hotel Management; International Hotel and Tourism Management; International Tourism Management; International Hotel and Event Management; International Tourism and Event Management, and; European Culinary Management at the International Hotel Management Institute, Switzerland

5 HOME DEPARTMENT IMI 6 SUBJECT AREA HLST 7 UNIT LEADER(S) Matthias Pfeiffer 8 CREDIT VALUE 20 CREDITS AT LEVEL: 5 9 TOTAL AMOUNT OF

STUDENT LEARNING 200

10 UNIT STATUS MANDATORY CORE (compulsory for all students) 11 PRE-REQUISITES N/A 12 CO-REQUISITES N/A 13 UNIT LEARNING

OUTCOMES On successful completion of this unit students will have attained or demonstrated: (a) The ability to undertake financial analysis applied in the hotel

industry; (b) The necessary knowledge and skills to set financial plans; (c) Capabilities to interpret, re-use and control financial

information, and; (d) The knowledge to apply a range of financial management

techniques in the forecasting and analysis of figures in a variety of hospitality and tourism contexts.

14 CURRICULUM OUTLINE The unit aims to provide further depth in a variety of analytical financial management areas that are of particular relevance to the hospitality industry. This unit begins with an introduction to the concepts of financial management and advanced managerial accounting topics. Specific emphasis is placed on in-depth analysis and interpretation of financial statements of hospitality related enterprises. The unit includes coverage of credit and cash management as well as capital expediting to evaluate the feasibility of capital expenditures. Under the topic of financial planning, mergers and acquisitions, strategies for evaluating and raising new capital as well as dividend policies will be covered. The unit also gives an introduction to stock markets.


The course will be taught through a combination of formal lectures, in-class exercises, homework exercises, reading assignments, preparation of assessed and non-assessed assignments, handouts, group discussion and student presentations.


In keeping with IMI assessment policy, a class with 48 hours contact time shall be combatively assessed using not more than four assessment instruments. These will normally be firstly two group or pair research projects (20% each) requiring the students to work together and demonstrate an appropriate depth of understanding, ability and application of an issue related to (1) the interpretation of financial statements and (2) the external financial environment, addressing the learning outcomes (b), (c) and (d); and secondly a final examination (60%) demonstrating theoretical

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knowledge and understanding on a wide perspective of accounting and fundamental financial management issues that are relevant to the hospitality industry, addressing all learning outcomes (a), (b), (c), (d). There will be a number of formative assessments throughout the module in the form of questioning, research collection and calculation tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria will focus upon students having the knowledge of applying techniques, knowledge and skills required to evaluate concepts and analyse advanced financial management issues, which should be linked to the operational and developmental hospitality environment. These will be mediated by a variety of formative and summative assessments as described in the preceding section.


Key texts Adams, D (2006) Management Accounting for the Hospitality,

Tourism and Leisure Industries: A Strategic Approach, Thomson Learning, 2nd Ed.

Andrew, P and Schmidgall R S (1993) Financial Management for the Hospitality Industry, Educational Institute of American Hotel & Lodging Association.

Coltman, M (2004) Hospitality Management Accounting, John Wiley & Sons, 8th Ed.

Cote, R (2001) Accounting for Hospitality Managers, Educational Institute of American Hotel & Lodging Association, 4th Ed.

Cote, R (2002) Basic Hotel and Restaurant Accounting, Educational Institute of American Hotel & Lodging Association, 5th Ed.

Harris, P (Editor) (2006) Accounting and Financial Management, Developments in the international Hospitality Industry, Butterworth-Heinemann Ltd. (Elsevier)

Harris, P and Hazzard P (1992) Managerial Accounting in the Hospitality Industry, Stanley Thornes (Publishers) Ltd, 5th Ed.

Kotas, R and Conlan M (1997) Hospitality Accounting, International Thomson Business Press, 5th Ed.

Kotas, R (1999) Management Accounting for Hospitality and Tourism, Thomson Learning, 3rd Ed.

Miller, J E and Pavesic, D V (1996) Menu Pricing and Strategy, New York: Van Nostrand Reinhold, 4th Ed.

Moncarz E and Portocarrero N (1986) Financial Accounting for Hospitality Management, AVI Publishing Company Inc.

Ninemeier, J D (1991) Planning and Control for Food and Beverage Operations, AHMA, 3rd Ed.

Schmidgall R (1997) Hospitality Industry Managerial Accounting, Educational Institute of American Hotel & Lodging Association, 4th Ed.

Schmidgall R and Damitio J W (1999) Hospitality Industry Financial Accounting, Educational Institute of American Hotel & Lodging Association, 2nd Ed.

Wood, F (2002) Business Accounting 1, Financial Times Prentice Hall, Pearson Education Limited, 9th Ed.

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Key journals: Caterer & Hotelkeeper. Cornell Hospitality Quarterly. International Journal of Hospitality Management. Journal of Hospitality & Tourism Research. The Hospitality Review. The Restaurant Magazine. Web reading: http://www.hospitalitynet.org http://www.ehotelier.com http://www.hvs.com http://www.sciencedirect.com


None.

20 DATE OF APPROVAL 21 DATE OF MOST RECENT

CONSIDERATION:

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1 UNIT TITLE Services Marketing

2 BRIEF SUMMARY This unit uses the academic and work experience of the students to develop their critical understanding of marketing, with specific focus on hospitality, tourism events and the culinary industries.




6 SUBJECT AREA HLST




200





On successful completion of this unit students will have attained or demonstrated: a. a critical awareness of the services marketing concept in the

context of hospitality, tourism, events and culinary businesses including the role of the physical environment in the marketing of tourism and hospitality;

b. an understanding of the role and developments of the Internet and e-commerce as they apply to marketing;

c. an ability to explain the role that marketing research plays in informing marketing decision making;

d. an insight into the processes that an organisation uses in selecting its target markets; and

e. a clear familiarity of the marketing mix concept, and how this relates to the development of marketing programmes.


The Unit covers four main elements. The first introduces the key concepts of marketing in hospitality, tourism, events and culinary . The second focuses on marketing environments, segmentation and buyer behaviour. The third introduces the students to the marketing mix and related issues such as managing the physical environment and service processes. The fourth focuses on current issues in marketing in relation to customer relationship management and, destination marketing and developments of e-marketing.


The course will be taught through a combination of formal lectures, case studies and breakout groups.


The assessment for this unit will be designed to ensure and control student learning and development and will comprise two pieces of coursework (20% each) addressing LOs a, b and c and one examination (60%) addressing LOs a, c, d and e.

17 ASSESSMENT CRITERIA FOR

The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first

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UNIT/ELEMENTS OF ASSESSMENT

meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria for this unit will focus on 1. understanding and applying marketing concepts to the hospitality and tourism industries; 2. demonstrate competence in the creation, use and management of databases in marketing; 3. understand the nature and application of marketing research in an industry context;


Key texts Blythe, J (2006) Principles and Practices of Marketing, Thomson

Learning Bowie, D and Buttle, F (2004) Hospitality Marketing: An

Introduction, Oxford: Butterworth-Heinemann Kotler, P, Bowen, J and Makens, J (2006) Marketing for Hospitality

and Tourism, New Jersey: Prentice-Hall, 4th Ed McNeill, R G and Crotts, J C (2006) Selling Hospitality: A Situational

Approach, Thomson Delmar Learning Palmer, A (2005) Principles of Services Marketing, McGrawHill

Strauss, P; El-Ansary, A and Frost, R (2006) E-Marketing, 4th ed, Pearson Prentice Hall

Key journals International Journal of Hospitality Management Journal of Hospitality and Tourism Research Journal of Vacation Marketing The Service Industries Journal Virtual Marketing


20 DATE OF APPROVAL


118

1 UNIT TITLE Business Language and Culture IIB: Advanced French





6 SUBJECT AREA HLST


8 CREDIT VALUE 20 credits CREDITS AT LEVEL: 5


200


11 PRE-REQUISITES BC010F or equivalent level



On successful completion of this unit students will have attained or demonstrated the ability to: (a) lead elaborate conversations with restaurant guests, give

advice on wine, detail menu explanations (b) handle complaints in hotels and restaurants; (c) give information about hotel facilities; (d) doing a room sales talk with walk-in guests; (e) write a job application documentation, including a covering

letter. (f) give oral explanations about grammar on following subjects: past perfect, present participle, future, imperfect, subjunctive, personal pronouns.

14 CURRICULUM OUTLINE The unit’s language focus is on repetition thorough the study of French language and vocabulary; possessive adjectives and pronouns, past, gerundive, present future, imperfect, subjunctive, conditional tenses, personal pronouns, role plays including handling complaints, checking in and checking out,, in-training interviews, writing about past and future jobs, applying for a job, and detailed picture descriptions.


The course will be taught through a combination of formal lectures, exercises, role-plays, pair and group work, authentic material, informal activities and various textbooks, class blogs and several websites.

16 ASSESSMENT STRATEGY

Assessment is done by progress tests (40%) addressing LOs (b), (c) and (d). There is also a 15 minute oral examination (30%) and a written examination (30%) assessing LOs (a), (e) and (f).


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format,

119

processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the school handbook on core academic skills issued to all students, and the school’s assessment policies and procedures. In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes. The assessment criteria for this unit will focus upon the students’ ability to communicate fluently whilst using a wider range of tourism related vocabulary. It will also focus on their pronunciation and intonation as well as the production of coherent and cohesive written texts including letters.


Key Texts: Beckett, G (2007) Leisure and Tourism, Pearson Education /

Heinemann U.K. Le Fichier (2008) Grammaire Communication, CLE International Kurbegov, E (2007) French Grammar Drills, McGraw-Hill Other Texts : Pons, C (2007) Points de depart, Prentice Hall Monnerie, A (1991) Bienvenue en France, Tome Hatier/ Didier,

Paris Coffman Crocker, M E (1999) French Grammar, French Editor and

Consultant: Toronto Grégoire, M and Thiévenaz, O (1991) Grammaire Progressive du

Français, CLE Paris Boudry, A (2000) Vocabulaire, Lausanne Web Sites: http://www.realfrench.net/beta/ http://www.bbc.co.uk/languages/french/ http://www.columbia.edu/~ab410/drills.html


20 DATE OF APPROVAL


120

1 UNIT TITLE Business Language and Culture II: Advanced German

2 BRIEF SUMMARY This course aims to improve students’ grammar, reading, writing, vocabulary, listening and speaking skills, all of which are based on hospitality, tourism and Swiss cultural themes.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Ms Andrea Hüttmann



200


11 PRE-REQUISITES BC010G or equivalent level.



On successful completion of this unit students will have attained or demonstrated the ability to: (a) engage in conversational exchanges about complaints in

hotels and restaurants; (b) lead and advise guests on wine and detailed menu explanations; (c) respond to typical hotel guest queries about tourism and

hotel facilities;

(d) develop professional vocabulary in tourism and hospitality; (e) write complete sentences with using verbs, nouns,

adjectives, prepositions; and (f) write and understand sentences and questions in the

present, past and future tense including the conditional and use the nominative, accusative, dative and genitive. Level A2 of the European Language Descriptors.

14 CURRICULUM OUTLINE Revision of German basic, possessive and personal pronouns, adjectives, accords of, past tense, present tense, future, conditional tense, articles, modal verbs, reflexive verbs, separable verbs, prepositions with accusative and dative tense, role plays in every day situations, writing simple notes, emails and letters. Swiss cultural background and etiquette.


The course will be taught through a combination of formal lectures, handouts, role plays, listening activities, excursion.


This will be by progress tests (40%) consisting of 1 written test and 1 presentation assessing learning outcomes (b), (c) and (d), and examination (60%) 15 minutes of oral test (30%) and written examination (30%) assessing learning outcomes (a), (e) and (f).

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The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes.


Key texts: Aufderstrasse, H, Gerdes, M, Müller, J, Müller, H, Bock, H,

(2005) Themen1 aktuell, Kursbuch, Ismaning: Hueber Verlag

Bock,H, Eisfeld, K-H, Holthaus, H, Schütze-Nöhmke, U, (2004) Themen 1 aktuell, Arbeitsbuch, Ismaning: Hueber Verlag

Maurer, E (2001) Deutsch in der Schweiz Arbeitsbuch, Zug: Klett und Balmer Verlag

Maurer, E (2001) Deutsch in der Schweiz, Zug: Klett und Balmer Verlag

Dallapiazza, R-M, von Jan, E, Schönherr, T, (2006)Tangram 1B, Kursbuch und Arbeitsbuch, Ismaning: Hueber Verlag

Orth-Chambah, J, Tangram 1B, Uebungsheft, (2005) Ismaning: Hueber Verlag

Dallapiazza, R-M, von Jan, E,Blüggel, B, Schümann, A (2006) Tangram 2A, Kursbuch und Arbeitsbuch, Ismaning: Hueber Verlag

Hilpert, S, Tangram 2A, Uebungsheft, (2004) Ismaning: Hueber Verlag

Reimann, M (2003) Essential Grammar, Ismaning: Hueber Verlag


20 DATE OF APPROVAL


122

1 UNIT TITLE Business Language and Culture II: Introductory Spanish

2 BRIEF SUMMARY On successful completion of this unit you will be able to communicate verbally and in writing at a basic level in everyday and hospitality situations.

3 UNIT CODE NUMBER BC004S



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Ms Margarita Civera



200





On successful completion of this unit students will be able to: a) engage in basic conversation about everyday topics and

use basic hospitality and tourism vocabulary in interaction b) with guests and others c) fill in forms with personal details d) write short personal messages e) read very short simple written texts

14 CURRICULUM OUTLINE Alphabet; pronunciation; basic vocabulary; gender and number; personal pronouns; basic relative pronouns; articles; possessive and demonstrative adjectives; space and temporal markers; question conjunctions; conjugating verbs in the present, in a past and in near future.


The course will be taught through a combination of formal lectures, exercises, role-plays and student group work


This will be by progress tests (40%) consisting of 2 written tests and 2 oral tests assessing LOs b, c and d, and examination (60%) consisting of 15 minutes of oral test (30%) and a written examination (30%) assessing LOs a, d and e.


The assessment criteria associated with the unit will be communicated to the student in the unit descriptor issued at the first meeting of the class. The format. processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students and the School’s assessment policies and procedures. In this unit, assessment will meet certain specific criteria to include demonstration of the language skills necessary to perform in employment adequately as described in the learning outcomes


Key texts Bregstein, B (2006) Fundamental Spanish , Kindle edition, Vicente, A (1998) Spanish Grammar for Independent Learners,

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Paperback Castro, F / Díaz, P / Rodero, I / Sardinero, C (2004) Español en

Marcha student book + CD, English version, SGEL, Madrid, Castro, F / Díaz, P / Rodero, I / Sardinero, C (2005) Español en

Marcha workbook + CD, English version, SGEL, Madrid


20 DATE OF APPROVAL


124

1 UNIT TITLE Food and Beverage Facilities Management

2 BRIEF SUMMARY This course aims to provide students with knowledge of the theories and practice underpinning the management of modern day restaurants.

3 UNIT CODE NUMBER HM003



6 SUBJECT AREA HLST




100

10 UNIT STATUS MANDATORY CORE FIELD OPTION




Upon successful completion of this unit, students should gain an understanding, knowledge and ability in relation to the: (a) changing nature of food and beverage facilities management; (b) contemporary design approaches within F&B facilities; (c) managing quality through effective facility management; (d) organisational and human resource issues; (e) an appreciation of the range and application of service options

within food and beverage facilities.


The unit aims to provide breadth and depth in a variety of operational food and beverage management areas that are of particular relevance to the hospitality industry. The unit begins with an introduction to the range of food and beverage facilities popular in today’s marketplace and the range of service options typically employed across the industry. Practical approaches to managing the human resource within food and beverage facilities will be discussed analyzing the differing approaches by restaurant, room service and banqueting departments. Strategies for maintaining quality and consistency of customer service through a systems approach will also be investigated.




In keeping with IMI assessment policy, a class with 24 hours contact time shall be summatively assessed using not more than two assessment instruments. These will normally be (a) a group or pair research project (40%); and (b) a final examination (60%).

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The specific criteria for each assessment is as follows, firstly a group or pair research project requires the students to work together and design a layout for a given food and beverage outlet providing justification for the layout from a ergonomic, quality and service perspective demonstrating the learning outcomes (b), (c) and (e); and (b) the a final examination (60%) encourages students to demonstrate theoretical knowledge and understanding on a wide perspective of facilities management issues that are relevant to the hospitality industry, addressing all learning outcomes (a), (b), (c), (d) and (e). There will be a number of formative assessments throughout the module in the form of questioning, research collection and small scale written tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


Core Text Atkin, B. and Brooks, A (2005) 2nd edition Total Facilities

Management. Wiley-Blackwell Other Texts Bhatnager, P, Popli, N (2007) Food and Beverage Management India: SBS Publishers Chen, J (Ed) (2005) Advances in Hospitality and Leisure 1,

Indiana University, Bloomington, USA: Elsevier Chon, K.S Kandampully, J. Mok, C. And Sparks, B. (2001)

Service Quality Management in Hospitality, Tourism, and Leisure New York: Haworth Hospitality Press

Ryder, B (2007) New Restaurant Design Laurence King Publishing, London

Ryder, B (2005) New Bar and Club Design Laurence King Publishing, London

Key journals Caterer and Hotelkeeper. Cornell Hospitality Quarterly International Journal of Hospitality Management. Food Service Europe The Hospitality Review. The Restaurant Magazine.


20 DATE OF APPROVAL


126

1 UNIT TITLE Food Costing, Purchasing and Merchandising

2 BRIEF SUMMARY This course aims to provide students with knowledge of the key management disciplines required to procure, control and sell menu items effectively.




6 SUBJECT AREA HLST




100

10 UNIT STATUS MANDATORY CORE on International Hotel and European Culinary Management pathways CORE OPTION on International Hotel and Tourism Management, International Hotel and Event Management pathways




Upon successful completion of this unit, students should gain an understanding, knowledge and ability of the: (a) functions and scope of food costing issues in the hospitality

industry; (b) understanding of theoretical costing principles, concepts and

procedures; (c) purchasing, storing, issuing and controlling cycle for food and

beverages; (d) merchandising concepts in a typical hospitality enterprise; (e) ability to solve an appropriate range of basic food costing

exercises.

14 CURRICULUM OUTLINE The unit aims to provide a sound introduction to the core principals and concepts of food procurement, control, costing and promotion with emphasis on relevance in the hospitality industry. The unit begins with a basic overview of food purchasing goals, procedures and management techniques to ensure a hospitality company achieves best value. It then covers costing principles, concepts and procedures in detail with a strong emphasis on practical application within the industry. Finally merchandising options for the promotion of menu items are examined where students are required to investigate and report on current industry trends.



127


In keeping with IMI assessment policy, a class with 24 hours contact time shall be combatively assessed using not more than three assessment instruments. These will normally be a group or pair research project (40%); and secondly a final examination (60%).


The specific criteria for each assessment is as follows firstly the group or pair research project requires the students to work together and demonstrate an appropriate depth of understanding, ability and application in the production of a 3-course a la carte menu, addressing the learning outcomes (a), (b) and (d) and secondly the final examination addresses all learning outcomes (a), (b), (c), (d), and (e), demonstrating theoretical knowledge and understanding on a wide perspective of food costing and controlling issues that are relevant to the hospitality industry, There will be a number of formative assessments throughout the module in the form of questioning, research collection and calculation tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


Core Text Feinstein, A H and Stefanelli, J M (2008) Purchasing, Selection

and Procurement for the Hospitality Industry, New Jersey, Wiley & Sons

Key texts Coltman, M (2002) Food and Beverage Cost Control, Prentice-

Hall, Englewood Cliffs, NJ , 2nd Edition Cote, R (2002) Basic Hotel and Restaurant Accounting,

Educational Institute of American Hotel & Lodging Association, 5th Ed.

Cousins J, Foskett D and Gillespie C, (2002) Food and Beverage Management, Prentice-Hall, 2nd Ed.

Miller, J E and Pavesic, D V (1996) Menu Pricing and Strategy, New York: Van Nostrand Rinehold, 4th Ed.

Pauli, E (2003) Classical Cooking the Modern Way, New York: Van Nostrand Reinhold

Key journals Caterer & Hotelkeeper. International Journal of Hospitality Management. The Hospitality Review. The Restaurant Magazine.


20 DATE OF APPROVAL


128

1 UNIT TITLE Western Gastronomic Cookery

2 BRIEF SUMMARY Western Gastronomic Cookery gives the students the necessary knowledge of authentic European cuisines and historical values of this cuisine in today’s gastronomic environment.




6 SUBJECT AREA HLST




400


11 PRE-REQUISITES HM001C



Upon successful completion of this unit, students should be able to: (a) clearly understand and apply appropriate subject-specific

management principles to food production in the context of European culinary practice;

(b) manage the purchase, storage and utilisation of foodstuffs, including yield management;

(c) practice appropriate management skills, specifically scheduling, co-ordination of resources and critical path analysis in the preparation of food relative to the techniques, equipment, and accepted cooking methods available or prevailing;

(d) identify and manage all aspects of hygiene related to food production;

(e) reflect all of the above in the independent management of food production for different styles of operation;

(f) demonstrate a clear understanding of how the management of food production relates to management of the wider food and beverage department.

14 CURRICULUM OUTLINE This unit is split into two areas: (i) the demonstration and management of competence based practical skills in a working kitchen environment and (ii) theoretical issues covering a broad range of Eurocentric food knowledge and culinary methods; and hygiene related subjects. In respect of (i) students will begin with briefings on the menu of the day, where ingredients, cooking methods and service style are explained and noted. This will be followed by the actual preparation and service and/or appraisal of the different components of these menus. The menus prepared will reflect both the similarities and differences between and within European cuisine. In respect of (ii), theory, the main topics covered will include standards of professionalism; application of sanitary and nutritional awareness; and Swiss and European Union health law. In both areas, emphasis will be placed on the application of managerial

129

concepts and techniques to integrate the managerial functions of the kitchen with the wider food and beverage department.


The course will be taught through a combination of practical work, lectures, demonstrations, practice, professional videos and handouts, and appropriate excursions.


In keeping with the IMI assessment policy, a class with 96 hours contact time shall be summatively assessed using not more than 4 assessment instruments. The assessment in this unit will be divided between practical skills and theoretical knowledge as follows: (a) 30% of the total marks for the Unit will be derived from competence based assessment of practical skills laboratories; (b) 35% of the total marks available will be based on a final, complex, practical examination; and 30% of the total marks available will be derived from individual project coursework. The project coursework will take the form of a learning portfolio including records of research and information gathered for practical work; a record of all menus produced during the course; an appropriately designed, annotated and analysed personal recipe book of the dishes prepared; a brief report and analysis of all professional visits; and responses to two short, specific assignments on the theoretical curriculum.


The assessment criteria will focus upon students having the theoretical knowledge techniques and skills required to plan, manage, produce and evaluate dishes and menus in the European style relative to clearly defined restaurant concepts and according to accepted standards of cost and quality. Students will be required to plan, prepare and cater for an Ala carte menu as part of a practical assessment in the Swiss room restaurant in line with modern European foods as is lectured and performed during the semester. Student will also be required to maintain a log of the entire semester which will be compiled at the end of teaching and assessment, this will be a diary of all event and classes of which the student has partaken and will be bound for assessment and logged.


Key texts Cousins J, Foskett D and Gillespie C, (2002) Food and

Beverage Management, Prentice-Hall, 2nd Ed. Escoffier, A (1993) The Cookery Repertory, Oxford: Butterworth Nestlé Food Service (1996) A Solid Base for Professional Chefs,

Vevey: Nestec Ltd Pauli, E (1999) Classical Cooking the Modern Way, New York: Van

Nostrand Reinhold, 3rd Ed Hunter, G. Tinton, T. & Carey, P. (2008), Professional chef

Level 3. Wiley, London. Garlough, R, Cambell, A. The Modern Garde Manger, (2006)

Thomson Delmar Learning, N.Y. Journals Caterer & Hotelkeeper The Rolling Pin


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130

1 UNIT TITLE International Patisserie

2 BRIEF SUMMARY

This unit develops students specific knowledge of European patisserie and the practical skills required to produce a range of European dessert specialities and bakery products.




6 SUBJECT AREA HLST




200



12 CO-REQUISITES HM005


Upon successful completion of this unit, students should: (a) gain a good theoretical and practical knowledge of European

and international patisserie and confectionary products; (b) clearly understand and apply appropriate subject-specific management principles to patisserie in the context of European culinary practice, including the management of the role of the patisserie section within restaurant and hotel kitchens; (c) manage the purchase, storage, utilisation and yield of commodities employed in different patisserie products in terms of varied menu associations and restaurant type; (d) understand and apply the necessary specialist technical and managerial skills to competently produce a range of pastry and bakery items according to varied market needs.


The curriculum covers: the role of patisserie in menu planning and design and different types of restaurant operation; the techniques and materials of patisserie including forms, types and applications of dough’s, pastries, sponges, icings and other decorations, soufflé, ice creams, granites and sorbet, chocolate, sugar modelling and blowing, tarts, fondant, gelatine and fritter products; the role of alcohol in this field; managing commodities associated with patisserie products; managing work flows in the context of the rest of the kitchen and food and beverage department; and methods of evaluating quality of finished products relative to the planning, management and delivery of the wider menu.


The course will be taught through a combination of practical work, lectures, demonstrations, practice, professional videos and handouts and appropriate excursions

131


In keeping with the IMI assessment policy, a class with 48 hours contact time shall be summatively assessed using not more than 4 assessment instruments. The assessment in this unit will be divided between practical skills and theoretical knowledge as follows: (a) 30% of the total marks for the Unit will be derived from competence based assessment of practical skills laboratories; (b) 40% of the total marks available will be based on a final, complex, practical examination; and (c) 30% of the total marks available will be derived from individual project coursework. The project coursework will take the form of a learning portfolio including records of research and information gathered for practical work; a record of all dishes and menus produced during the course; an appropriately designed, annotated and analysed personal recipe book of the dishes prepared; a brief report and analysis of all professional visits; and responses to two short, specific assignments on the theoretical curriculum.


Assessment criteria will be communicated in the unit handout, specific to the tasks assigned. The generic criteria will be to assess students knowledge of patisserie concepts and techniques and their practical application in the production of goods; demonstration of reflective practice in the analysis and creation of dessert menus; and leadership and team working ability with the kitchen environment.


Key texts Amendola, J (1992) The Baker’s Manual, New York: Van Nostrand Reinhold, 4th Ed Cousins J, Foskett D and Gillespie C, (2002) Food and Beverage

Management, Prentice-Hall, 2nd Ed. Friberg, B (2002) The Professional Pastry Chef, New York: Van Nostrand Reinhold, 4th Ed Pauli, E (1999) Classical Cooking the Modern Way, New York: Van Nostrand Reinhold, 3rd Ed

Journals Caterer & Hotelkeeper


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132

1 UNIT TITLE Event Operations

2 BRIEF SUMMARY This unit allows students to apply theories that relate to the events management sector by offering them the opportunity to undertake some operational management responsibilities through the planning and organisation of a real event.

3 UNIT CODE NUMBER EM004



6 SUBJECT AREA HLST




100

10 UNIT STATUS Mandatory Field




On completion of this unit students should be able to: a) evaluate the growing range and extent of special events and their venues; b) develop knowledge and understanding of the event planning process and utilise this knowledge by applying it to a real event; c) analyse and evaluate the different components involved in organising and running an event.

14 CURRICULUM OUTLINE This unit investigates a range of disciplines required to run an event, these include: marketing; merchandising; sponsorship; planning; management of support services; and facilities management. It then allows students to put this theory into practice by undertaking the planning and operation of "real" event.


The course will be taught through a combination of formal lectures, exercises, and student group work (including case studies and vignettes)


In keeping with IMI assessment policy, a class with 24 hours contact time shall be summatively assessed using not more than two assessment instruments. These will normally be a group action plan (40%); and the actual event execution (60%). There will be a number of formative assessments throughout the module in the form of questioning, research collection and small scale written tasks. The feedback of which will be used for open discussions in order to share the experience with other students.

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The specific criteria for each assessment is as follows, firstly the group action plan requires the students to work together to firstly justify the planned event chosen, then to demonstrate the appropriate level of planning and organisation sufficient to professionally deliver that event, addressing the learning outcomes (a), (b) and (c). The actual event execution requires students to demonstrate the practical organisational skills, and professional management necessary to successfully execute the planned event and addresses the learning outcomes (b) and (c). There will be a number of formative assessments throughout the module in the form of questioning, research collection and small scale written tasks. The feedback of which will be used for open discussions in order to share the experience with other students.


Key texts Tum, J. Norton, P. and Nevan Wright, J. (2005) Management of Events Operations, Oxford: Elsevier Other texts Goldblatt, J. & Nelson, K. (2001) The International Dictionary of Event Management, New York: Wiley Grainger-Jones, B. (1999) Managing Leisure Oxford: Butterworth-Heinemann Hoyle, L. (2002) Event Marketing: how to successfully promote events, festivals, conventions & expositions, New York: Wiley McBabe, V, Poole, B, Weeks, P and Leiper N (2000) The Business and Management of Conventions, John Wiley: Sydney McDonnell I and Harris, R (2002) Festival and Special Event Management, John Wiley, Sydney Additional references: Journal of Convention and Event Tourism Event Management Events Education www.EventsEducation.com


Tum, J. Norton, P. and Nevan Wright, J. (2005) Management of Events Operations, Elsevier

20 DATE OF APPROVAL


134

1 UNIT TITLE Tourism Impacts

2 BRIEF SUMMARY This tourism unit explores and evaluates a range of impacts arising from tourism development from an economic, socio-cultural and environmental perspective




6 SUBJECT AREA Tourism




100


11 PRE-REQUISITES TM002 The Tourism Industry or equivalent



On successful completion of this unit students will have attained or demonstrated: (a) in-depth knowledge of the main economic, socio-cultural and environmental impacts of tourism; (b) the knowledge to propose control measures to minimise the negative impacts of tourism; (c) an understanding of the different stakeholder’s perspectives in the management of tourism; (d) a critical evaluation of sustainable practice in relation to tourism.


The unit starts with a detailed examination of the economic, socio-cultural and environmental consequences of tourism development. The focus then moves to exploring the range of planning and control techniques available to control negative and maximise positive impacts, including environmental impacts assessment, and corporate social responsibility. Special consideration is given to tourism in different geographic contexts including urban tourism, island tourism and coastal tourism. A wide range of case studies are used to provide a contextual background


The course will be taught through a combination of formal lectures, small group, student activities and case studies.


The assessment for this unit will be by 40% case study critique assessing learning outcomes (a) and (b) and a 60% final examination assessing learning outcomes (b), (c) and (d).


Coursework will assess the students’ critical-thinking and analysis skills by requiring a supported evaluation of the impacts of tourism in a range of provided case studies.

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Core text: Mason, P (2008) Tourism Impacts, Planning and Management,

Oxford: Butterworth Heinemann. 2nd ed Additional resources: Coles, T and Hall, C M (eds) (2007) International Business and

Tourism: Global Issues, Contemporary Interactions, London: Routledge

Cooper, C (Ed) (2003) Classic Reviews in Tourism, Clevedon: Channel View Publications

Gössling, S and Hall M C (2005)Tourism and Global Environmental Change (Contemporary Geographies of Leisure, Tourism and Mobility), Routledge, London

Holden, A (2008) Environment and Tourism, London: Routledge 2nd Ed

Mason, P (2003) Tourism Impacts, Planning and Management, Oxford: Butterworth Heinemann

Newsome, D and Dowling R (2006) Geotourism: Sustainability, impacts and management, Oxford: Butterworth Heinemann

Ryan, C (2003) Recreational Tourism: Demand and Impacts, Celevdon: Channel View

Wall, G and Mathieson, A (2005) Tourism: Change, Impacts and Opportunities, Harlow: Pearson

Journals Current Issues in Tourism Journal of Sustainable Tourism Tourism Management e-Resources www.world-tourism.org/frameset/frame_sustainable.html http://www.un.org/esa/sustdev/sdissues/tourism/tourism.htm


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136

1 UNIT TITLE Transport and Tourism

2 BRIEF SUMMARY This unit reviews the role and interrelationships of transport in tourism from an conceptual, operations and managerial perspective.




6 SUBJECT AREA HLST




100


11 PRE-REQUISITES TM002 The Tourism Industry



On successful completion of this unit students will have attained or demonstrated: a) a critical understanding of transport supply and demand; b) an understanding of government roles in regulating tourist

transportation systems; c) the knowledge to propose appropriate demand management

strategies to suit various destinations; d) the ability to evaluate the social, geographical and

environmental impacts of development in transport provision; e) understand the forces shaping the future of transportation

provision and management.


The unit begins with a general review of demand and supply in transportation, examining flow patterns, recent trends and major providers. The focus then moves to a detailed look at the factors affecting demand for transportation and service quality perceptions and systems for provision. A detailed look at transport supply and structures in different sectors then leads to examining the airline industry in particular and its impact on international tourism flows. The final stages of the unit are given to examining planning for transport, TDM and the managing impacts of transport systems.


The 12 class sessions will combine a mixture of lectures (with breakout groups) and workshops. These include traditional lectures, and a variety of exercises and case studies where students can examine different examples. Students are expected to undertake the range of reading comparable with level 5 study.

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Assessment for this unit will be by 40% coursework and 60% examination assessing the learning outcomes. The coursework includes an article critique (40%) measures a critical understanding of transport supply and demand, the understanding of government roles in regulating tourist transportation systems, and the knowledge to propose appropriate demand management strategies to suit various destinations (learning outcomes a, b, and d). The examination (60%) measures a critical understanding of transport supply and demand, the knowledge to propose appropriate demand management strategies to suit various destinations, the ability to evaluate the social, geographical and environmental impacts of development in transport provision, and finally, measures students’ understanding of the forces shaping the future of transportation provision and management (learning outcomes c, d and e).


The assessment criteria are explicitly linked to the level 5 descriptors and programme learning outcomes for a hospitality, tourism and events student, namely: analysis of the needs and expectations of different consumers within transportation; analysis of quality of the service encounter and its impact on the consumer and transport providers; understanding of the role of government and diverse stakeholder in international transport provision; evaluation of the impacts of transportation and appropriate responses to manage these.


Core Text Page, S (2005) Transport for Tourism: global perspectives, London:

Routledge, 2nd Ed Other reading Banister, D (2002) Transport Planning, London: Spon Press. 2nd Ed

Cartwright, R and Baird, C (1998) The Development and Growth of the Cruise Industry, Oxford: Butterworth Heinemann

Davidson, R (1998) Travel and Tourism in Europe, Harlow: Longman, 2nd Ed

Doganis, R (2001) The Airline Business in the 21st Century, London: Routledge

Doganis, R (2002) Flying Off Course, London: Routeledge. 3rd Ed Duval, D T (2007) Tourism and Transport: Modes, Networks and

Flows, Channel View Graham, A, Papatheodorou, A , Forsyth, P (Eds) (2008) Aviation and

Tourism: Implications for Leisure Travel, Ashgate Hanlon, P (2006) Global Airlines: Comeptition in a Translational

Industry, Oxford: Butterworth Heinemann, 2nd ed Page, S, Busby, B, Brunt, P and Connell, J (2002) The Tourism System, London: Thomson Learning

Pender, L (2001) Travel, Trade and Transport: An Introduction, London: Continuum

Rodrigue, J P, Comtois, C and Slack, B (2006) The Geogrpahy of Transport Systems, New York, Routledge

Tolley, R and Turton, B (1997) Transport Systems, Policy and Planning, Harlow: Longman Upham, P, Maughn, J, Raper, D and Thomas, C (2003) Towards

Sustainable Aviation, London: Earthscan Williams, C and Buswell, J (2003) Service Quality in Leisure and

Tourism, Oxon: CABI WTO (2000) Tourism and Air Transport: 25/26 May, Portugal: WTO


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138


139

1 UNIT TITLE Personal Development Planning IV

2 BRIEF SUMMARY Personal Development Planning (PDP) is a structured and supported process whereby students can plan, monitor and reflect on their academic work and improve their skills and set career goals.




6 SUBJECT AREA HLST




100





Upon successful completion of this unit, students should gain an understanding, knowledge and awareness of:

a) becoming more effective, independent and confident self-directed learners with a focus on deep learning;

b) understanding how they are learning and relate their learning to a wider context;

c) improving their general skills for study and specifically for career management;

d) articulating their personal and career goals and evaluate progress towards their achievement; and

e) encouraging a positive attitude to learning and work throughout life.

14 CURRICULUM OUTLINE This unit builds on PDP III and continues to develop student’s ability to reflect on their career potential and future planning. Students will be focused on skills required for seeking and securing future employment during their academic studies. For example, but not limited to; career planning, seeking employment, employment applications, CV writing and its critique, interview techniques, career vision and success. This unit is underpinned by; social communication and life skills, planning skills; clarifying expectations; goal setting; and a high degree of reflection.


The course will be taught through a combination of formal lectures, interview role-plays, peer critiques, reflective exercises and student group work.

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In this unit, the form of assessment will be the submission of a Curriculum Vitae and the required employment documentation. In addition an e-reflective report demonstrating students’ ability to apply multiple skills to the hospitality and tourism industry will be required.


The assessment criteria for this unit will focus upon students’ ability to reflect upon a range of personal and professional development issues related to their career planning and future professional and personal management.


Key texts Bell, A H and Williams, G (1999) Intercultural Business, Barron Blundell R (1998) Effective Business Communications, London:

Prentice Hall Clark, M (1995) Interpersonal Skills for Hospitality Management, Cottrell, S (2005) Critical thinking Skills, Developing Effective

Analysis and Argument, London: Palgrave Cottrell, S (1999), The Study Skills Handbook Basingstoke:

Palgrave, 2nd Ed. Cottrell, S (2003), Skills for Success The Personal Development

Planning Handbook Basingstoke: Palgrave. Fanthome, C (2007) Work Placements – A Survival Guide for

Students, Basingstoke: Palgrave. Harvard Business Essentials (2003) Managing Creativity and

Innovation, Boston: Harvard Business Press IMI (current edition) A Basic Guide to Core Academic Skills Lee-Davies, L (2007) Developing Work and Study Skills,

London; Thomson Littleford, D, Halstead, J and Mulraine, C (2004) Career Skills

Opening Doors into the Job Market, London: Palgrave Morris, S and Willcocks, G (2003) Successful CV’s in a week: Oxon: Hodder & Stoughton Nickson, D and Siddons, R (1996) Business Communications, Oxford: Butterworth Heinemann Taylor, S (1999) Communication for Business, London: Longman 3rd Edition Turner, S (2002) Tools for Success, Maidenhead: McGraw Hill. Wagen, L, V, D and Davies, C (1998), Supervision and Leadership, London; Hospitality Press Key journals International Journal of Hospitality Management Web site http://ehotelier.com http://www.ltsn.ac.uk/home.asp (UK Learning and Teaching Support Network)¨ http://emerald.com http://www.palgrave.com/skills4study/index.asp http://wwwmindsinmotion.ch


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141

1 UNIT TITLE Research Methods

2 BRIEF SUMMARY The unit explores research frameworks and philosophies, methodologies and data analysis techniques to support the various stages of dissertation writing




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Dr Michael Vieregge



100



12 CO-REQUISITES Dissertation


At the end of this unit, students will have attained or demonstrated: (a) a sound understanding of terminology and basic

philosophies underlying research methods; (b) the skills to apply classifications and typologies in developing

a research framework; (c) the skills to select and justify appropriate methodological

techniques according to fitness for purpose; (d) the ability to critically analyse data to produce descriptive

and inferential results; (e) the conceptual and applied skills to develop and refine a

research proposal to be executed in the form of a dissertation.


The unit comprises three main topic areas, which are scheduled to support the various stages of dissertation writing: (1) Frameworks and principles of research and writing:

concepts, hypotheses, mapping sentences, classification systems, typologies, writing the proposal and introduction chapter, writing the literature review, conclusions, recommendations and finishing touches;

(2) Research methodologies: secondary research, quantitative vs. qualitative methods, sampling, questionnaires, interviews, measurement, attitudes, scales and miscellaneous methods; and,

(3) Data analysis: description, analysis and presentation, inference and fact, and statistical analysis using excel.

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Sessions of the class will combine a mixture of lectures (with breakout groups) and workshops. These include traditional lectures, and a variety of exercises where students apply the principles taught in the adjoining lecture. Students are expected to undertake the range of reading comparable with degree level study.


In keeping with the Institute’s Teaching Learning and Assessment Strategy, assessment of this unit will be assessed through two pieces of coursework . The formative assessment evaluates skills to apply classifications and typologies in developing a research framework, the ability to critically analyse data to produce descriptive and inferential results; and, the conceptual and applied skills to develop and refine a research proposal to be executed in the form of a dissertation. The proposal (40% of the final mark) measures the skills to select and justify appropriate methodological techniques according to fitness for purpose and skills to develop and refine a research proposal to be executed in the form of a dissertation. An essay (60% of the final mark) measures the sound understanding of terminology and basic philosophies underlying research methods, and the skills to select and justify appropriate methodological techniques according to fitness for purpose.


Marking criteria for the proposal principally include, but are not confined to: the sense of the title; clarity and feasibility of objectives and hypotheses; evidence and context of background research and references; clarity of appropriate methodology; evidence of methodological support; logically detailed chapter outline and realistic time frame. Marking criteria principally include, but are not confined to: identifying the key issues associated with the theoretical concept or exercise; interpreting and applying the principles to the question or task; demonstration of critical thinking; evidence of appropriate research and referencing


Core text Clark, M, Riley, M, Wilkie, E and Wood, R C (1998) Researching and

Writing Dissertations in Hospitality and Tourism, London: International Thomson Business Press, 7th Edition.

Other reading Blaxter, L, Hughes, C, and Tight M, (2001) How to Research,

Buckingham: OUP. 2nd Edition. Brotherton, B (Ed) (1999) The Handbook of Contemporary

Hospitality Management Research, Chichester: John Wiley and Sons.

Buglear, J (2000) Stats to Go: A Guide to Statistics for the Hospitality, Leisure and Tourism Industries, Oxford: Butterworth-Heinemann.

Davies, M B (2007) Doing a Successful Research Project: Using Qualitative or Quantitative Methods, Basingstoke, Palgrave

Dawson, C (2007) A Practical Guide to Research Methods: A User-friendly Manual for Mastering Research Techniques and Projects, Oxford, How To Books

Gilbert, N (Ed) (2001) Researching Social Life, London: Sage, 2nd Edition. Gillam, B (2000) Developing a Questionnaire, London: Continuum. Hart, C (1998) Doing a Literature Review: Releasing the Social

Science Imagination, London: Sage. Ryan, C (1995) Researching Tourist Satisfaction, London:

Routledge. Saunders, M Thornhill, A and Lewis, P (2007) Research Methods for

Business Students, Harlow: Pearson White, B (2000) Dissertation Skills for Business and Management

Students, London: Continuum.

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e-Resources http://www.socialresearchmethods.net http://methods.fullerton.edu/noframesindex.html


20 DATE OF APPROVAL


144

1 UNIT TITLE International Strategic Marketing Management

2 BRIEF SUMMARY This unit strengthens the students’ critical understanding of marketing and strategy at an international level, bringing topical current issues to the forefront of discussions.




6 SUBJECT AREA HLST




200





On successful completion of this unit students will have attained or demonstrated:

a) a critical evaluation of the processes used in preparing a marketing strategy with a strong base on current industry developments;

b) an ability to appraise a range of marketing strategies being utilised in organizations internationally;

c) an understanding of the different options available to organisations when entering the international arena;

d) the knowledge to plan marketing mix strategies with a focus on the requirements of international customers;

e) a sensitivity to the many cultural forces and issues which influence the way companies develop and sell their product in an international market.

14 CURRICULUM OUTLINE The unit covers three elements all strongly making use of current news and development. The first introduces the process of strategic management, its relationship with marketing, and the key considerations involved in strategic international marketing management. The second element considers factors that encourage organizations to develop their operations from domestic to international, focusing on how culture, social, economic, political and legal aspects impinge upon the organization’s marketing effort. The third element considers the role of internal and external assessment in strategy development and evaluates various management techniques to carry out this evaluation, including Porter’s 5 forces, PEST and SWOT analysis. This part will evaluate alternative strategies and the factors involved in making strategic decisions, considering elements of performance measurement and evaluation.


Sessions of the class will combine a mixture of lectures with breakout groups. Particular use will be made of case studies.

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Students are expected to undertake the range of reading comparable to Degree level study.


The assessment for this unit will be designed to ensure and control student learning and development and will comprise two pieces of coursework (20% each) the first based on learning outcomes a and b, and the second based on learning outcomes c, d and e and one examination (60%) which will assess all learning outcomes a-e.


The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the School handbook on core academic skills issued to all students, and the School’s assessment policies and procedures. The assessment criteria for this module will focus on 1. the student’s ability to apply principles of strategy and marketing on an international level; 2. evaluate and analyse the relationship between marketing and strategy; 3. differentiate between the role and applications of models in strategic marketing management.


Key texts Cateora, P R and Graham, J L (2005) International Marketing, London: McGraw Hill International, 12th Ed De Wit, B and Meyer, R (2004) Strategy: Process, Content, Context, 3rd ed., Thomson Ghauri, P and Cateora, P (2006) International Marketing, 2nd Ed, McGraw-Hill Education Kotler, P, Bowen, J and Makens, J (2006) Marketing for Hospitality and Tourism, New Jersey: Prentice-Hall, 4th Ed Nikiel, R A (2006) Handbook of Marketing Methodologies for Hospitality and Tourism, The Howorth Hospitality and Tourism Press Key journals International Journal of Hospitality Management Journal of Hospitality and Tourism Research Journal of Travel Research Journal of Vacation Marketing


20 DATE OF APPROVAL


146

1 UNIT TITLE Information and Communication Systems

2 BRIEF SUMMARY Information and Communication Systems (ICS) is a comprehensive, integrated information system designed to manage the various aspects within the hospitality industry. This course examines current systems and technological trends and as well the huge impact of recent Web2.o technologies and concepts on operations and marketing of the hospitality industry.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Lukas O Ritzel



200


11 PRE-REQUISITES NA

12 CO-REQUISITES NA


On successful completion of this unit students will have attained or demonstrated: (a) an understanding of various IS concepts and their

component parts and identify fundamentals of information technology

(b) explain major hospitality-specific information systems and enterprise information systems, as well as their appropriate design, deployment and management;

(c) critically assess systems development and selection process;

(d) conduct IS resource assessments, planning, and management;

(a) recognize trends in IS and apply them to the hospitality industry.

14 CURRICULUM OUTLINE The unit starts by examining traditional ICT models and standard soft- and hardware used inhospitality organizations, including HRM, SAP security, property management, point-of-sale s and yield management applications. The focus then moves to exploring new technology trends including online customer service, pre arrival checking, e-concierge, e-folio, social websites, e-breaks, eCRM’s, airline business online, e-learning and the rationale for the hospitality industry to move into virtual worlds. This forms a basis for an evaluation of how the internet has impacted on hospitality stakeholder collaboration and marketing functions and critical analysis of

147

consumer behaviour trends in response to these developments.


The course is taught using different teaching styles. Students are motivated to fully participate through extensive use of ICT tools and applications in their learning. The emphasis is not on learning technical terms by rote but rather to learn how to find and investigate themselves, to locate trends and apply them to the hospitality industry, and to achieve objectives in a professional manner, using today’s ICT. Real life business examples and latest internet tools are used in the classroom environment a together with specialist guest lecturers both in person and via and webcasts. Scheduled fieldtrips allow students to experience the practical applications of the HIS tools discussed and evaluated in class.


The assessment for this unit is by 100% coursework and comprises 3 elements. (1) Group project based to develop a new communication tool for a specified business to achieve specified goals (40%) assessing LOs (a), (b) and (e). (2) An individual evaluation project on a selected internet technology application, to be created using a wiki space (40%) assessing LOs (c) and (d) and; (3) Participation and active engagement with all learning activities (20%) assessing LOs (b) and (c).


1. Complexity of technical skills applied, professional standard of delivered product, demonstration of teamwork and professional project management, group work ability 2. Evidence of extensive research, clear assessment of the use and value of the selected application, clear evaluation of features of selected application with supporting evidence, report produced to a professional standard 3. Contributions to class work activities in and out the classroom, active participation on collaborative projects (student wikis), demonstration of leadership and team spirit in undertaking formative and summative assessments.


Books: Anderson, C (2006) The Long Tail, rh business books Altman, D (2007) Connected 24 Hours in the Global Economy, FSG Livingstone, J ( 2007 ) Various, Founders at Work – Stories of Startups’ Early Days, Apress Tesone, D V (2006) Hospitality Information Systems and eCommerce , John Wiley & Sons Tapscott, D (2007) Wikinomics, Portfolio e-Zines Wired, Trendwatching, Wiley, Hospitalitynet Web2 resources and technologies Social & collaborative networks,webcast, virtual worlds


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148

1 UNIT TITLE Dissertation

2 BRIEF SUMMARY The dissertation is a sustained, in-depth and independent piece of research into a self-selected topic which reflects the students pathway specialisation.




6 SUBJECT AREA HLST

7 UNIT LEADER(S) Dr Michael Vieregge



400



12 CO-REQUISITES BC018 Research Methods


At the end of this unit, students will have attained or demonstrated an ability to: a) plan, design, execute and communicate a sustained piece of

independent intellectual work; b) describe, synthesise, interpret, analyse and evaluate

information and data relevant to their selected topic; c) critically interpret data of different kinds and appraise the

strengths and weaknesses of approaches adopted; d) critically assess and evaluate evidence in the context of

research methodologies and data sources; e) develop sustained and reasoned arguments.

14 CURRICULUM OUTLINE There is no curriculum for this unit. Students are introduced to the dissertation in the BC018, Research Methods unit and techniques and knowledge required to write the dissertation are developed in this unit.


The dissertation is produced with the guidance of a supervisor. Each student is allocated to a single supervisor but may draw on the resources of all staff in the Institute. The Institute’s present system of consultative diary keeping will be maintained, whereby each student has a pro forma which is to be signed by any person consulted on the dissertation topic, and when any work is submitted and returned. In the case of external contact(s), appropriate copies of email correspondence are appended to the diary.


The dissertation is by 100% individual work in the production of the dissertation that should meet all the learning outcomes identified above. The dissertation should be 12,000 words (max. 14’000). Formative feedback is given on each chapter during the course of the semester.

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF

Marking criteria for the dissertation principally include, but are not confined to: clarity of aims and objectives; identification and critical

149

ASSESSMENT understanding of relevant hospitality and tourism literature; selection and description of appropriate research methodologies; presentation and analysis of results; critical conclusion and associated recommendations, and; consistent presentation in keeping with the guidelines specified in the Basis Guide to Core Academic Skills and the IMI Dissertation Guide. Dissertation Marking Pro Formas, detailing the breakdown of marks available for the above criteria is shown in the appendices of the Dissertation Guide, available to all students.


An electronic copy of the Institute’s Dissertation Guide is made available to all level 6 students at the commencement of the semester on the intranet. Additional support materials are to be found in the BC018 Research Methods resource listing.


20 DATE OF APPROVAL


150

1 UNIT TITLE Food and Beverage Themes and Applications

2 BRIEF SUMMARY This unit critically examines and applies the disciplines required to operate a successful restaurant in today’s commercial environment, investigates contemporary restaurant themes and concepts and restaurateurs approach to doing business.




6 SUBJECT AREA HLST




200

10 UNIT STATUS MANDATORY FIELD

11 PRE-REQUISITES HM003 F&B Facilities Management and/or HM004 Food Costing, Purchasing and Merchandising



Upon successful completion of this unit, students should have attained or demonstrated: (a) business planning ability within a theme that is implemented as a successful food and beverage concept; (b) application of prior knowledge from food and beverage management, marketing, and enterprise development to the specific requirements of food and beverage product development; (c) understanding of the role of aesthetic considerations in creating consumption opportunities in hospitality businesses; (d) conceptual and creative skills in the analysis and development of restaurant concepts; and (e) application of knowledge of food markets to the commercial hospitality sector in terms of an ability to establish appropriate models of consumption relative to business objectives;


The unit aims to provide an analysis of complex interrelationships of operational food and beverage management areas with particular relevance to new concepts, themes, developments and trends in the hospitality industry. The unit begins by introducing past, recent and future trends and developments in international food and beverage outlets. Particular emphasis is focused on defining a concept, creating a new concept and restaurant and product life cycles. With a concept, and linked to assessment, there is a high degree of students developing their own service encounters, product development, service impressions, planning and design, budgeting, menu planning, marketing, equipment and resources, staffing and training, promotions, advertising, financial and legal implications.



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In keeping with IMI assessment policy, a class with 48 hours contact time shall be summatively assessed using not more than four assessment instruments. In this unit, three assessment instruments shall normally be employed. These will normally be (a) an action plan (30%) requiring the student to demonstrate an appropriate depth of understanding of the field of study, the range of titles available reflecting the full range of learning outcomes; (b) the implementation and execution of themed concept (40%) that, within certain parameters, be transferable to the external environment, addressing the learning outcomes (a), (b), (c), (d) and (e) and; (c) a post concept report (30%) following the execution of the themed concept, that demonstrates the ability of the group to evaluate the success and failures of the event, addressing all the learning outcomes. A number of formative assessments shall be employed throughout the unit in order to reinforce understanding of specific topics. These will normally take the form of questioning, short written exercises or case studies requiring verbal or written responses respectively from students, which will be employed for both individual feedback and the sharing of experience with other students.


The specific criteria for each assessment is as follows (a) an action plan (30%) requiring the student to demonstrate an appropriate depth of understanding of the field of study, the range of titles available reflecting the full range of learning outcomes; (b) the implementation and execution of themed concept (40%) that, within certain parameters, be transferable to the external environment, addressing the learning outcomes (a), (b), (c), (d) and (e) and; (c) a post concept report (30%) following the execution of the themed concept, that demonstrates the ability of the group to evaluate the success and failures of the event, addressing all the learning outcomes.


Key texts Walker J R (2008) The Restaurant from Concept to Operation, Chichester: John Wiley and Sons, 5th Ed. Other Texts AvroKO (2008) Best Ugly Restaurant Concepts and Architecture by AvroKO New York: Harper Collins Beardsworth, A and Keil, T (1997) Sociology on the Menu: an Invitation to the Study of Food and Society, London: Routledge. Brooks, M Z and Mills, W R (2003) New Product Development, New York: Haworth. Finkelstein, J (1989) Dining Out: A Sociology of Modern Manners, Oxford: Polity Press Huiskamp, R (2001) Great Restaurant Concepts: An In-Depth Analysis of Five Noteworthy European Success Stories. Netherlands: Food and Beverage Publications Kotas, R and Jayawardena, C (1994) Profitable Food and Beverage Management, Avon: Hodder and Stoughton Educational. Lundberg, D E and Walker, J R (2004) Ritzer, G (1996) The McDonaldization of Society, London: Sage Telfer, E (1996) Food for Thought: Philosophy and Food, London: Routledge Trott, P (2002) Innovation Management and New Product Development, London: Prentice Hall, 2nd Ed. Wood, R C (1995) The Sociology of the Meal, Edinburgh: Edinburgh University Wood, R C (Ed) (2000) Strategic Questions in Food and Beverage Management, Oxford: Butterworth Heinemann Key journals Caterer and Hotelkeeper International Journal of Hospitality Management. Food Service Europe

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The Hospitality Review The Restaurant Magazine


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153

1 UNIT TITLE Culinary Systems Management

2 BRIEF SUMMARY Culinary systems management at degree level examines the intrinsic values of kitchen design and construction in food operations and develops management techniques in which to accompany the culinary systems addressed




6 SUBJECT AREA HLST




200

10 UNIT STATUS MANDATORY FIELD

11 PRE-REQUISITES HM005 and HM006 or equivalent



Upon successful completion of this unit, students should be able to: (a) differentiate and acquire the management skills to administer all levels of kitchen personnel; organise their duties and responsibilities; and define systems and procedures for integrating the kitchen function within the wider food and beverage department; (b) differentiate and manage all aspects of hygiene and related processes (including the Hazard Analyses Critical Control Point Concept) and integrate these processes within the food service environment as part of kitchen management systems; (c) understand and be able to plan, prepare, execute and critically review from the perspective of a culinary manager different sub-systems of food provision typical in the hospitality industry including various forms and styles of restaurant service; banqueting and themed events; (d) develop understanding, skills and an appreciation of criteria employed in designing and evaluating new techniques, ingredients and trends in culinary provision and the techniques required for the management thereof.

14 CURRICULUM OUTLINE This unit will focus on the modern European kitchen as a system to be managed and integrated in environments of varying complexity. It will begin with a theoretical and practical overview of the kitchen as a relatively self-contained sub-system with its own micro-systems in terms of people and technical and other processes (e.g. hygiene and the HACCP concept). It will then examine the role of the kitchen and its management within the wider hospitality organizational context placing emphasis on how available resources can be configured to meet different kinds of customer concept demands. Attention will then turn to the leadership role of the kitchen within the wider food and beverage function in terms of the management of product innovation and development and the evaluation of demand for these

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processes. Throughout, information technology will be utilized in the form of Calc Menu software for product and process management and a dedicated hospitality CAD package.


The course will be taught through a combination of lectures, theoretical and practical tuition, handouts and appropriate excursions.


The assessment for this unit will be by 100% coursework. Assessment will take two principal forms, the first being project based, worth 50% of the total and requiring students to integrate concepts and skills relevant to the management of the culinary function in hospitality organizations. This will involve, inter alia, a management based project to design and construct food service concepts, and/or designing and constructing a virtual kitchen and restaurant according to systems operational concepts in order to meet the requirements of a pre planned brief. The second form of assessment, also worth 50% of the total will involve the application of theoretical and practical skills to the development and evaluation of new products to meet customer needs by allowing the students to create there own themed food service operation for 1 day in the MDH restaurant facility. All aspects of food preparation service and application will be assessed.


The specific assessment criteria associated with this unit include appraisal of students’ knowledge and practice of safe working, the organization and production of food for commercial restaurant sale, and the cultural conventions associated with this production. Allowing the student to reflect and encompass the elements lectured throughout the unit will be required to enable the student to complete both the Project presentations through a theoretical medium, and the food outlet themed restaurant facility through a practical medium, thus creating a rounded facilities structure and knowledge at degree level.


Ball, S; Jones, P; Kirk, D; and Lockwood, A (2003) Hospitality Operations: A Systems Approach, London: Continuum

Brooks, M Z and Mills, W R (2003) New Product Development, New York: Haworth.

Escoffier, A (1991) Le Répertoire de la Cuisine, Revised édition, Biddles Ltd U.K.

Lundberg, D E and Walker, J R (2004) The Restaurant from Concept to Operation, Chichester: John Wiley and Sons, 5th Ed.

Pauli, E (1999) Classical Cooking the Modern Way, methods and techniques, 3rd Edition.

Trott, P (2002) Innovation Management and New Product Development, London: Prentice Hall, 2nd Ed.

Wood, R C (Ed) (2000) Strategic Questions in Food and Beverage Management, Oxford: Butterworth Heinemann

Hunter, G. Tinton, T. & Carey, P. Professional chef Level 3. (2008), Wiley, London.

Mattel, B. Catering: A Guide to Managing a Successful Business Operation, (2008), Wiley, London


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155

1 UNIT TITLE MICE Management

2 BRIEF SUMMARY This unit focuses on the structure and organisation of the events industry and the operational knowledge required for the management of events through their various stages.

3 UNIT CODE NUMBER EM005



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mr Gareth Currie



200


11 PRE-REQUISITES EM004 Event Operations



Upon successful completion of this unit, students should gain a critical understanding, knowledge and ability to apply the: a) definitions and models applied in events, meetings and

convention sector; b) skills and processes necessary to plan and develop a

business event concept; c) event bidding processes; d) operational and managerial implications of business events

and how these are addressed in an event management plan; and process of event evaluation with an emphasis on competitive advantage.

14 CURRICULUM OUTLINE The unit begins with an introduction to core features of the events markets and the range of products offered by various business sectors. The focus then moves to examining the processes and skills necessary for successful event management, specifically exploring event planning, bidding, sponsorship, operations and evaluation. Supplies, logistics and the implications of in-house vs contractual models are explored. While the unit examines event management processes in relation to all sectors, specific emphasis is given to business events of various sizes.


The course will be taught through a combination of formal lectures, exercises, and student group work (including case studies and vignettes).


In keeping with IMI assessment policy, a class with 48 hours contact time shall be summatively assessed using not more than 4 assessment instruments. In this unit, three assessment instruments shall normally be employed. These will normally be (a) a group presentation (30%); (b) a group project (40%); and (c) an individual essay (30%).

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The assessment criteria associated with the unit will be communicated to the student in the unit handout issued at the first meeting of the class. The format, processes and procedures associated with the assessment are described in general terms in the Definitive Programme Document and are supported by the institute handbook on core academic skills issued to all students, and the institute’s assessment policies and procedures. The assessment criteria for this unit will focus upon students’ ability to understand theoretical models and processes of events management and to be able to select from, and apply these, to specific requirements of the events market. More specifically the group presentation will require the students to demonstrate skills and processes necessary to plan, develop and prepare a bid for a business event concept. The group project will require students to demonstrate the operational and managerial implications of business events and how this is addressed in an event management plan, and lastly the individual essay requires the students to demonstrate the importance of the process of event evaluation with an emphasis on competitive advantage. These will be mediated by a variety of formative and summative assessments as described in the preceding section.


Key texts Bowdin, G, McDonnell, I, Allen, J and O’Toole, W 2nd Edition (2006)

Events Management, Butterworth-Heinnemann, Oxford Other texts Goldblatt, J. & Nelson, K. (2001) The International Dictionary of

Event Management, New York: Wiley Grainger-Jones, B. (1999) Managing Leisure Oxford: Butterworth-

Heinemann Hoyle, L. (2002) Event Marketing: how to successfully promote

events, festivals, conventions & expositions, New York: Wiley McBabe, V, Poole, B, Weeks, P and Leiper N (2000) The

Business and Management of Conventions, John Wiley: Sydney

McDonnell I and Harris, R (2002) Festival and Special Event Management, John Wiley, Sydney

Shivers, J.S. & De Lisle L.J. (1997) The Story of Leisure: Context, Concepts, and Current Controversies Champaign IL: Human Kinetics

Watt, D. (1998) Event Management in Leisure & Tourism, Harlow: Pearson

Additional references: Journal of Convention and Event Tourism Event Management Events Education www.EventsEducation.com


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1 UNIT TITLE International Tourism Development

2 BRIEF SUMMARY The unit is designed to provide students with a critical framework for analysing tourism development at national and international level within an overall context of sustainability.




6 SUBJECT AREA HLST




200


11 PRE-REQUISITES TM002 The Tourism Industry and TM003 Tourism Impacts



On successful completion of this unit students will have attained or demonstrated: (a) a critical understanding of the business, political , social

technological and environmental factors influencing the development of international tourism;

(b) the ability to critically assess the practical role of ‘niche’ concepts such as pro-poor tourism, CBT, ecotourism and sustainable tourism as part of a development strategy;

(c) an ability to assessment of development needs and conflicts in a diverse range of tourism destination contexts;

(d) the knowledge to propose and justify appropriate policy and planning concepts to achieve development goals, and;

(e) the ability to evaluate the extent to which sustainable principles can be achieved in a variety of international tourism contexts.


The unit is designed to provide students with a critical framework for analysing tourism development at national and international level within an overall context of sustainability. This is done by building upon prior knowledge of the structure, development and significance of international tourism in a variety of global, regional and national contexts. The syllabus is divided into 2 sections: Section 1 consequences of international tourism development and niche concepts of fair-trade, pro-poor, community based and ecotourism models are reviewed. Section 2 focuses specifically on the foundations of planning and development and relates the concepts of Section 1 within a ‘planning for sustainability framework’.


The unit will comprise a mixture of formal lectures, small group activities and case studies.


This unit will by assessed by coursework (50% - section 1) of leading a seminar (35% group) and preparation for/participation in other seminars (15% individual) which assess LOs (a) and (b) and one

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final examination (50% - section 2) which assesses LOs (c), (d) and (e).


Seminars will be assessed on the research ability and extent demonstrated; analysis and application of concepts within the broader tourism development framework, considering all stakeholder groups; evaluation of the selected topic in relation to its communities and environments.


Core text Hall, C M (2008) Tourism Planning, policies, processes and

relationships, Harlow, Prentice Hall. 2 ed Other reading Beeton, S (2006) Community Development through Tourism, Land

Links: Collingwood (AUS) Coles, T and Hall, C M (eds) (2007) International Business and

Tourism: Global Issues, Contemporary Interactions, London: Routledge

Cooper, C (Ed) (2003) Classic Reviews in Tourism, Clevedon: Channel View Publications

Diamantis, D (2004) Ecotourism, London: Thomson Learning Dredge, D and Jenkins, J (2007) Tourism Planning and Policy,

Melbourne: Wiley Duffy, R (2002) A Trip Too Far?, London: Earthscan Fennell, D (2003) Ecotourism, 2nd Ed, New York: Routeledge Fennell, D A and Dowling, R K (Eds) (2003) Ecotourism Policy and

Planning, Oxon: CABI Glaesser, D (2003) Crisis Management in the Tourism Industry, Oxford:

Butterworth Heinemann. Gössling, S and Hall M C (2005)Tourism and Global Environmental

Change (Contemporary Geographies of Leisure, Tourism and Mobility), Routledge, London

Gunn C.A. and Var T. (2002): Tourism Planning (4th ed.). Routledge, London.

Harrison,D,(ed.) (2001)Tourism in the Less Developed World: Issues and Cases; CABI, Oxford.

Holden, A (2008) Environment and Tourism, London: Routledge 2nd Ed Inskeep, E (1994) National and Regional Tourism Planning:

Methodologies and Case Studies, London: Routledge/WTO Mason, P (2003) Tourism Impacts, Planning and Management, Oxford:

Butterworth Heinemann Ooi, C S (2002) Cultural Tourism and Tourism Cultures, Copenhagen:

Copenhagen Business School Press Opperman, M and Chon, K (1997) Tourism in Developing Countries,

London: International Thomson Business Press Richards, G (2007) Cultural Tourism: global and local perspectives,

Haworth Press Scheyvens, R (2002) Tourism for Development: Empowering

Communities, Harlow: Pearson Shackley, M (Ed) (1998) Visitor Management: Case Studies from World

Heritage Sites, Oxford: Butterworth Heinemann Sharpley, R and Telfer, D J (Eds) (2002) Tourism and Development:

Concepts and Issues, Clevedon: Channel View Publications Swarbrooke, J (1999) Sustainable Tourism Management, Oxon, CABI Websites: http://www.ciret-tourism.com/the_ciret/ciret_databases.html http://www.un.org/esa/sustdev/sdissues/tourism/tourism.htm

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1. UNIT TITLE Entrepreneurship, Creativity and Innovation

2 BRIEF SUMMARY This unit will investigate creative methods and entrepreneurial activities by which individuals and teams can create new businesses or transform existing ones.

3 UNIT CODE NUMBER

HM010

4 HOME PROGRAMME

BA (Honours) in Hospitality Entrepreneurship Restaurant Management

at the International Hotel Management Institute, Switzerland

5 HOME DEPARTMENT

Hollings Faculty

6 SUBJECT AREA N800




200 / 48 contact hours





1. A critical appreciation of the theory of entrepreneurship, creativity and innovation and an ability to relate this to practice.

2. An ability to analyze and synthesize relevant data to evaluate new ideas/solutions.

3. An ability to demonstrate critical thinking/creativity and manage the creative processes in themselves and others.

4. An ability to prepare, present and critically appraise a business plan for a given idea in order to seek funding from external sources and reflect ‘best practice´


• Principles of Entrepreneurship • The Process of Creativity • Creating Strategic Advantage • Marketing Principles for Creative Ventures • Business Plan Development • Managing Entrepreneurial Activity • Intellectual Capital • Knowledge Management • Case Studies


The course will be taught through a combination of formal lectures, group work on case studies, and the development of the students own entrepreneurial venture.


This unit will be assessed by two pieces of coursework as follows:

Element

Weighting (%)

Assessment Type

1 40% Group presentation of a new business idea (Outcomes (1,2, and 3)

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2 60% Business Plan (Outcomes 2,3 and 4)


Please refer to the relevant section in the Definitive Document: Section 2 Assessment Criteria for Marking Schemes.


Andriopoulos, D.C. & Dawson, P.P.M.B., 2008. Managing Change, Creativity and Innovation, Sage Publications Ltd. Blanchard, Z.J., 2010. Creativity, Innovation, and Entrepreneurship 1st ed., Needle Rat Business. Drucker, P.F., 2004. Innovation and Entrepreneurship, HarperCollins e-books. Friend, G. & Zehle, S., 2008. Guide To Business Planning 2nd ed., Economist

Books. Gee, C.Y., 2008. International Hotels: Development and Management 2nd ed., Educational Institute of American Hotel & Mot. Lee-Ross, D. & Lashley, C., 2008. Entrepreneurship & Small Business Management in the Hospitality Industry, A Butterworth-Heinemann Title. Lumsdaine, E. & Binks, M., 2006. Entrepreneurship from Creativity to Innovation: Effective Thinking Skills for a Changing World, Trafford Publishing. Stamm, B.V., 2003. Managing Innovation, Design and Creativity, Wiley. Timmons, J. & Spinelli, S., 2008. New Venture Creation: Entrepreneurship for the 21st Century 8th ed., McGraw-Hill/Irwin.


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1 UNIT TITLE Intercultural New Venture Hospitality Management

2 BRIEF SUMMARY This course provides foundations to intercultural hospitality new venture management and public and or private project implementation in different parts of the world.

3 UNIT CODE NUMBER

HM0011

4 HOME PROGRAMME

BA (Hons) Hospitality Entrepreneurship at the International Hotel Management Institute, Switzerland

5 HOME DEPARTMENT

Hollings Faculty

6 SUBJECT AREA N800




200 / 48 contact hours





1. To assess the viability of proposed new hospitality ventures in different cultural environments.

2. To learn the basic elements of joint venture agreements.

3. To understand who the major institutional and strategic investors are in creating new hospitality ventures.

4. To understand what the business development function is in both large and small hospitality companies.


• Entrepreneurial Hospitality Finance • Financial decision making • Contemporary Social Entrepreneurship, • Opportunity Identification and Business Creativity, • New Venture Assessment Process, • Market Entry Strategies, and Entrepreneurial Strategy for Sustainable

Growth. • Understanding of Financial Markets, • Hospitality Management, • Risk and Return, • International Capital Markets and Hospitality, • Cost of Capital, • Investments and Public Trading. • Project Timing and Management, • Risk Simulation Practical Tools, • Risk and Business Forecasting for sustainable business development. • Cross Cultural Communication and Leadership • Negotiations

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Lectures, seminars, use of web based packages, computer workshop sessions, class-based exercises, self-study, desk research. A range of specialist staff will present the unit including active researchers, librarians, WebCT and computer software specialists.


This unit will be assessed by two pieces of coursework as follows:

Element

Weighting (%)

Assessment Type

1 40% An essay comprising a critical review of a contemporary research paper 2,500 words (Outcomes 1, 2)

2 60% Research project 3,000 word (Outcomes 3,4)


Please refer to the relevant section in the Definitive Document: Section 2 Assessment Criteria for Marking Schemes.


Timmons, J and Spinelli, S (2008) “New Venture Creation – Entrepreneurship for the 21st Century” Seventh Edition, McGaw-Hill International Edition. Getz, D and Carlsen, J (2005) “Family Business in Tourism” Annals of Tourism Research, Vol 32, pp237-258 Harvard Business School Press (1999) “Harvard Business Review on Entrepreneurship” McKenzie-Mohr and Smith, (2000) “Fostering Sustainable Behavior – An Introduction to Community Based Social Marketing” New Society Publishers McKenzie-Mohr and Smith, (2000) “Fostering Sustainable Behavior – An Introduction to Community Based Social Marketing” New Society Publishers Ottman, A; Stafford, E and Heartman, C (2006) “Green Marketing Myopia”, Vol. 48, No 5, pp 22-36, Heldret Publications Wang, Y and Fesenmaier (2007) “Collaborative Destination Marketing – a Case Study of Elkhart County, Indiana” Tourism Management, Vol 28, pp 863-875 World D and Riggenbach (1996) “Guide for Entrepreneurs” University of Colorado at Denver Publications Chuck Yim Gee (2008) International Hotels: Development and Management, Educational Institute of American Hotel & Motel Yvette Reisinger, (2008) International Tourism: Cultures and Behaviour, Butterworth-Heinemann


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HOLLINGS FACULTY DEPARTMENT OF FOOD AND TOURISM … · 2014. 4. 30. · tourism and events...

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