Formulation and integration of results into the professional learning programme

The results of AR Cycle 1 were analysed to form the contents of the programme (APPENDIX 3 p.187) and were presented to the selected experts during AR Cycle 2 in the form of a focus group held at the KITOB office. The structure of the programme considered in particular the “hard” factors described by the accreditation bodies, as summarised in Table 5.2. These were that the programme must have a minimum of 60 credits (a minimum of 20 courses), applied for through YODAK’s principal structure and framework, with a minimum of one PhD instructor on the programme. The responses indicated by the sector and students were that there is requirement for an equal combination of theoretical and practical training. For this reason, I considered the regulating framework of accreditation bodies, and how much allowance there is for practical training and assessment, and opted for 40 per cent practical and 60 per cent theoretical assessment. In conclusion, the structure of the programme is as outlined below:

5.6.1 Structure of the professional learning programme  Three-year programme

 78 credits (26 courses)

 Term 1 - will concentrate on theoretical knowledge

 Term 2 - will include two days in a classroom environment and three days in an apprenticeship programme

 40% of the assessment will be practical and 60% will be theoretical

 Of the 40% practical assessment - 25% will be assessed by a supervisor mentor in the workplace who holds a minimum of a tourism degree equivalent qualification and a minimum of 3 years’ experience and the remaining 75% by the instructor (mentor).

The assessment criteria again considered not only the regulation framework of accreditation bodies but the feedback received by the sector and students. In particular, the students felt it would be valuable to be assessed by professionals from industry with a background in their specialist area (TC1 and TC4), which was also raised as an important matter by sector representatives.

The first proposed professional programme content is summarised in Table 5.8 below.

Table 5.8 Proposed Tourism Curriculum

YEAR 1

YEAR 2

YEAR 3

TERM 1

• Sanitation, Health & Safety • English for Tourism I • ICT I

• Intro to Tourism & Hospitality

• TQM

• Sales & Marketing I

TERM 3 • Language Elective I • F&B Service • Kitchen Management I • Front Office • Three-day placement TERM 5

• Language Elective III • Consumer Behaviour

• HRM

• Costs, Accounts and Purchasing

• Three-day placement

TERM 2

• English for Tourism II • ICT II

• Housekeeping • Sales & Marketing II • Three-day placement TERM 4 • Language Elective II • F&B Management. • Kitchen Management II • Ticketing • Three-day placement TERM 6 • Ethics • Placement Seminar • Specialised Elective • Specialised Elective • Three-day placement

The main principles taken into consideration when designing the content were heavily dependent on the results obtained from the sector. My rationale was that TC4 was the point raised most frequently by the sector and students. My programme’s aim is to meet the requirement of specific skills and knowledge shortage (the “doing” part) and, therefore, is very much dependent on students obtaining the skills that the sector found to be absent, and those

as the requirement for ICT (TC5) have been integrated, and the content of this course in particular will be to design a website, maintain it and be able to make and monitor reservations from it, as outlined in Chapter 2 (Simulation Systems). Subjects such as Front Office and Ticketing have also been included for this reason. This integration has primarily been a result of the feedback from the sector, which stated the importance of today’s graduates knowing to apply the basics of the tourism sector. Further, this particular course will also have blended learning elements. As Ginns and Ellis (2007) suggest, to enhance the quality of learning, blended learning is required and their research has identified a 93 per cent completion rate among students undertaking vocational programmes that employ blended learning. As a result, students will have ICT learning from outside the classroom and meet the TC5 findings requirement. The most fundamental part of the blended learning, representing a first in tourism education, is that students will have three days a week on placement in the sector from Term 2. This structure of the programme is directly aimed at meeting TC4.

Blending learning can also be considered to be apprenticeship-style learning, as skills and knowledge are acquired through a combination of structured learning opportunities in the workplace, participation in the production process and formal “classroom” learning. Steedman, Gospel and Ryan (1998) suggest in their definition of apprenticeship that it is designed to include all the elements that they consider necessary to underpin future expansion in Europe, basing apprenticeship on a model which meets the requirements of the sector as well as the students. The contents of these courses are outlined in APPENDIX 4, p.196, as they are to appear in the final programme.

Knowledge of international languages is an important subject that has been mentioned by the sector a number of times, particularly by the travel agents who stated that English is essential and that a second language is required in tourism today. In conclusion, the programme will be delivered in English and elective languages will be offered to students. Restaurateur and hotel

representatives also stated a requirement for health and safety, and sanitation; the programme will therefore provide this in Term 1 to prepare for the minimum requirement before students commence their placements. The remainders of the subjects are from the feedback results obtained from students, who stated that these were valuable to them during their work experience. The placement seminar was based on my own views, as the practical element of the programme should have a feel of celebration at the end, perhaps something that could be presented back to the sector. On my own degree course in tourism, I regarded the graduate project as a celebration and feel it is necessary for the student to present what they have learnt along the three-year journey that this programme will involve. In the final term, students can choose to concentrate on a particular area of tourism, as this became clear as a requirement from the sector (TC3). The professional learning programme can be summarised as a blend of learning as outlined in Figure 5.1.

PROGRAMME LAYOUT:

Blended Learning

Figure 5.1 The Professional learning programme as a “Blend” in HE for tourism