Overview

1. Responding to Student Needs in Tourism (international travel/ hospitality/conference & venue management): Personal Development Planning and Progress Files

2. PDP Definitions & Foundations PDP & CBS: Implementation & General Process Chosen Approach for Tourism Students at GCU TTH Process for 04/5 Minimum Outcomes for each Level of study Paper-chase and Electronic Resources Overview

3. PDP: Definitions…. • “..a structured and supported process undertaken by the individual to reflect upon their own learning and performance, and/or achievement, and to plan for their personal education and career development.” QAA Policy statement on a Progress File for HE May 2000 • “PDP assists students to develop as independent and confident learners, not only during their time at GCU but throughout their future careers. It allows more effective monitoring of progress while undertaking degree studies.” ADQ-CBS 2003

4. PDP is an on-going, cumulative process undertaken throughout each level of the programme of study… • Key elements could include: Personal information and statement; • Record of achievement; • Progress file and action plan; • Career development record; • Portfolio of evidence (kept by student) • Academic transcript (kept by us)

5. Benefits of PDP to Students • Improving development of personal & social skills (increasing self-awareness of ability, aptitude and character); • Learning discipline and effective time management; • Developing self-confidence; • Clarifying career progression decisions and objectives; • Becoming a more reflective practitioner.

6. Benefits of PDP to Education Provider • Facilitates more effective monitoring of student progress; • Stimulates greater coherence between support and guidance systems; • Has a positive effect on student retention; • May impact on progression rates; • May increase student motivation and confidence. PDP Planning Paper ADQ-CBS (2003)

7. PDP Process: Origins • QAA initiative (2001) “The PDP element of the policy objectives should be operational across the whole HE system and for all HE awards by 2005/6” Progress Files in HE Guidelines • GCU Institutional Audit in 2004/5 “PDP is the vehicle by which the University ensures that a student has opportunity to develop reflection and planning skills as well as attributes and skills that employers expect our students to possess.” LTAS 2003-06 (Senate 12 Dec 2003)

8. PDP & TTH: Foundations • Engagement with GCU/CBS Information/formation of proposal events • Debate at Section and Programme Board Level – Emergent Consensus re Preferred Approach • Paper of Intent Submitted to CBS – Outlining Implementation Plan (included timescale, resource implications, definitions of documentation for process, philosophy of approach and minimum outcomes per level of study)

9. Progress Ongoing……. • Secured new “PDP” Tutor to Facilitate Progress Through Levels of Study;”” • “Folio” Training Imminent; • CBS PDP Student Guide made Available Complete with Standard Documentation/ Required Dovetailing with TTH Agreed Approach; • PDP Strategy Document for TTH.

10. PDP: KEY TTH STAFF MEMBERS FOR LEVEL 1 IMPLEMENTATION • Level One Personal Tutors in place for each of four pathways (training completed at school level); • PDP Tutor at local level to take process forward; • Level One PS Core Module: Tourism Systems and Environments Seminar Tutors involved at chalk face.

11. Embedded Approach & TTH Programmes Embedded Approach allowed us to: • Rationalise Resources (stand-alone process min 90 hrs for L1); • Build on existing good practice (old DOE module assessment and IEL); • Focus on Progression/Retention Issues emerging in vocational areas- return to personal tutorage. • Contextualise the standard CBS PDP approach for the benefits of TTH students

12. The Modules Which Embed the PDP Process for TTH • Level One Tourism System and Environments *(Core TTH Level One Module, accessed by ALL Level One entrants to the Suite. Contains Portfolio development and reflective learning) • Level Two Industrial Experience and Learning (IEL) (Core TTH Level Two Module, accessed by ALL Level Two students (including Direct Entrants). Covers most of the PDP outcomes in one area) • Level Three Programme Specific Core – International Travel Development, Conference, Venue and Festival Management, Hospitality Business Analysis and Tourism and the Public Sector (allows students to concentrate on employability/graduateness at this stage within the context of their chosen fields) • Level Four International Analysis and Competitiveness in TTH (Core TTH Level Four Module, accessed by ALL Level Four students in the Suite.

13. Process for Session 04/5 • Induction: Introduction to Process (programme and modular); • Sem A: Mid-Semester meeting with Personal Tutor; • Sem A Wk 7: PDP Seminar (includes accessing digital templates); • Sem A Wk 12: Timetabled Tutorial- signing of sheets/sharing of experiences/ l/f to next MSMtg • End of Sem A once results are known: Meeting with Prog. Leader or PDP Tutor; • End of Sem B prior to formal Assessment Period with Personal Tutor

14. Minimum Outcomes By Level • Level One By the end of Level One, TTH students will have:- • Initiated development of their individual progress files and attended three milestone meetings with their designated Tutor; • Undertaken the University ICT Skills Certificate and other ELS sessions as required by the Programme Leader; • Engaged in contextualised laboratory based learning as part of their L1 TTH Core Module; • Produced a Personal Development Portfolio as part of the assessment for the L1 TTH Core Module (entails self reflection exercise with CV development, L1 evaluation- including evaluation of core CBS modules and future aspiration analysis (careers)); • Been introduced to their chosen industrial sector in terms of fundamental knowledge and skills; • Engaged in a wide range of learning contexts (lectures, seminars, tutorials, laboratories and practicals with experience of group and individual presentations) • Accessed the library, My Caledonian, BlackBoard, PDP Digital Template.

15. Level Two By the end of Level Two, TTH students will have:- • Acquired and begun to apply sector specific knowledge to operations and academic concepts; • A deeper appreciation of their chosen sector through reflective and vocational learning; • Undergone a meaningful period of industrial placement; • Refined Personal Transferable Skills (technical, social and behavioural); • Consolidated prior learning; • Established a context for future learning (application and integration); • Accepted responsibility for his/her individual learning; • Maintained and further developed reflective, informal and incidental learning as evidenced by the Progress File; • Achieved Key Aims of CBS Core Modules.

16. Level Three By the end of Level Three, TTH students will have:- • Applied knowledge gained in generic management modules as per specified aims to the development of a deep appreciation of management within their chosen sectoral context; • Engaged in deep and independent learning; • Maintained and further developed their personal Progress Files with specific consideration given to career and graduate development; • Further developed their own CV and provided a strategy for employment within their chosen TTH Sector; • Identified personal strengths and weaknesses which can be highlighted/remedied via the PDP process prior to graduation; • Gained skills in advanced literature searching, collection and analysis of complex data; • Developed management skills in planning, time management and implementation;

17. Level Four By the end of Level Four, TTH students will have:- • Developed a research based, extra-disciplinary approach to chosen areas of contemporary TTH and academic environments (core CBS module aims); • Further developed deep and independent learning skills; • Identified key contemporary and future issues relevant to the development of TTH management in the context of a globally expanding and fast-changing industry; • Become reflective practitioners with increased focus of career and personal development opportunities.

18. Paper Chase and Electronic Resources Key Outputs Level One: “Scooped” from the PSC Module • Personal Information & Statement (skills acquisition, critical refection/developmental analysis Sem’s A & B – all modules, but related to applied career/study aspirations) – culminates in production of a CV; • Evaluation of employment opportunities in chosen sector (TTHC&V) • Other checklists tailored for TTH from CBS Student Guide – students provided with PDP folder with inserts and training provided in accessing modified templates etc. Key staff trained in folio, students access TTH templates on Blackboard to ensure complete PDP coverage.