International Tourism Management (SII DUFE) BSc (Hons) - 2019/0
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 6
Final award and programme/pathway title
BSc (Hons) International Tourism Management (SII DUFE)
Subsidiary award(s)
| Award | Title |
|---|---|
| Ord | International Tourism Management (SII DUFE) |
| DipHE | International Tourism Management (SII DUFE) |
| CertHE | International Tourism Management (SII DUFE) |
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UKA10039 | 360 credits and 180 ECTS credits |
QAA Subject benchmark statement (if applicable)
Events, Hospitality, Leisure, Sport and Tourism
Other internal and / or external reference points
N/A
Faculty and Department / School
Faculty of Arts and Social Sciences - Hospitality, Tourism & Events Management
Programme Leader
RIVERS Gary (SII DUFE)
Date of production/revision of spec
25/11/2021
Educational aims of the programme
- The programme aims to be truly international
- The programme aims to be grounded in an ethos of sustainability
- The programme aims to develop individuals who are recognised as professionals in their field
- The programme aims to reflect current industry practice and research themes
- The programme aims to provide a professional, creative, dynamic and supportive learning environment
- The programme aims to recognise the role of the wider university in supporting the development of the individual
- The programme aims to be distinctive yet integrated and can be tailored to specialist interest
- The programme aims to produce employable individuals who reflect the characteristics of the 'surrey management graduate'
- Graduates will be professional and knowledgeable of current industry practices. They will be provided the opportunity to develop a sense of professional community, culture and identity through a range of applied learning experiences. Through such experiences students will learn the value of effective leadership through partnerships and collaboration.
- Graduates will be encouraged to achieve excellence in scholarship.
- Graduates will be ethical and responsible in their behaviour and attitude. Their learning will be underpinned by issues of sustainability: social, environmental and economic awareness. They will be encouraged to become responsible, socially aware and inclusive in their understanding of business and society as they develop as honest professionals.
- Graduates will be encouraged to achieve excellence in personal and professional development and activity. They will recognise the importance of working to high standards to realise and retain excellence and quality in their chosen profession.
- Graduates will be encouraged to be confident and determined in their abilities. This will be grounded in an ability to critically analyse issues within their context and develop sound, rational solutions to problems identified. Such confidence will be grounded in ability and competence.
- Graduates will be encouraged to be creative and innovative. They should be constructive risk-takers: adaptive and forward-thinking with an understanding of existing and emergent industry trends. Graduates will be ambitious and enthusiastic.
- Critical thinking and analysis. Graduates will be encouraged to develop their ability to critically analyse both theoretical and applied material through a range of learning techniques.
- Applied thinking. By working in collaboration with a series of industry partners, graduates will have the opportunity to apply theory to practice. This will arise through several opportunities such as: guest lectures, seminars, case studies, applied dissertation, collaborative module provision with industry partners, simulations, internships, and professional training.
- Reflective. Graduates will be encouraged to reflect not only on their learning experience but on their personal and professional development throughout the course of their studies.
- Problem-solving. By working independently and in teams, graduates will build experience of both theoretical and applied problem-solving.
- Team work. Through group work graduates will be encouraged to develop the efficiency of their verbal and written communication skills, interpersonal skills, negotiation and time management skills. In doing so, they will be required to balance independent working with working in groups, to achieve deadlines to the highest standards possible.
- Communication skills. As indicated above, graduates will have a range of opportunities to refine their verbal and written communication skills. For example, presentation skills, ability to contribute constructively to discussions and debates both within group work and in class-based discussions, and use of technology (e.g. podcasting and website construction). They will develop written skills through essay and report writing in a range of contexts (e.g. theoretical essays through to devising business plans and industry-led projects). Such opportunities will also refine skills of editing, design and formatting that are essential in a professional career.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. | BSc (Hons) | ||
| Achievers -They get things done in an effective, efficient and timely manner. They demonstrate adaptability and resilience when coping with complexity, applying creativity appropriately. | BSc (Hons) | ||
| Communicators- They understand and express ideas and information confidently and creatively in a variety of communication modes. They work effectively and willingly in collaboration with others. | BSc (Hons) | ||
| Inquirers - They develop their natural curiosity and actively enjoy learning. They acquire the skills necessary to conduct inquiry and research and show independence in learning. | BSc (Hons) | ||
| Informed Risk-takers- They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. | BSc (Hons) | ||
| Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. · | BSc (Hons) | ||
| Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. | BSc (Hons) | ||
| Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal wellbeing for themselves and others. | BSc (Hons) | ||
| Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. | BSc (Hons) | ||
| Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. | BSc (Hons) | ||
| Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. They are brave and articulate in defending their beliefs. | BSc (Hons) | ||
| Professional -They utilize their independent judgement within an ethical framework in carrying out their responsibilities. They demonstrate commercial awareness within an international context. | BSc (Hons) | ||
| Thinkers -They exercise initiative in applying thinking skills critically in their approach to complex problems. | Ord | ||
| Achievers- They get things done in an effective, efficient and timely manner. They demonstrate adaptability when coping with complexity. | Ord | ||
| Communicators -They understand and express ideas and information confidently in a variety of communication modes. They work effectively in collaboration with others. | Ord | ||
| Inquirers -They acquire the skills necessary to conduct inquiry and show independence in learning. | Ord | ||
| Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire knowledge and develop understanding across a range of disciplines. | Ord | ||
| Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking a range of points of view, and are willing to grow from the experience. | Ord | ||
| Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. | Ord | ||
| Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. | Ord | ||
| Principled - They act with integrity and honesty, with a sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. | Ord | ||
| Professional -They utilize their independent judgement within an ethical framework in carrying out their responsibilities. They demonstrate commercial awareness. | Ord | ||
| Thinkers -They will apply thinking skills critically in their approach to problems. | DipHE | ||
| Achievers - They get things done in an effective, efficient and timely manner. They demonstrate adaptability. | DipHE | ||
| Communicators - They understand and express ideas and information confidently in a variety of communication modes. They work effectively with others. | DipHE | ||
| Inquirers - They will develop the skills necessary to conduct inquiry. | DipHE | ||
| Knowledgeable - They explore concepts, ideas and issues. In so doing, they acquire knowledge and develop understanding across a range of disciplines. | DipHE | ||
| Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. | DipHE | ||
| Caring - They show respect towards the needs and feelings of others. | DipHE | ||
| Reflective - They give thoughtful consideration to their own learning and experience. | DipHE | ||
| Principled - They act with integrity and honesty, with a sense of fairness, justice and respect for the dignity of the individual, groups and communities. | DipHE | ||
| Professional -They utilize their judgement within an ethical framework in carrying out their responsibilities. They demonstrate commercial awareness. | DipHE | ||
| Thinkers -They will apply thinking skills in their approach to problems. | CertHE | ||
| Achievers -They get things done in an effective, efficient and timely manner. | CertHE | ||
| Communicators -They understand and express ideas and information confidently in a variety of communication modes. They work effectively with others. | CertHE | ||
| Knowledgeable - They explore concepts, ideas and issues. In so doing, they acquire knowledge and develop understanding across a range of disciplines. | CertHE | ||
| Open-minded - They are open to the perspectives, values and traditions of other individuals and communities. | CertHE | ||
| Caring - They show respect towards the needs and feelings of others. | CertHE | ||
| Reflective - They give consideration to their own learning and experience. | CertHE | ||
| Principled - They act with integrity and honesty. | CertHE | ||
| Professional -They demonstrate commercial awareness. | CertHE | ||
| Demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed | K | BSc (Hons) | |
| Appreciate the effects of change on and within organisations and their likely responses. | K | BSc (Hons) | |
| Demonstrate an understanding of the theory and practice of management | K | BSc (Hons) | |
| Demonstrate a comprehensive and detailed knowledge of the key disciplines relevant to their chosen degree pathway | K | BSc (Hons) | |
| Critically evaluate their knowledge and understanding of subject disciplines and the application of management approaches and techniques to industrial situations | C | BSc (Hons) | |
| Select and apply multi-disciplinary management techniques to complex problems, analyse results, draw appropriate conclusions and present the results in an appropriate format | C | BSc (Hons) | |
| Demonstrate an awareness of the ethical issues likely to arise in the conduct of business and professional practice and an ability to formulate solutions through dialogue with peers, clients, mentors and the wider community | C | BSc (Hons) | |
| Recognise and acknowledge the full range of stake holder interests in making management decisions and critically evaluate their impacts | C | BSc (Hons) | |
| Demonstrate professional levels of competence in a broad range of skills that are relevant to the needs of future managers, executives and other professionals, irrespective of their sector of operation, especially in the areas of communication; critical thinking, analysis and synthesis; numeracy; reasoning; presentation; computing; report writing; problem solving; research; interactive and group skills. | T | BSc (Hons) | |
| Demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed | K | Ord | |
| Appreciate the effects of change on and within organisations and their likely responses | K | Ord | |
| Demonstrate an understanding of the theory and practice of management | K | Ord | |
| Demonstrate a detailed knowledge of the key disciplines relevant to their chosen degree pathway | K | Ord | |
| Evaluate their knowledge and understanding of subject disciplines and the application of management approaches and techniques to industrial situations | C | Ord | |
| Select and apply multi-disciplinary management techniques to complex problems, analyse results, draw appropriate conclusions and present the results in an appropriate format | C | Ord | |
| Demonstrate an awareness of the ethical issues likely to arise in the conduct of business and professional practice and an ability to formulate solutions through dialogue with peers, clients, mentors and the wider community | C | Ord | |
| Recognise and acknowledge the full range of stakeholder interests in making management decisions and evaluate their impacts | C | Ord | |
| Demonstrate professional level of competence in a range of skills that are relevant to the needs of future managers, irrespective of their sector of operation, especially in the areas of communication; critical thinking, analysis and synthesis; numeracy; reasoning; presentation; computing; report writing; problem solving; research; interactive and group skills. | T | Ord | |
| Demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed | K | DipHE | |
| Appreciate the effects of change on and within organisations and possible responses | K | DipHE | |
| Demonstrate some understanding of the theory and practice of management | K | DipHE | |
| Demonstrate some knowledge of the key disciplines relevant to their chosen degree pathway | K | DipHE | |
| Evaluate their knowledge and understanding of subject disciplines and the application of management approaches and techniques to industrial situations | C | DipHE | |
| Select and apply management techniques to well defined problems, analyse results, draw appropriate conclusions and present the results in an appropriate format | C | DipHE | |
| Demonstrate an awareness of the ethical issues likely to arise in the conduct of business and professional practice and an ability to formulate possible solutions | C | DipHE | |
| Recognise and acknowledge the full range of stake holder interests in making management decisions and identify their impacts | C | DipHE | |
| Demonstrate some professional level of competence in a range of skills that are relevant to the needs of future managers, irrespective of their sector of operation, especially in the areas of communication; critical thinking, analysis; numeracy; reasoning; presentation; computing; report writing; problem solving; interactive and group skills. | T | CertHE | |
| Demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate | K | CertHE | |
| Appreciate the effects of change on and within organisations | K | CertHE | |
| Demonstrate a limited understanding of the theory and practice of management | K | CertHE | |
| Demonstrate a limited knowledge of the key disciplines relevant to their chosen degree pathway | K | CertHE | |
| Select and apply management techniques to simple problems, analyse results, draw appropriate conclusions and present the results in an appropriate format | C | CertHE | |
| Demonstrate an awareness of the ethical issues likely to arise in the conduct of business and professional practice | C | CertHE | |
| Recognise and acknowledge the range of stakeholder interests in making management decisions | C | CertHE | |
| Demonstrate limited professional competence in skills relevant to the needs of future managers, irrespective of their sector of operation, especially in the areas of communication; critical thinking; numeracy; presentation; computing; report writing; interactive and group skills. | T | CertHE |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Bachelor's Degree (Honours) programme is studied full-time over three academic years, consisting of 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Programme Adjustments (if applicable)
N/A
Modules
Year 1 - FHEQ Level 4
Module Selection for Year 1 - FHEQ Level 4
8 Compulsory modules taught by the Dongbei University of Finance and Economics (DUFE) in Dalian China
Year 2 - FHEQ Level 5
Module Selection for Year 2 - FHEQ Level 5
N/A
Year 3 - FHEQ Level 6
Module Selection for Year 3 - FHEQ Level 6
N/A
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | N | |
| Professional Training Year (PTY) | N | |
| Placement(s) (study or work that are not part of PTY) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | N | |
| Study exchange (Level 5) | N | |
| Dual degree | Y |
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.