Demonstrate a critical understanding of the term “sustainability” and apply it within the context of tourism and hospitality

LEVEL 5 DEGREE ASSIGNMENT SPECIFICATION

SCHOOL OF HOSPITALITY & TOURISM MANAGEMENT

Student name:

Student  number:

Programmes:

BA (Hons) International Hotel Management

Module:

Sustainable Hospitality & Tourism Management

Module Level (4, 5, 6):

5

Module code:

BMIH5006

Contribution to Overall

Module Assessment (%):

50%

Lecturer:

Internal Verifier:

Assignment Title:

Essay: A Vision of Change: Sustainability in the hotel industry (2000 words +/- 10%)

Assignment No:

1 of 2

Hand Out Date:

w/c 26 Sept 2022

Submission deadlines:

Return date of provisional marks & written feedback:

Referencing:

In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials,  year of publication, title of book, edition, publisher: place of publication).

Submission:

All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.

Note: the Turnitin version is the primary submission and acts as a receipt for the student.  Late submission of the electronic version of the assignment will result in a late penalty mark.  Penalties for late submission: Up to ONE week late, maximum mark of 40%.  Over one week late, Refer.  Only the Extenuating Circumstances Panel may grant an extension.

Date:

Lecturer to indicate if a hard copy version of the assignment must be submitted.  DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.

NO

X

Learning Outcomes tested  (from module syllabus)

• Demonstrate a critical understanding of the term “sustainability” and apply it within the context of tourism and hospitality; 

• Analyse concepts of “sustainable good practice” within the tourism and hospitality industry (rural, coastal and urban areas) and within the transport sector. 

 TASK DESCRIPTION                                                                  

GUIDANCE FOR Students IN THE COMPLETION OF TASKS

Common Assessment Criteria Applied

Marks available

Marks

awarded

1. Research-informed Literature

Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.

15

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

25

3. Analysis

Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation  of ideas and evidence

25

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.

20

5. Skills for Professional Practice

Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

15

Assignment Mark (Assessment marks are subject to ratification at the Exam Board.  These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )

Late Submission Penalties (tick if appropriate)

%

Up to 1 week late

40% Max

Over 1 week late

0%

GENERIC ASSESSMENT CRITERIA

Level 5

In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed.  They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their analyses and interpretations.  They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.  They will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

Engagement with literature (including reading, referencing,

academic conventions and

academic honesty)

Little or no evidence of reading and/or reliance on inappropriate sources.

Views and findings mostly unsupported and non-authoritative.

Referencing conventions used incoherently or largely absent.

Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.

Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.

Referencing conventions evident though not always applied accurately or consistently.

Engagement with an appropriate range of literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minor inaccuracies or inconsistencies.

Engagement with a wide range of literature, including sources retrieved independently.

Selection of relevant and credible sources.  Very good use of referencing, with no/very few inaccuracies or inconsistencies.

Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing.

Exceptional engagement with an extensive range of relevant and credible literature. High-level referencing skills consistently applied.

Knowledge and understanding (Sound knowledge and critical understanding of the well-established concepts and principles in their field of study; knowledge of the main methods of enquiry in the discipline.)

Major gaps in knowledge with unsatisfactory, uncritical understanding of the subject matter. Much irrelevant material.  Substantial inaccuracies. Significantly flawed understanding of the main methods of enquiry in the discipline.

Fragmentary knowledge, with only superficial critical understanding. Some significant inaccuracies and/or irrelevant material.  Incomplete or partially flawed understanding of the main methods of enquiry in the discipline.

Limited but adequate knowledge and critical understanding of the well-established concepts and principles within the subject area, with a few gaps in the selection of material. A narrow critical understanding of the main methods of enquiry.

Knowledge is reasonably detailed and accurate. A good critical understanding of the well-established concepts and principles and the main methods of enquiry, with minor gaps in the selection of material.

Knowledge is reasonably extensive.  Exhibits very competent critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry.  Breadth and depth of knowledge.

Excellent, detailed knowledge and highly critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry.

Exceptionally detailed knowledge and outstanding critical understanding of the well-established concepts and principles of the subject and the main methods of enquiry. May go beyond established theories.

Cognitive and intellectual skills

(Critical evaluation and analysis of concepts and principles; argument and judgement; the limits of their knowledge, and how this influences their analyses and interpretations.)

Wholly or almost wholly descriptive work. Little or no critical evaluation and analysis of concepts and principles.

Failure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations or opinion, made without use of any credible evidence.

Largely descriptive work, with superficial use of critical evaluation and analysis of concepts and principles. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory.

Limited attempt at critical evaluation and analysis of concepts and principles, tending towards description.

Some evidence to support arguments and judgements but these may be underdeveloped, with a little inconsistency / mis-interpretation or failure to fully recognise limits of knowledge.

Some critical evaluation and analysis of concepts and principles, though descriptive in parts.

An emerging awareness the limits of their knowledge and ability to use evidence to support the argument though with some tendency to assert/state opinion rather than argue on the basis of reason and evidence.

Mostly valid arguments and logical judgements.

Sound critical evaluation and analysis of concepts. Is selective in the range of evidence used and synthesises rather than describes. Ability to devise arguments that show awareness of different stances, and use evidence convincingly, to support appropriate and valid judgements.

Excellent critical evaluation and analysis of concepts and principles leading to logical, evidence-based, reasoned arguments and judgements. Explicit recognition of other stances and a strong awareness of the limits of their knowledge.

A capacity for independent thought and ability to ‘see beyond the question’, suggesting some grasp of the broader field and wider concepts.

Outstanding critical evaluation and analysis of concepts and principles.  Uses evidence exceptionally well to connect ideas, and support highly logical and persuasive, arguments and judgements. Evidence of independent thought and ability to ‘see beyond the question’, suggesting a clear grasp of the broader field and wider concepts. Perceptive recognition of the limits of their knowledge, and how this influences their analyses and interpretations.

Practical skills

(Apply underlying concepts and principles more widely outside the context in which they were first studied; use a range of established techniques; propose solutions to problems arising from analysis.)

Limited or no use of established methods, materials, tools and/or techniques.

Little or no appreciation of the context of the application.

Limited understanding of the application of theory to practice or making appropriate links between the two.

Very weak problem-solving skills outside the context in which they were first studied.

Rudimentary application of established methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.

Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills outside the context in which they were first studied.

An adequate awareness and mostly appropriate application of established methods, materials, tools and/or techniques.

Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two.

Can identify problems and propose basic solutions outside the context in which they were first studied.

A good and appropriate application of established methods, materials, tools and/or techniques.

Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two.

Can identify problems and propose mostly appropriate solutions outside the context in which they were first studied.

A very good application of a range of established methods, materials, tools and/or techniques.

Very good consideration of the context of the application, with perceptive insights. Consistent, accurate and logical application of theory to practice, making appropriate links between the two. Can identify problems and propose appropriate solutions outside the context in which they were first studied.

Evidence of some creativity.

An advanced application of a range of established methods, materials, tools and/or techniques.

The context of the application is well considered, and insightful.

Consistent, accurate and logical application of theory to practice, making well-developed links between the two. Can identify problems and propose excellent, creative solutions outside the context in which they were first studied.

Exceptional levels of application and deployment skills using established methods, materials, tools and/or techniques.  Consistent, accurate and logical application of theory to practice, making highly developed links between the two. Can identify routine and non-routine problems and propose quite sophisticated, creative solutions outside the context in which they were first studied.

Transferable skills for life and professional practice

(Effectively communicate in a variety of forms

to specialist and non-specialist audiences;  the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.)

Communication medium is inappropriate or misapplied.

Work is poorly structured, disorganised and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively as part of a group. Little or no evidence of the skills for employment requiring the exercise of personal responsibility and decision-making.

Communication medium is poorly designed and/or not suitable for the audience.

Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the exercise of personal responsibility and decision-making.

Can communicate in a suitable medium for the audience but with some room for improvement.

Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities.

Demonstrates the basic skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of minor weakness.

Can communicate effectively in a suitable medium for the audience, but may have minor errors.

Mostly coherent, organised work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrate a critical understanding of the term “sustainability” and apply it within the context of tourism and hospitality

Demonstrates the skills for employment requiring the exercise of personal responsibility and decision-making, with some areas of strength and some of minor weakness.

Can communicate well, confidently and consistently in a suitable medium for the audience.

Work is coherent, fluent, well-structured and organised. Can work very well autonomously and/or as part of a team, with very good contribution to group activities.

Demonstrates very good skills for employment requiring the exercise of personal responsibility and decision-making, with just occasional minor weakness.

Can communicate professionally confidently and consistently in a suitable medium for the audience.

Work is coherent, very fluent and is presented proficiently. Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, and meeting obligations. Demonstrates excellent skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.

Can communicate with an exceptionally high level of professionalism, highly suitable for the audience.

Work is exceptionally coherent, very fluent and is presented professionally. Can work exceptionally well within a team, showing leadership skills. Demonstrates exceptional skills for employment requiring the exercise of personal responsibility and decision-making and an appetite for further development.

Student Self Evaluation Form

Student name:

Student  number:

Programme:

Year of programme

Assignment Title:

Common Assessment Criteria Applied

Level of Achievement

REFER

3^rd

2:2

2:1

1^st

1^st

OUTRIGHT FAIL

UNSATISFACTORY

SATISFACTORY

GOOD

VERY GOOD

EXCELLENT

EXCEPTIONAL

1. Research-informed Literature

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

• o
• o
• o
• o
• o
• o
• o

2. Knowledge and Understanding of Subject

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

• o
• o
• o
• o
• o
• o
• o

3. Analysis

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

• o
• o
• o
• o
• o
• o
• o

4. Practical Application and Deployment

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

• o
• o
• o
• o
• o
• o
• o

5. Skills for Professional Practice

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

• o
• o
• o
• o
• o
• o
• o