[BMT4005M Hospitality in the Digital Era] Assessment Brief 2 - Individual Report |YSJU

Published: 03 Nov, 2025

Category	Assignment	Subject	Management
University	York St John University (YSJU)	Module Title	BMT4005M Hospitality in the Digital Era

Word Count	2,000 words (+/- 10%)
Assessment Type	Individual Report

[BMT4005M Hospitality in the Digital Era] Assessment Brief 2 - Individual Report

Module Details
Assessment Description
Learning Outcomes
Advice and Guidance
How is this assessment marked?
Marking Criteria

Module Details

Module code:	BMT4005M	Level of Study:	4
Assessment format:	Individual Report	Method of submission:	Turnitin (Online)
Deadline or Assessment Period:	12.00 noon 16^th January 2026	Feedback date and place:	9^th February 2026 on Turnitin
Assessment limits: length, load, word count, etc.	2,000 words (+/- 10%)	Component number:	2 of 2
Is this exempt from anonymous marking under the policy?	No	Component weighting:	50%

Assessment Description

Assessment 2: Individual Report

For this assessment, you will need to write up an individual report analysing the same local attraction/organisation by building upon the foundational research conducted for your group presentation.

You need to expand on the group’s findings by conducting further independent research, demonstrating your ability to critically analyse the business environment and digital trends shaping the hospitality sector. Please make sure that you approach the assignment from a business and economic perspective.

Your individual report should cover and/or expand the following key areas:

Overview of the local attraction/organisation;
Building upon the initial findings, provide a more detailed analysis of the local attraction/organisation’s economic impact, supported by data and examples.
Analyse the macro-environmental factors that present key challenges and opportunities for the local attraction/organisation. You must use a PESTLE (Political, Economic, Social, Technological, Legal, Environmental) analysis for this section.
What sustainability initiatives/practices that the local attraction/organisation has undertaken? How do these initiatives/practices align with the UN’s Sustainable Development Goals (SDGs)?
How has the local attraction/organisation adopted technological or digital trends identified in the PESTLE analysis?

-You should only use reputable sources such as: government website, journal articles, tourism/hospitality books, official industry reports. If you are unsure that source you plan to use is reputable, please ask your tutor in seminar, or alternatively email your tutor.

-Avoid quotations and use paraphrasing. When using paraphrasing always acknowledge the original author.

-Think about the word count and structure. You have 2,000 words (+/-10%) excluding reference list, tables, graphs, figures, or cover page. Here is an example of basic clear structure that you may wish to use:

Cover page (not included in word count): Cover page is provided on Moodle. Please fill in the required information such as student ID and programme of study. Do not write your name on any page – we are using anonymous marking.
Introduction (around 250-350 words): Here you may want to briefly introduce the local attraction/organisation and its significance in the hospitality sector. Then you may want to state and purpose of the report, followed by outlining the structure of the report.
Main body (around 1350-1500 words): This is the section where you demonstrate your understanding. Take time and think about the structure of this section, particularly how you build the discussion. Use paragraphs when you are moving from one topic to another. This will make your writing clearer and easier for reader to follow. Make sure paragraphs are logically linked together and your discussion is well organised. Make sure you cover the all the points above. All figures, tables or diagrams must have a label and source. You need to use appropriate writing style. In this assignment you are required to use academic writing style. Look at ‘Academic writing’ page, sections – Writing skills and Critical Writing for guidance.
Conclusion (around 250 words): Here you should summarise the main points of your discussion (not in bullet points!). Your conclusion should logically follow from body of your discussion and mirror your introduction. You should not include any new information. This section also should not include any in-text references as you are summarising points discussed in your main body.
Reference list (not included in word count): This must follow Harvard referencing style, be in alphabetical order and NOT numbered / in bullet points. Take a look at Harvard ‘quick guide’ for examples. There is no “rule” on how many references you should have but as a guidance, you are expected to use at least 10 different sources. The sources you are expected to use include: core reading, suggested reading, journal articles, official reports, official databases. You must avoid sources such as: Wikipedia, Investopedia, Tutor2u, cheating websites, YouTube videos, personal blogs, and similar websites – always check with your tutor if you are unsure.

Learning Outcomes

You must successfully achieve the following Programme-level Learning Outcomes to pass this assessment:

PLO 4.1 Examine and explain a range of relevant concepts, theories and models to the solution of problems within tourism and hospitality.
PLO 4.2 Evaluate and discuss concepts relevant to the sustainability and equality issues in an international tourism and hospitality context.
PLO 4.3 Demonstrate competence in applying a range of academic, analytical, and intellectual skills, including information-gathering, analysis and problem identification.
PLO 4.4 Find and engage with evidence and perspectives for tourism and hospitality related issues and make rational arguments, identify implications and formulate conclusions.
PLO 4.5 Construct, communicate and present coherent arguments, ideas and findings clearly to both specialist and/or non-specialist audiences.
PLO 4.6 Engage in self-directed learning with guided support to explore a wide variety of learning sources and opportunities.
PLO 4.7 Demonstrate development in transferrable skills for employment or future study, such as teamwork, reflection, critical thinking and time management.

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Advice and Guidance

You will receive verbal feedback for your draft during seminars, particularly during week 12.
Your presentation should utilise Microsoft Word (.docx). Please do not submit an .odt file.
At all stages in the individual report, it is important that content should be underpinned with the citations of relevant academic theory, concepts and models where appropriate (details please see above). Failure to use Harvard Referencing style will lead to low mark or possibly a fail mark.
Tier 1 - AI Use Prohibited: The use of Generative AI tools is not permitted in this assessment. You must complete all parts of the work independently.

This includes:

Generating ideas and arguments
Writing all text or code
Analysing sources or data
Editing and proofreading
Drafting
Data analysis
Generating presentation content
Editing beyond basic spellcheck/grammar tools.

This assessment assesses your individual understanding, critical thinking, and ability to express your knowledge in your own words. AI use would compromise these learning outcomes.

Academic Integrity

Use of AI tools for any part of this assessment may constitute academic misconduct. This includes using AI to paraphrase or generate content. Any unauthorised use may be subject to investigation under the University’s Code of Practice for Assessment Policy, Section 23 Academic Misconduct Policy
If you need further clarification, please speak to your module leader.

How is this assessment marked?

Your work will be marked according to the assessment instructions provided within this document and the selected ‘Programme-level Learning Outcomes’ (PLOs) (see above).

Furthermore, this assessment is marked in line with YSJ’s Generic Assessment Descriptors (GAD) or a rubric devised from the GAD (see below).[ A rubric is a type of scoring guide that markers use to set out specific components and expectations for an assignment for their students. It is then used to guide the marking they undertake. ] Where a rubric has been used in place of the GAD, this is to further specify and enhance your understanding of the expectations of this assessment.

Please note, that you must meet the required baseline standards (40 – 49%) which will include the PLOs and minimum expectations of the assessment. Further still, you must ensure you meet the requirements of each grade boundary to progress to the next i.e. you should demonstrate your learning through the standards of a 3rd, 2:2, and 2:1 to achieve a 2:1 (60 – 69%). These standards are designed to scaffold and build your learning to achieve your fullest potential in each criterion being assessed.

Marking Criteria

Pass Grade Bands (100 – 40) (Learning Outcomes must be met)
Fail Grade Bands (39 – 0) (Learning Outcomes are not met)

General Characteristics	3^rd (40, 42, 45, 48)	2:2 (52, 55, 58)	2:1 (62, 65, 68)	First (72, 75, 78, 82)	High First (85, 88, 92, 95, 98, 100)	Borderline Fail (32,35, 38) (Credits may be compensated)	Fail (0, 2, 5, 8, 12, 15, 18, 22, 25, 28) (Credits may not be compensated)
Adjectives	Satisfactory	Good	Very Good	Excellent	Exemplary	Not Successful	Unsuccessful
Thinking skills	The work appropriately applies thinking skills to attempt to show an understanding of the core taught content.	The work uses a range of thinking skills to demonstrate an understanding of the core and additional taught content.	The work successfully uses thinking skills to demonstrate an understanding of the core and additional taught content.	The work has started to explore knowledge beyond the taught content by applying thinking skills to independently sourced materials.	The work uses thinking skills to process and combine source materials from taught content and independent study. It suggests possibilities or asks questions of the source material.	The work applies some relevant thinking skills but is likely to be limited by some misunderstandings, misapplications, or gaps in required areas of knowledge.	The work applies few or none of the required thinking skills to the taught content and demonstrates little understanding of it.
Research skills	The work incorporates the taught research skills and / or methods and it uses the majority of these appropriately to attempt to solve problems and / or answer research questions.	The work applies appropriate research skills and / or methods from the core and additional taught content.	The work successfully applies research methods from the taught content and from independent study to solve problems and answer questions.	The work appropriately selects and successfully uses research skills / methods to generate data and / or insights.	The work processes data / insights generated by its author to solve problems or answer research questions.	The work attempts some application or understanding of the taught research skills and / or methods, but not enough to answer questions or solve problems.	The work shows little or no engagement with / application of the taught research skills and / or methods.
Communication	The work is mostly comprehensible. It attempts to use the appropriate writing or presentation style and address an audience. The work shows an awareness of relevant technologies.	The work is clear and coherent, and an appropriate attempt has been made to communicate with an intended audience. The work shows an awareness of the value of relevant technologies and uses the appropriate writing or presentation style.	The work engages with relevant technology and communicates using technically proficient language appropriate to the medium and its intended audience.	The work communicates persuasively. It engages ethically with relevant technology and conveys complex ideas in ways that are accessible to both specialist and non-specialist audiences.	The work communicates with a structure which flows logically It uses relevant technology in a socially responsible way and successfully communicates complex ideas in ways that are understandable to a range of specialist and non-specialist audiences.	The work communicates some of its ideas / findings to an audience, but not all of the media and technical conventions it uses are appropriate to the taught content.	The work attempts little or no communication with an intended audience. Its media and use of conventions are not appropriate or technically proficient.

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