| Category | Dissertation | Subject | Management |
|---|---|---|---|
| University | University of Sunderland | Module Title | CHTM29 Tourism and Hospitality Major Project |
| Word Count | 12000 Words |
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Almost every higher education course in the country requires a thesis, dissertation or research project of some considerable length in full or partial fulfilment of its qualification. The tourism master's program at Sunderland is not an exception. The major project, which counts for 60 credits, teaches skills that no lecture can teach. Not only does it enable learning about the particular topic chosen for research, but it also teaches students about having a questioning disposition about evidence and about the frailty of knowledge, about methods of research and their weaknesses and strengths. With the skills and the awareness that it fosters, the major project provides a unique platform for personal and professional development.
CHTM29 is designed to provide you with the structural framework for your major project. The lecture sessions in place will guide you through a variety of aspects encountered in independent learning and personal development, but guidance for your specific project is given by your supervisor. It is important to meet up with your supervisor regularly and prepare for the meetings in advance.
Keep this guide close and check it regularly while you progress in conducting and writing your dissertation. The module has been developed by incorporating previous student feedback and you will also have the opportunity to give feedback in order to further improve the module. More information will be communicated in class.
If you have any questions in relation to this module, please do not hesitate to contact me. I will be happy to answer your questions.
Upon successful completion of this module, students will have demonstrated:
1. A knowledge of research design for sustained independent empirical work
2. An advanced knowledge, understanding and critical awareness of the need for and potential of the research undertaken
3. Ability to analyse complex data sets to explain real-world tourism and hospitality production and consumption
4. Ability to report and critically reflect on a research project to make conclusions and recommendations for both operations and further research
001 Dissertation 100% Learning Outcomes 1, 2, 3 and 4
Assessment 001
12,000-word written dissertation or an equivalent project assessed in terms of the four learning outcomes.
The project builds on previous MSc modules, especially those involving research methods. The purpose of the project is to give the student an opportunity to do assessed work that demands substantial individual research, analysis of the problem, fieldwork, synthesis and evaluation of solutions. It also allows the student to produce something that can be of benefit to the real world, whilst at the same time integrating many of the subjects covered in the student’s course of study into one cohesive piece of work.
The project is academically significant for the following reasons:
Furthermore, the project is important for several practical reasons:
Within the module CHTM38 Research Methods For The Services Sector, you produced a proposal for your project. This will serve as an initial basis for discussion with your supervisor, although you should expect the ideas to be considerably refined over the first few weeks of the project. Your supervisor will need to be satisfied that the proposal constitutes a manageable project of sufficient academic worth and that it is deemed to be accomplishable in the time available.
As mentioned previously, your chosen topic must be related to the degree programme within the area of Tourism and Hospitality. Although we will interpret ‘related’ as broadly as possible, we may reject a subject title if it does not relate to the aims and learning outcomes of the programme. This tourism/hospitality relationship of your project is not only reflected in the project itself, but also in any background research you are conducting (e.g. literature review). Your project supervisor will be able to advise you on this.
It is a good time to go back to your proposal and reflect on it. The sort of questions you should be asking about your topic are as follows:
Remember, your project can not be solely problem-based. It must articulate and apply theory. Equally, it should not be totally theoretical and non-applied. Research may be thought of as varying in applicability, replicative or creative. We are looking for you to mix the application with replication of an existing method or possibly the creation of a new methodology.
1 If in doubt, choose to do your fieldwork based in or around the local region, as it will be easier to arrange and time the fieldwork during term-time.
2 If in doubt, choose a topic which has an element of coincidence with a taught module – this would enable you to specialise, concentrate effort, and maximise the benefits of your efforts.
3 Ensure that you have a safety case/ risk assessment completed, and have had the Scheme Leader approve it. Your supervisor will guide you in this. This has to be completed before you start your fieldwork. Likewise, if ethical approval beyond the teaching team is needed, this must be gained before fieldwork commences. Again, your supervisor will advise you.
4 All students must give their supervisor their e-mail address for contact, and ensure that this address is kept current and available to receive mail. It is useless to have an address that is either suspended through lack of use or one that bounces mail, as it is overfull with uncleared mail!
5 For fieldwork, all students must give their supervisor a contact address and telephone number of someone who could be contacted in an emergency.
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Factors to be considered in assessing the projects |
Comments |
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The statement of what the research is about and its significance; clear and appropriate research aims; |
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The Context – Relationship of the project with previous research (and with current policy and practice if appropriate); clear, balanced and focused context for the collection of data and information. |
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Explanation and justification for the broad approach to the research; description and justification of the specific methods used. |
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Collection of relevant and useful data; analysis and interpretation of the data; discussion. |
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Conclusions – Appropriate conclusions which follow logically from the preceding content of the report. |
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Presentation – style and clarity of the writing; clarity and relevance of illustrative material and its integration with the written text; layout; proof reading including spelling and grammar; bibliography and references including relevance, balance and accuracy; use and presentation of appendices. |
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Overall comment |
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Have I included everything?
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Tick box as you check |
Chapter |
Note anything which still needs doing before submission |
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Title Page |
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Acknowledgements |
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Declaration |
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Abstract |
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Table of Contents |
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Introduction |
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Literature Review |
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Methodology |
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Analysis of Results |
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Discussion |
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Conclusions |
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References |
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Appendices |
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These should be interpreted according to the level at which you are working and related to the assessment criteria for the module
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Categories |
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Grade |
Relevance |
Knowledge |
Analysis |
Argument and Structure |
Critical Evaluation |
Presentation |
Reference to Literature |
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Pass |
86 – 100% |
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. |
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76- 85% |
The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. |
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70 – 75% |
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. |
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60 – 69% |
Directly relevant to the requirements of the assessment |
A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein |
Comprehensive analysis - clear and orderly presentation |
Well supported, focussed argument which is clear and logically structured. |
Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. |
Well written, with standard spelling and grammar, in a readable style with acceptable format |
Critical appraisal of up-to- date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. |
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50 – 59% |
Some attempt to address the requirements of the assessment: may drift away from this in less focused passages |
Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance |
Significant analytical treatment which has a clear purpose |
Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) |
May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. |
Competently written, with only minor lapses from standard grammar, with acceptable format |
Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material. |
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40 – 49% |
Some correlation with the requirements of the assessment but there is a significant degree of irrelevance |
Basic understanding of the subject but addressing a limited range of material |
Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose |
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms |
Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic |
A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader |
Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation |
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Grade |
Relevance |
Knowledge |
Analysis |
Argument and Structure |
Critical Evaluation |
Presentation |
Reference to Literature |
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Fail |
35 – 39% |
Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms |
A limited understanding of a narrow range of material |
Largely descriptive or narrative, with little evidence of analysis |
A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence |
Some evidence of a view starting to be formed but mainly derivative. |
Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style |
Barely adequate use of literature. Over reliance on
material provided by the tutor. |
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The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. |
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30 – 34% |
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. |
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15- 29% |
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. |
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0- 14% |
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. |
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