Dissertations, Projects and Synoptic Modules

The Hospitality, Leisure, Sport and Tourism Subject Benchmark Statement for
undergraduate honours degree programmes states that students should on
completion of their degree,) achieve specific intellectual skills and amongst
other skills, be able to:

"Plan, design, execute and communicate a sustained piece of independent

intellectual work using appropriate media." (p.7)

In addition, the QAA Higher Education Qualifications Framework that applies

to England Wales and Northern Ireland, states that honours level students will
be able to:

1. "apply the methods and techniques that they have learned to review,
consolidate, extend and apply their knowledge and understanding, and to
initiate and carry out projects;
2. critically evaluate arguments, assumptions, abstract concepts and data
(that may be incomplete), to make judgements, and to frame appropriate
questions to achieve a solution - or identify a range of solutions - to a
problem;
3. communicate information, ideas, problems, and solutions to both specialist
and non-specialist audiences."

The SHEFC framework for Scottish programmes requires that honours

students will as part of their studies:

"Execute a defined project of research, development or investigation and

identify and implement relevant outcomes." (p.35)

Traditionally this type of skills acquisition has been achieved and

demonstrated by students through the successful completion of a dissertation.
However, synoptic modules (known as capstone modules in the US) or
project modules are now often being used as a suitable alternative to
dissertations within honours degree programmes. This section provides
information on the provision of dissertations, synoptic and project modules.

Dissertations

A dissertation is often the most challenging and rewarding piece of work

undertaken by Undergraduate and Masters students at university, and may be
seen as a significant test of the honours quality of a student. It is an
independent piece of work involving the collection, interpretation, analysis and
presentation of data, and this process needs to be captured in the dissertation
learning outcomes.

Responsibility for undertaking the work for a dissertation lies with the student,
indeed a major aspect of the learning which takes place involves the
development by students of skills in self management, independent learning
and research. However, in terms of the level of support offered to students
across a programme, the dissertation often makes significant demands on
staff time. Students are generally allocated a dissertation tutor who will be
available to the students on a regular basis throughout the dissertation
process.

In order to find out more about the ways in which dissertations are being
organised within departments the Network conducted a benchmarking survey
of dissertation provision. This answers questions about for example, the hours
given to supervision, and the expected number of words and marking
procedures (examples of assessment criteria used are also given).

Research Methods

Many programmes include research methods courses on a group basis for

students. These usually run prior to the student starting their research and
may begin in the first year of study. A recent development in research
methods provision is the use of a resource-based approach which can be
useful in raising awareness of and developing skills in research methods. This
can offer a variety of advantages such as easy accessibility to information, for
example through links to literature sources, the ability to split classes into
smaller learning teams, and the use of on-line interactive tasks and discussion
groups.

As part of a Network funded project an on-line resource guide to support

student research has been developed by Tess Kay and Leigh Robinson from
Loughborough University. This provides an extensive guide to support
students in work for their dissertations. It answers questions such as what is a
literature review and how should data be analysed? The Research Gateway is
freely accessible to staff and students. A similar guide for students which is
also freely accessible has also been produced by the Higher Education
Academy Subject Centre for Sociology, Anthropology and Politics, the Centre
for Social Work and Policy and Sheffield Hallam University, see here.

It may be appropriate for students to submit a research proposal (perhaps of

limited length) as part of a previous research methods module. This helps the
students to define their topic area and provides information to guide the
allocation of a dissertation tutor. It is unlikely that it will be possible to give all
students an 'expert' within their chosen field, however it may assist in directing
students to those with relevant research interests and knowledge.

Ensuring Student Awareness of Dissertation Requirements and

Reducing Routine Queries

Much of the apprehension felt by students relates to fear of the unknown and
perhaps horror stories from other students! Are previous dissertations
available to your students to help them see what is expected of them? This
can help to build confidence and serve as a useful resource.
A student dissertation handbook is a valuable document. It acts a point of
reference which can be used throughout the period of study. It is likely that it
needs to cover a broad range of information, for example:

learning outcomes;
an overview of dissertations;
the roles of the student and the dissertation tutor;
seminar / meeting arrangements;
ethical guidelines;
timetable and deadlines;
regulations;
prescriptive presentation requirements (including referencing guidelines);
assessment criteria;
definitions of cheating including plagiarism;
useful sources and suggested reading;
forms which need to be completed.

The dissertation handbook could also include:

suggestions on time management;

how to manage the process;
writing a dissertation plan;
generic guidance on research methods such as selecting the topic, writing
objectives, the nature of a literature review or data analysis, the expected
content of the different sections of the dissertation;
past titles or comments from previous students and external examiners.

(Some of this supplementary information could be compiled within a

supplementary workshop / lecture handbook to accompany the research
methods programme).

In order to ensure parity of experience and also to define what should be

expected by students of tutors, it may be necessary to set certain parameters,
and publish these in the dissertation handbook. Various strategies can be
tried, for example:

setting a deadline beyond which work will not be reviewed;

specifying the tutorial hours offered during the module per student
(perhaps limited to term-time only);
limiting feedback to specific chapters, or to a certain number of drafts.

Case study examples within the resources section of the Network website
offer a range of examples of current practice in managing dissertations.

Although the information given here relates to dissertations, much of this will
also be relevant to project and synoptic modules.

Projects and Synoptic Modules

Synoptic modules are designed to be based on student-centred learning and
often provide a link between the knowledge and skills gained during academic
study and the world of work. They are becoming increasingly popular in UK
higher education for several reasons;

they provide an integrated overview of the key issues at the end of a

programme
they allow students to practice skills needed in their working life; and
they provide a (cheaper) alternative to dissertations.

Synoptic modules bring together contents and skills learned in previous years
or modules. They can be an alternative to a dissertation, and can be
resource-saving in terms of staff time when compared to dissertations.
Because synoptic modules require integration of issues, knowledge and skills
gained in compulsory (and sometimes elective) modules, many students, who
do not always realise how core modules relate to each other, can benefit from
doing a synoptic module. When faced with the option of doing a synoptic
module or a dissertation, students may prefer the more structured, but equally
demanding, option of synoptic modules. The emphasis of a synoptic module
is generally on critical analysis, synthesis, applying information and
developing transferable skills, and it generally focuses on graduate learning
outcomes with an emphasis on reflection and preparation for life beyond
university.

Synoptic modules may adopt a case study approach, or consist of lectures

and seminars followed by an examination, or a combination of both. Synoptic
modules often include an assessed reflective part where students consider
what they have learned in previous modules and/or the synoptic module.
There is no single model for a synoptic module; it can focus on integrating
material from previous modules, or focus on in-depth analysis of a new topic
that brings together knowledge and skills from previous modules. However, it
can be difficult to include both these elements, ie. integration and in-depth
analysis, in one module. Indeed, not all subjects can or should be integrated
into a synoptic module. The aims and outcomes of a synoptic module should
relate to the ultimate objectives of the programme.

A synoptic module often has two main elements:

1. It looks back, ie. integrates previous knowledge and skills

2. It looks forward, ie. practices transferable skills and prepares students for
issues and problems that they might encounter in the professional world

It may include learning activities such as introductory student briefings,

lectures and seminars, sessions on working with case studies/literature and
searching databases, industry guest speakers, and one-to-one sessions with
tutors. Synoptic modules often have a non-directive student-centred approach
to learning.

An example of a synoptic module at the Welsh School of Hospitality, Tourism

& Leisure Management, University of Wales Institute, Cardiff
The Synoptic Paper is a compulsory module for Level 3 students on the BA

(Hons) Tourism Studies, and optional on the BA (Hons) Tourism

Management.

The aim of the module is to permit the student to demonstrate the ability to
contextualise, integrate and synthesise tourism knowledge across all three
levels of the study programme. Students are encouraged to supplement
knowledge, skills and abilities acquired from taught modules with prescribed
seminal texts and experiential learning derived from some or all of the optional
elements of the degree: field study visits, both residential and day; work
experience; and the Socrates exchange programme. There are 10 hours of
student-led seminars and 90 hours of student-centred learning. Assessment is
by a 3-hour closed-book written examination. The learning outcomes are that
students will:

* Critique key seminal texts within the subject category of tourism studies
* Reflect upon, and critically appraise, knowledge gained from Levels 1, 2 and
3, making links across previously discrete units of study.

Indicative Content

Explorations of discipline contributions to tourism knowledge:

Economics, Statistics, Geography, Sociology, History, Business and
Management Issue-based reviews; Heritage, Urban tourism, Sustainability,
Marketing and Image, Tourist Behaviour

Key Text
Cooper, C. (2003) Classic Reviews in Tourism, Channel View

Project modules have been introduced partly in response to the need to

ensure that graduates leave with skills relevant to the workplace and partly
due to the need to widen the assessment experience of students. Some
programmes are introducing project modules as alternatives to dissertations,
see for example ‘New Approaches to Embedding Investigation and Research
in the Curriculum at Sheffield Hallam University’ in LINK 9.

An example of a project module at the Welsh School of Hospitality, Tourism &

Leisure Management, University of Wales Institute, Cardiff

Enterprise Project

For Level 3 students on honours degree programmes in hospitality, tourism or

leisure, the Enterprise Project is an alternative to a dissertation. This is an
elective triple module running over two semesters, the aim of which is to
consider the process involved in setting up a business, as articulated through
the writing and presentation of a business plan. Students are required to
evaluate the advantages and disadvantages of setting up their own firm and
being self-employed. They are exposed to the challenges involved in creating
and developing a small business, and delivering goods or a service. The pre-
requisite modules are: Business Analysis, Management and Organisational
Behaviour and Marketing. There are 20 hours of workshops, 6 hours of
tutorials and 334 hours of student-centred learning. Assessment is one written
report (10,000 words), 75%, and two oral presentations (1x10 minutes and
1x30 minutes), comprise 25%.

Learning outcomes:

Evaluate a market and cost and plan the production or delivery of a good
or service
Research the demand for the good or service through a market study
Consider innovation protection and other legal aspects of the enterprise
process
Construct a business plan
Establish a location for development and locate finance for the enterprise
Independently determine and evaluate sources of help, and discuss the
enterprise with support agencies

Feedback:

Students appreciate the knowledge and skills gained, eg. financial, accounting
and business knowledge, time management, project management and market
research skills within the context of the project. Comparing the Enterprise
Project to a dissertation, it is perceived that it is possible to gain more
knowledge and skills, but it may also have a greater workload. This module
requires students to use and develop many of the employability and
entrepreneurial skills required in the world of work and may be more suitable
for those that prefer a more practical/ hands-on approach. The module leader
emphasises that he likes to stress the practical side of information gathering
and business planning, but also the academic rigour needed for the report
writing and analysis of results and process of the business set-up.