dissertations projects and synoptic modules

8/9/2019 Dissertations Projects and Synoptic Modules

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Dissertations, Projects and Synoptic Modules

The Hospitality, Leisure, Sport and Tourism Subject Benchmark Statement forundergraduate honours degree programmes states that students should oncompletion of their degree,) achieve specific intellectual skills and amongst

other skills, be able to:

"Plan, design, execute and communicate a sustained piece of independentintellectual work using appropriate media." (p.7)

In addition, the QAA Higher Education Qualifications Framework that appliesto England Wales and Northern Ireland, states that honours level students willbe able to:

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

The SHEFC framework for Scottish programmes requires that honoursstudents will as part of their studies:

"Execute a defined project of research, development or investigation andidentify and implement relevant outcomes." (p.35)

Traditionally this type of skills acquisition has been achieved anddemonstrated by students through the successful completion of a dissertation.However, synoptic modules (known as capstone modules in the US) orproject modules are now often being used as a suitable alternative todissertations within honours degree programmes. This section providesinformation on the provision of dissertations, synoptic and project modules.

Dissertations

A dissertation is often the most challenging and rewarding piece of workundertaken by Undergraduate and Masters students at university, and may beseen as a significant test of the honours quality of a student. It is anindependent piece of work involving the collection, interpretation, analysis andpresentation of data, and this process needs to be captured in the dissertationlearning 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 learningand research. However, in terms of the level of support offered to students


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across a programme, the dissertation often makes significant demands onstaff time. Students are generally allocated a dissertation tutor who will beavailable to the students on a regular basis throughout the dissertationprocess.

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

Research Methods

Many programmes include research methods courses on a group basis forstudents. These usually run prior to the student starting their research andmay begin in the first year of study. A recent development in research

methods provision is the use of a resource-based approach which can beuseful in raising awareness of and developing skills in research methods. Thiscan offer a variety of advantages such as easy accessibility to information, forexample through links to literature sources, the ability to split classes intosmaller learning teams, and the use of on-line interactive tasks and discussiongroups.

As part of a Network funded project an on-line resource guide to supportstudent research has been developed by Tess Kay and Leigh Robinson fromLoughborough University. This provides an extensive guide to supportstudents in work for their dissertations. It answers questions such as what is aliterature review and how should data be analysed? The Research Gateway isfreely accessible to staff and students. A similar guide for students which isalso freely accessible has also been produced by the Higher EducationAcademy Subject Centre for Sociology, Anthropology and Politics, the Centrefor Social Work and Policy and Sheffield Hallam University, see here.

It may be appropriate for students to submit a research proposal (perhaps oflimited length) as part of a previous research methods module. This helps thestudents to define their topic area and provides information to guide theallocation 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 directingstudents to those with relevant research interests and knowledge.

Ensuring Student Awareness of Dissertation Requirements andReducing Routine Queries

Much of the apprehension felt by students relates to fear of the unknown andperhaps horror stories from other students! Are previous dissertationsavailable to your students to help them see what is expected of them? Thiscan help to build confidence and serve as a useful resource.


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

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

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

Synoptic modules bring together contents and skills learned in previous yearsor modules. They can be an alternative to a dissertation, and can beresource-saving in terms of staff time when compared to dissertations.Because synoptic modules require integration of issues, knowledge and skillsgained in compulsory (and sometimes elective) modules, many students, whodo 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 synopticmodule or a dissertation, students may prefer the more structured, but equallydemanding, option of synoptic modules. The emphasis of a synoptic moduleis generally on critical analysis, synthesis, applying information anddeveloping transferable skills, and it generally focuses on graduate learningoutcomes with an emphasis on reflection and preparation for life beyonduniversity.

Synoptic modules may adopt a case study approach, or consist of lecturesand seminars followed by an examination, or a combination of both. Synopticmodules often include an assessed reflective part where students considerwhat they have learned in previous modules and/or the synoptic module.There is no single model for a synoptic module; it can focus on integratingmaterial from previous modules, or focus on in-depth analysis of a new topicthat brings together knowledge and skills from previous modules. However, itcan be difficult to include both these elements, ie. integration and in-depthanalysis, in one module. Indeed, not all subjects can or should be integratedinto a synoptic module. The aims and outcomes of a synoptic module shouldrelate to the ultimate objectives of the programme.

A synoptic module often has two main elements:

1. It looks back, ie. integrates previous knowledge and skills2. It looks forward, ie. practices transferable skills and prepares students forissues 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 andsearching databases, industry guest speakers, and one-to-one sessions withtutors. Synoptic modules often have a non-directive student-centred approachto learning.

An example of a synoptic module at the Welsh School of Hospitality, Tourism& Leisure Management, University of Wales Institute, Cardiff


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The Synoptic Paper is a compulsory module for Level 3 students on the BA

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

The aim of the module is to permit the student to demonstrate the ability tocontextualise, integrate and synthesise tourism knowledge across all threelevels of the study programme. Students are encouraged to supplementknowledge, skills and abilities acquired from taught modules with prescribedseminal texts and experiential learning derived from some or all of the optionalelements of the degree: field study visits, both residential and day; workexperience; and the Socrates exchange programme. There are 10 hours ofstudent-led seminars and 90 hours of student-centred learning. Assessment isby a 3-hour closed-book written examination. The learning outcomes are thatstudents will:

* Critique key seminal texts within the subject category of tourism studies* Reflect upon, and critically appraise, knowledge gained from Levels 1, 2 and3, making links across previously discrete units of study.

Indicative Content

Explorations of discipline contributions to tourism knowledge:Economics, Statistics, Geography, Sociology, History, Business andManagement Issue-based reviews; Heritage, Urban tourism, Sustainability,Marketing and Image, Tourist Behaviour

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

Project modules have been introduced partly in response to the need toensure that graduates leave with skills relevant to the workplace and partlydue to the need to widen the assessment experience of students. Someprogrammes are introducing project modules as alternatives to dissertations,see for example New Approaches to Embedding Investigation and Researchin 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 orleisure, the Enterprise Project is an alternative to a dissertation. This is anelective triple module running over two semesters, the aim of which is toconsider the process involved in setting up a business, as articulated throughthe writing and presentation of a business plan. Students are required toevaluate the advantages and disadvantages of setting up their own firm and

being self-employed. They are exposed to the challenges involved in creatingand developing a small business, and delivering goods or a service. The pre-


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requisite modules are: Business Analysis, Management and OrganisationalBehaviour and Marketing. There are 20 hours of workshops, 6 hours oftutorials and 334 hours of student-centred learning. Assessment is one writtenreport (10,000 words), 75%, and two oral presentations (1x10 minutes and1x30 minutes), comprise 25%.

Learning outcomes:

Evaluate a market and cost and plan the production or delivery of a goodor service

Research the demand for the good or service through a market studyConsider innovation protection and other legal aspects of the enterprise

processConstruct a business planEstablish a location for development and locate finance for the enterpriseIndependently determine and evaluate sources of help, and discuss the

enterprise with support agencies

Feedback:

Students appreciate the knowledge and skills gained, eg. financial, accountingand business knowledge, time management, project management and marketresearch skills within the context of the project. Comparing the EnterpriseProject to a dissertation, it is perceived that it is possible to gain moreknowledge and skills, but it may also have a greater workload. This modulerequires students to use and develop many of the employability andentrepreneurial skills required in the world of work and may be more suitablefor those that prefer a more practical/ hands-on approach. The module leaderemphasises that he likes to stress the practical side of information gatheringand business planning, but also the academic rigour needed for the reportwriting and analysis of results and process of the business set-up.

dissertations projects and synoptic modules

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