Summary of Main Recommendations
The work of the Review Panel was facilitated by excellent organisation and by the open and frank
discussions which took place with staff and students from the School of Hospitality Management
and Tourism. The discussions were wide-ranging and fruitful and the School’s staff responded
positively to suggestions put forward by the Panel.
The preparatory work on the Self-study
document had been thorough and staff had reflected in advance on most matters that were raised by
the Panel. The Self-study played an important part in the initiation of reflection and positive change
within the School.
The School Review process afforded the opportunity for the School to design a system for its
programmes in the future based on an integrated portfolio, rather than in the past when each
programme was designed and validated as a distinct programme. The programme structure is a
modular one which will allow the adaptation into a ‘full modularised system’ which will be
integrated with the modular system to be developed by the Institute.
The School’s operational strategy provides an approach that ensures quality improvement and
quality assurance in programme design with core modules that offers flexibility and student choice
through option and elective modules.
The Review Panel recommends to Academic Council continued approval of the following
programmes:

MSc in Hospitality Management (full and part-time)

MSc in Tourism Management (full and part-time)

BSc in Hospitality Management

BSc in Tourism Marketing

BA (Ord.) in Leisure Management
The Panel also recommends to the Academic Council the validation of the following programmes:

BA (Ord.) in Hotel and Restaurant Management (full and part-time) to replace Diploma in
Hotel & Catering Management (full and part-time)

BA (Ord.) in Tourism to replace Certificate in Travel and Tourism

Certificate in Hospitality Services Management (part-time) to replace Certificate in
Supervisory Management
-1-
The Panel noted that all of the programmes developed are ‘modular ready’.
However, the
appropriate regulatory framework does not currently exist within the Institute to offer programmes in
such a format. In the interim all programmes will be delivered and assessed in the conventional
format and in accordance with the General Assessment Regulations as currently in force in the
Institute.
Associated with the previous recommendations is the requirement that the Institute’s Quality
Assurance procedures are implemented as provided for in the Quality Assurance Handbook in
relation to the membership of Programme Committees and Student Handbooks, for example.
Other Recommendations
1. Each module should be revised having due regard to the recommendations on Module
Descriptions as developed by the Institute’s Learning & Teaching Centre. (See 7.1.1)
2. Ethical issues should be a component of all appropriate modules. (See 7.1.1)
3. The Panel endorses the inclusion of Personal Development components contained in the key
skills of each module but recommends that a system be implemented to ensure these skills are
gained within each module by including them in the assessment process and by ensuring
students are aware of key skills. (See 7.1.1)
4. The modular approach will require an advisory/ mentoring structure to advise students on
module selection best suited to their career objectives. (See 7.1.1)
5. The School should initiate a formal communication process between staff and students, e.g.
student membership on programme committees. (See 7.1.1)
6. The Review Panel was impressed by the efforts of the School to work more closely with
industry, and in introducing tailor-made programmes. This area of activity will be of increasing
importance to the School, allied to the planned delivery of other short specialist programmes.
The Panel therefore recommends that structures be put in place to promote and increase this
activity. (See 7.1.2)
7. The Panel supports the principle of student progression from the BA (Ordinary) degrees and
recommends that the School urgently address the manner and route of such progression. (See
7.1.2)
8. The School should develop and implement an active Public Relations strategy to promote the
School. (See 7.1.5)
9. The School should extend the use of learner-centered teaching strategies. (See 7.1.3)
-2-
10. Students should have regular on-going contact with and support from tutors and other students
during the internship/ industry placement. (See 7.1.3)
11. The effectiveness of the current internship/ industry placement provision on leisure management
programmes should be kept under review. (See 7.1.3)
12. The duration of the internship/ industry placement on the BA (Ord.) in Hotel and Restaurant
Management needs to be monitored. (See 7.1.3)
13. An alumni networking system be developed further to offer competitive advantage both to
graduates and to the School. (See 7.1.3)
14. The Panel recognises the significant benefits and opportunities arising from the availability of
facilities such as kitchens, restaurants and bar for the hospitality management programmes thus
facilitating the transfer of management theory to the working environment.
The lack of
comparable access for the leisure management programme is regarded as a constraint. The
School should explore the feasibility of developing a facility, possibly in partnership with the
private sector, which could operate by day as a training centre and at night as a commercial
leisure facility. (See 7.1.3)
15. The learning and teaching environment should reflect changing methodologies. For example,
tiered fixed seating impedes small group-work and problem-based learning. In addition, the
audio-visual systems need to be updated and reviewed frequently. (See 7.1.3)
16. The Panel notes that there are staff shortages of expertise in key areas and this requires to be
solved by pro-active recruitment strategies. (See 7.1.4)
17. The Panel commends the work of the support and administrative staff of the School and
recognises that such support needs to be augmented in all areas. (See 7.1.4)
18. The School should formulate an active policy on the harvesting of research activities at both the
undergraduate and postgraduate levels, in journal articles and appropriate reports. (See 7.1.5)
19. The School should adopt an active policy of individual staff development plans for all levels of
staff. (See 7.1.5)
20. The School’s growth targets are likely to be restricted by current resource constraints in relation
to classrooms, placement opportunities and IT equipment, for example, and the Panel
recommends that these constraints be monitored on a continuous basis. (See 7.1.6)
21. With the introduction of a modular system the Quality Assurance process should be flexible to
facilitate an efficient and speedy response to the approval of new modules and the review of
existing modules. It is recommended that the School of Hospitality Management and Tourism
pilot such a system. (See 7.1.1)
-3-
1
Introduction
The Academic Council at its meeting on 5th December 2001 approved a proposal from the Academic
Quality Assurance Committee (19th November 2001) that a School Review be held within the School
of Hospitality Management and Tourism. It was agreed that the School Review should address and
incorporate all its programmes and that while the broad focus of the Review would apply, the review
should be extended to include scrutiny of the programmes being revised, rather than consider them
in isolation from other programmes within the School in separate validation events. The main
purpose of the School Review was to take a strategic overview of the School itself, its current
position and its ability to respond to changing needs. It was also intended to give particular attention
to individual programmes that were undergoing major change so that recommendations could be
brought forward to Academic Council in relation to the proposed new awards, as well as the awards
of existing programmes.
2
The Review Process
The focus of the School Review is in respect of the School as a whole. This includes the general
position and performance; the range of activities and how these are conducted; reviewed and
developed; the range and quality of taught programmes; the research and staff development
activities; the management procedures and quality improvement systems and the links with external
bodies. The external environment, including the effects of demographic changes and competition
from other educational institutions on the programmes offered, was also considered within the
review process.
Central to the review process was the Self-study, prepared by the School and considered by the
Review Panel prior to visiting the School. This Self-study is a critical evaluation of the School's
activities and highlights strengths and achievements as well as areas of difficulty.
The process of review carried out by the School followed current practice for the validation of new
programmes and review of existing programmes; that is the documentation prepared by the School
was sent to the Faculty Board for endorsement. The documentation was then forwarded, with
external assessor nominations, to the Academic Quality Assurance Committee which appointed a
Review Panel.
-4-
The review visit was extended to take place over a three-day period from 21st to 23rd January 2003.
The Panel, through a series of meetings with management, staff and students of the School and a
visit to the facilities available to the School, considered issues raised in the Self-study and in the
other documentation presented. The Panel sub-divided on the second day to consider the individual
programmes in Hospitality Management, and in Tourism and Leisure Management.
2.1
The Purpose of the School Based Review
The broad objectives of the School Review were to evaluate:

the School's approach to programme design and development, having due regard to the influence
of bodies representing students, employers and the sector;

the learning environment of the School;

staffing including academic, administrative and technical;

staff development and research activities within the School;

the School’s quality assurance systems, including the effectiveness of taught programmes in
meeting their stated objectives; and,

2.2
the School's development plans for the future.
Membership of the Review Panel
The Review Panel appointed by Academic Council to carry out the School Based Review was
comprised as follows:
Internal Members
Mr. Pat O’Neill (Chairman)
Faculty of Business
Dr. Michael Devereux
Faculty of Tourism & Food
Mr. Michael Farrell
Faculty of Engineering
Dr. Diana Kelly
Head of Lifelong Learning
Dr. Thomas Duff
Academic Registrar
Ms. Sharon Feeney
Quality Assurance Officer
External Members
Dr. Joan Buckley
Head of Department, Management & Marketing, UCC
Prof. Doug Frechtling
Professor & Chair, Department of Tourism & Hospitality
Management, George Washington University, USA.
-5-
Mr. Gar Holohan
Director, Holohan Group Consultants
Mr. Tony Kelly
Director of Marketing, Irish Ferries
Mr. Lee Kidney
Director, Lee Hotels, Dublin
Prof. Gary Prosser
University Centre, César Ritz, Brig, Switzerland
2.3 Programme of Visit to School
The Review took place in accordance with the following schedule.
Day 1 – Tuesday 21st January 2003
9.00 am
Formal commencement of process: Chair of Panel (Mr. P. O’Neill) introduced members
of panel; Dr. Marlene Proctor introduced the Faculty Executive; Head of School and
Heads of Department.
9.30 am
Formal presentation by Head of School (Dr. J. Ruddy) describing main activities of the
School and introducing the key points from the self-study report.
10.15 am
Private meeting of Panel to discuss agenda for day.
11.15 am
Tea/Coffee Break (including the School Management Team).
11.30 am
Panel met with School Management Team (N. O’Connor, J. Ruddy, S. Flanagan, N.
Andrews & P. Griffin) to discuss the broad contents of School Situational Analysis
Report based on the self-study exercise and the practical implications of this for the
School in terms of individual programmes and resources.
1.00 pm
Lunch (Panel & School Management Team).
2.15 pm
Private meeting of Panel to review progress and decide on issues for further discussion
or evaluation.
2.45 pm
Panel met with Heads of Department and Programme Tutors to discuss the suite of
programmes offered by the School and the trends and direction of these – including
discussion regarding programme management issues and Quality Assurance
arrangements.
3.45 pm
Tea/Coffee Break (including Heads of Department & Programme Tutors).
4.15 pm
Panel met with School Review Steering Committee to discuss internal Faculty and
School quality assurance arrangements, programme development, links with business,
research activity and staff development within the School.
6.00 pm
Panel met with representative current and former students.
6.45 pm
Private meeting of Panel to review progress.
7.00 pm
Dinner (including Faculty Executive, School Management Team and Panel).
Day 2 – Wednesday 22nd January 2003
9.00 am
Private meeting of Panel to plan for the parallel sessions.
9.55 am
Panel split into sessions.
-6-
Tourism Session (including Leisure Management)
10.00 am
Meeting of Sub-Panel with Head of Department and Programme Tutors to discuss the
School’s portfolio in the Tourism area and to address specific issues relating to the
changes proposed.
11.15 am
Tea/Coffee Break (including Heads of Department & Programme Tutors).
11.30 am
Meeting of the Sub-Panel with staff teaching on the Tourism programmes to discuss
syllabuses, teaching methods and assessment issues specific to the proposed changes.
1.00 pm
Lunch
2.15 pm
Private meeting of the Sub-Panel to consider its recommendations in relation to the
Tourism programmes.
Hospitality Management Session
10.00 am
Meeting of Sub-Panel with Head of Department and Programme Tutors to discuss the
School’s portfolio in the Hospitality Management area and to address specific issues
relating to the changes proposed.
11.15 am
Tea/Coffee Break (including Heads of Dept. & Programme Tutors).
11.30 am
Meeting of Sub-Panel with staff teaching on the Hospitality Management programmes
to discuss syllabuses, teaching methods and assessment issues specific to the proposed
changes.
1.00 pm
Lunch
2.15 pm
Private meeting of Sub-Panel to consider its recommendations in relation to the
Hospitality Management programmes.
15.45 pm
Tea/Coffee Break – Both Panels.
4.00 pm
Full Panel met to review the parallel sessions.
4.45 pm
Panel met with School Management Team, Librarian, Faculty Administrator,
Examinations Officer, Careers Officer and Internship Placement Officer to discuss
issues of resources, staff development and quality assurance implementation.
7.00 pm
Dinner (including Panel and Senior Management Team).
Day 3 – Thursday 23rd January 2003
8.30 am
Panel met with School Management Team to review contents of School’s evaluation
of strengths, weaknesses, opportunities and threats, based on self-study report and to
discuss School’s Plan for Future Development.
9.30 am
Panel viewed the physical facilities and resources of the School.
10.00 am
Private meeting of Panel to consider draft report.
12.00 noon
Final meeting of Panel with Head of School and School Senior Management to outline
orally the Panel’s findings.
12.45 pm
Lunch (including Panel members and Senior Management Team)
-7-
3
School Review Process in the School
3.1
Consultation Process and Organisation
The School Review process within the School took a number of forms and stages from the time of
the agreement on the details of the process and its approval by Academic Council on 5th December
2001 until the preparation of the documentation. The School process is illustrated in Figure 3.1.
Figure 3.1.The School Review Process at School Level
Proposed to Dublin Institute of Technology Quality Assurance Committee
Overall Specification for Process Agreed Between School and Quality Assurance Office
Approved by Dublin Institute of Technology Academic Council
General School Meeting (all Staff)
Establish the School Review Steering Committee (SRSC) consisting of working groups
Developed School Review Intranet
Site to circulate all staff
Working Group on
External Environment
Working Group
on
Education Development
Working Group
on Subject/ Programming
Modules
Working Group on
Programme
Development
Tourism Industry
Hospitality Industry
Leisure Industry
Learning and Teaching
Centre, Library,
Examinations
Subject Groups (all core
subjects)
Programme
Committees
Prepared External
Analysis Documents
Evaluated and Advised on
Education Developments
Organised the Preparation
of Modules,
Intranet Site Module
System
Prepared all
Documents &
Careers Internship
Dissertation
Guidelines
Programme Advisory
Groups
E-Learning Group
Module Accreditation
Committee
Degree Group &
Postgraduate Group
Self Study
and
Preparation of Documents
-8-
Within the School itself the process involved the following:
3.2 General Meetings of Staff
Several meetings of academic staff were held between Oct 2000 and Oct 2002 to discuss the issues
to be addressed in the School Review and the preparations necessary in School in this regard. This
was an information dissemination process and as the first step in a consultative process to ensure that
all views of staff were taken into account in preparing for the Review. The Review process itself was
formally launched on 23 March 2001, at a School workshop held at the Hilton Hotel, Dublin.
3.3 Establishment of School Review Steering Committee
In order to manage and co-ordinate the School Review, a School Review Steering Committee
(SRSC) was formed from the staff of the Faculty of Tourism and Food. The membership of the
SRSC was such as to cover adequately all areas within the School and was confirmed at a meeting
on 8th May 2001. Provisional timetables were agreed to drive and structure the review. A critical
path and corresponding timetables of events were drawn up.
3.4 Establishment of Special Working Groups
Four special working groups were established (see figure 3.1) to focus on specific issues as follows:
1)
External Environment and Industry Group
2)
Education Development Group
3)
Subject/ Programming Co ordinators Group
4)
Programme Development Tutors Group
3.5 Programme Committees
All programme committees engaged in a fundamental review of all aspects of the programmes. This
led to general consensus of how the programmes should be differentiated from each other;
structured; assessed and named.
-9-
4.
The Faculty of Tourism and Food
The Faculty of Tourism and Food is located at Dublin Institute of Technology, Cathal Brugha Street,
Dublin. Within the Faculty there are three Schools:
i. School of Hospitality Management and Tourism
ii. School of Culinary Arts and Food Technology
iii. School of Food Science and Environmental Health
The Faculty of Tourism and Food has 1,275 full-time students, 420 part-time students and 294
apprentices.
4.1
School of Hospitality Management and Tourism
The School of Hospitality Management and Tourism occupies a central role in promoting
hospitality, tourism and leisure management education and research within the Faculty. The School
has a total enrolment of over 800 full-time and part-time students. It has a complement of 40 fulltime staff and approximately 40 part-time staff.
The School contributes new knowledge and intellectual leadership within Irish hospitality and
tourism education. It has promoted alliances with other centres of higher education in France,
Germany, Spain, Belgium and Netherlands. In September 2001, the World Tourism Organisation
confirmed that the School of Hospitality Management and Tourism had been designated as a World
Tourism Organisation (WTO) member of the WTO Network of Tourism Education and Training
Institutions. This was the first WTO accreditation for an educational institution in Ireland.
The School continues to occupy a leadership role within tourism education and research in Ireland.
An important element of the School is the Tourism Research Centre. This Centre is the only
dedicated research unit in hospitality and tourism in higher education in Ireland. It is based in a
purpose-developed unit adjoining the School. Research partnerships have been established with
many leading business interests including the Irish Tourist Board, Dublin Tourism, Aer Rianta, Aer
Lingus, Irish Ferries and the hotel and restaurant sector.
5.
Documentation provided by the School
The School Review drafted its analysis and recommendations in four documents which were
supplemented by ten appendices (see table on the next page).
- 10 -
A summary of documentation provided is as follows:
Document
Document 1
Core Documents
SELF STUDY OF THE SCHOOL.
1. Introduction to the Faculty & the
School;
2. The School Review Process;
3. The School's Portfolio of
Programmes;
4. Students Numbers and Projections;
5. Student Profiles;
6. Graduate Profiles;
7. Programme and Student Support;
8. Physical Learning Environment of
the School;
9. Academic Resources and
Activities;
10. Programme Management and
Quality Assurance;
11. Analysis of Internal and External
Environment Arising from the Self
Study;
12. Recommendations Arising from
the Self Study.
Document 2
AN ANALYSIS OF THE TOURISM
HOSPITALITY AND LEISURE
EDUCATION ENVIRONMENT
Document 3
PROGRAMME DOCUMENTATION
B.Sc. (Honours) Hospitality Management
B.Sc. (Honours) Tourism Marketing
B.A. Ordinary Leisure Management
B.A. Ordinary in Hotel and Restaurant
Management
B.A. Ordinary in Tourism
B.A. Ordinary in Hotel and Restaurant
Management - P/T
Certificate in Hospitality Services
Management
Masters Degree (M.Sc.) in Tourism
Management, PT & PT
Masters Degree (M.Sc) in Hospitality
Management, FT & PT
Document 4
MODULE DOCUMENT
- 11 -
Appendices
Appendix 1A: Programmes Self Study
Appendix 1B: Faculty in Context
Appendix 1C: School Development Plan
Appendix 1D: Scholarly Activity and
Curriculum Vitaes of Full-time Academic
Staff
Appendix 1E: External Examiners
Reports
Appendix 1F: Report on Annual
Monitoring Reports - Q5 Feedback
Process
Appendix 1G: SRSC Process and Aide
Memoirs
Appendix 1H: Reports from School
Meetings 2000 - 2002
Appendix 3A: Programme Resources
Document (Outlining
Programmes/Modules/Student Hours/
Teaching Hours/Group sizes etc).
Appendix 3B: Internship Guidelines
5.1 SELF STUDY OF THE SCHOOL
Extensive research and consultation was carried out in preparation for this Study, which involved
key industry groups, education stakeholders along with national and international providers of
education in hospitality and tourism management. All full-time and part-time programmes were
subjected to extensive formal re-evaluation by the respective Programme Committees.
This
exercise, which extended over two academic years, resulted in fundamental changes to programme
titles, design, delivery and assessment methodologies.
The key recommendations arising from the School’s Self Study are as follows:
(i)
Modularisation of all Programmes in the School and the Continuation of the School
Based Quality Assurance Process for Future Development.
(ii)
Develop an Integrated Programme Portfolio.
(iii)
Upgrade the Diploma in Hotel and Catering Management to a BA (Ordinary) in Hotel
and Restaurant Management.
(iv)
Upgrade the Diploma in Hotel and Catering Management (Part-time) to a BA (Ordinary) in
Hotel and Restaurant Management (Part-time).
(v)
Upgrade the Certificate in Travel and Tourism to a BA (Ordinary) in Tourism.
(vi)
Change of Title and Modifications to Structure and Content of Certificate in
Supervisory Management (Hotel and Catering) Part-time.
(vii)
Make Modifications to Structure and Content of B.Sc (Hons) Hospitality Management, B.Sc
(Hons) Tourism Marketing, BA (Ord) Leisure Management, M.Sc Hospitality Management
and M.Sc in Tourism Management.
(viii)
Develop a One-Year Bridging Programme - B.Sc. (Honours) Hospitality Management,
Leisure Management or Tourism Management.
(ix)
Consider New Programmes for the Portfolio.
(x)
Standardise Assessment and Classification of Awards.
(xi)
Modifications to Curriculum Content.
(xii)
Revise Teaching and Learning Methodologies.
(xiii)
Support Dissertation and Major Project.
(xiv)
Manage Internship to Optimise Student Learning.
(xv)
Introduce Career Planning Components in all Programmes.
(xvi)
Address Issues in the Learning Environment.
(xvii)
Faculty and School Library - Support the Learning Community.
(xviii) Address Issues of Student Retention.
- 12 -
(xix)
Identify Student Profiles and Markets.
(xx)
Develop Strategic Partnership.
(xxi)
Facilitate Staff Development.
(xxii)
Develop and Facilitate Research.
(xxiii) Improve the Administrative and Technical Support to the School.
5.2 Analysis of the Tourism, Hospitality and Leisure Education
Environment
This document summarised the findings from the research and analysis of the external environment
of the various programmes. These findings provided an important context to the preparation of the
programme submission and included an overview of the work of the school and outlined the research
methodology used. The document also outlined the research findings of the following:
o
Industry Trends in the tourism and hospitality sector. This considered the economic trends in
the sector globally and how the sector has developed in Ireland. This section also reported on a
PESTE analysis of the sector which considered the political, economic, socio-cultural,
technological and environmental issues affecting the Industry.
o
Management Trends. This section considered the developments in management practices and
provided a profile of the nature of the hospitality and tourism manager of the future.
o
Education Trends.
This section summarised important developments in both management
education in general and in hospitality and tourism management in particular.
o
Programme Trends.
This section summarised some of the important developments
internationally in Hospitality Management, Tourism and Leisure Management programmes.
o
The Recommendations section provided an outline of some of the main lessons and findings
discovered by the School resulting from the above analysis.
6. Suite of Programmes offered in the School
6.1 Overview
The School made a presentation to the Panel, that included an overview of the portfolio of
programmes on offer. The current portfolio may be classified as follows:
1. Undergraduate Programmes - Full-time & Part-time Study
2. Postgraduate Programmes - Full-time & Part-time Study
3. Postgraduate Programme by Research
4. Professional Programmes – Part-time and block Study
- 13 -
5. Management Development Programmes based on Part-Time Study (Short Programmes)
6. Executive Development Programmes based on Part-Time attendance
6.1.1. Undergraduate Programmes - Full-time Study
The full-time undergraduate programmes constitute the predominant work of the School in terms of
student intake and lecturer teaching hours. The existing suite of full-time degree, diploma and
certificate programmes were validated or revalidated in the mid 1990s. Since then the programme
content has been constantly monitored and periodically updated.
All taught programmes currently offered by the School are summarised as follows in Table 6.1
Table 6.1 Taught Programmes Offered by the School of Hospitality Management & Tourism
Code
Programme Title
Duration
Award
FT401
FT402
FT404
DT402
DT410
C419
C407
FT408
FT409
C408
C409
B.Sc. (Hons) Hospitality Management
B.Sc. (Hons) Tourism Marketing
B.A. Ordinary Leisure Management
Diploma, Hotel & Catering Management
Certificate, Travel and Tourism
Diploma, Hotel & Catering Management
Certificate, Supervisory Management
M.Sc Tourism Management
M.Sc Hospitality Management
M.Sc in Tourism Management
M.Sc in Hospitality Management
4 years full-time
4 years full-time
3 years full-time
3 years full-time
2 years full-time
3 years part-time
2 years part-time
1 year full-time
1 year full-time
2 year part-time
2 year part-time
Degree
Degree
Degree
Diploma
Certificate
Diploma
Certificate
Masters
Masters
Masters
Masters
Annual
Intake
60
32
32
80
30
30
30
15
15
15
15
6.1.2 Postgraduate Degrees by Research
The Institute has a major Research and Development Programme (Strand Programmes) designed to
support research of particular relevance to Irish industry. Applications are invited from honours
graduates, for a two year research programme, which leads to a Masters Degree (M.Phil.) by
research.
To date, the School has successfully graduated approximately ten M.Phil students.
Presently there are three M.Phil students registered and one PhD. There are a further two M.Phil
positions approved and awaiting registration.
- 14 -
6.1.3 Professional Programmes – Part-time and Block Study
The part-time and block programmes currently offered by the School may be summarised as follows
in Table 6.2:
Table 6.2 Professional Programmes – Part-time and block Study
Programme Title
Duration
Award
Diploma, IHCI - Hotel Management
Certificate in Supervisory Management
3 years part-time
8 weeks block release
IHCI Diploma
CERT Certificate
Annual
Intake
25
16
These above programmes are not currently validated by the Institute.
6.1.4 Management Development Programmes based on Part-Time Study
(Short Programmes)
Many programmes are provided on a part-time basis on a one/two days per week and/or on evenings.
6.1.5 Executive Development Programmes based on Part-time or Block
attendance
The first Executive Development programme was provided in 2000 and is currently offered in the
June and July period on a 1, 2 or 3 day basis every two weeks. Successful participants receive a DIT
Certificate of Attendance. The programmes were designed in close consultation with the industry
which regards them as very successful. It is now planned to offer these programmes twice a year in
June/July and in January/ February of each year. The School plans to use the experience in designing
a framework of tailored specific programmes for industry clients.
6.2. Link and Progression Ladder Between Full-time & Part-time
Programmes
The following diagram, Figure 6.1 illustrates the progression ladders between the Schools existing
portfolio of programmes.
- 15 -
Figure 6.1 Link and Progression Ladder Between Full-time and Part-time Programmes
Short
Programmes
Certificate in
Hotel & Catering
Supervisory
Management
Diploma in
Hotel &
Catering
Management
(Full & Parttime)
BA
(Ordinary) in
Leisure
Management
BSc in
Hospitality
Management
BSc in Tourism
Marketing
Year 1
Year 1
Year 1
Year 1
Year 1
Year 2
Year 2
Year 2
Year 2
Year 3
Year 3
Year 3
Year 3
Year 4
Year 4
Year 2
Certificate in
Travel and
Tourism
Year 1
Year 2
MSc in
Hospitality
Management
Year 1
(Full-time)
Year 2
(Part-time)
- 16 -
MSc in
Tourism
Management
Year 1
(Full-time)
Year 2
(Part-time)
6.3 Internship on Programmes
Internship is part of all undergraduate full-time programmes in the School and Table 6.3 outlines the
arrangements in this regard:
Table 6.3: Internship and Duration on Programmes
Programme Title & Year
Length of Internship
Approx. Start of Internship
B.Sc (Hons) in Hospitality - Year 3
6 Months
Mid- February
BSc (Hons) in Tourism Marketing - Year 4
3 Months
February
BA (Ordinary) in Leisure Management – Year 2
4 Months
April
Diploma in Hotel & Catering Management -Year 2
6 Weeks
End January
Certificate in Travel and Tourism -Year 1
2 Months
June
For most programmes, the exception being the Diploma in Hotel and Catering Management,
students may choose where they wish to complete their internship, subject to approval by the
Programme Tutor and the Internship Placement Officer. Students may choose to apply for an
internship though the School or to make an independent application. In some programmes the
student is graded in the assessment of internship, while in others, the student is required to pass or
“successfully complete” the internship. All programmes require students to complete a report on
their internship experience.
6.4
International Links and Exchange Arrangements
The School is actively engaged in various international programme initiatives. There are currently
exchanges of students from the School under the Socrates and Erasmus initiatives with similar
institutes in Austria, France, Germany, Spain and Finland.
6.5
School Development and the SWOT Analysis
The main findings of the analysis of the internal and external environment is presented by
identifying the Strengths, Weaknesses, Opportunities and Threats which include the following.
Strengths
i)
The School is the leading centre and provider of programmes in hospitality management,
tourism and leisure management education in Ireland.
ii)
The School has a strong critical mass in terms of teaching, research and consultancy
compared to major schools in Irish and European universities.
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iii)
The BSc in Tourism Marketing and the MSc in Tourism Management are accredited
programmes of the UN-World Tourism Organisation under the TedQual, WTO Themis
Scheme, 2001.
iv)
The School recruits quality students who rank well up the degree, diploma and certificate
CAO points tables.
v)
The School is strongly networked in the international hospitality management and tourism
education and research community.
Weaknesses
i)
The current process of programme development and design is complex and causes a time
lag in responding to industry needs.
ii)
There is a shortage of full-time lecturers in some emerging core subject areas.
iii)
The public profile of the School is low and not adequately enhanced by staff commentary
on specific issues.
iv)
There is evidence to suggest that when actual class contact hours are combined with
placement, thesis preparation and study time the overall student workload is in excess of
comparable degree programmes elsewhere.
v)
There is currently no distance learning mode or technology mediated mode of learning
available on programmes in the School.
Opportunities
i)
The School has the opportunity to build on its network of international university links
through collaborative research ventures.
ii)
There is a major opportunity to become the dominant force in tourism commentary on
policy issues for the industry.
iii)
There is considerable scope to develop part-time and executive management training and
education and significant life long learning opportunities now with new partnerships within
the hospitality and tourism sectors.
Threats
i)
Irish demographic trends will erode the demand base for third level programmes and this
will affect full-time programmes in the School and the Faculty.
ii)
The same demographic shift will create a challenge and intense competition between all
business oriented schools.
iii)
Other providers of education may develop programmes in competition with the current
provision by the School.
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7
Findings of the Review Panel
7.1
Focus of the School Based Review
The main focus of the Panel’s review of the School was in respect of the following:

the School’s quality assurance systems, including the effectiveness of taught programmes in
meeting their stated objectives;

the School's approach to programme design and development, having due regard to the influence
of bodies representing students, employers and the sector;

the learning environment within the School;

staffing including academic, administrative and technical;

staff development and research activities within the School; and,

the School's future development plans.
7.1.1 Quality Assurance Systems within the School
The School as a key objective endeavours to set and achieve academic standards appropriate to the
programme levels it offers. This requires that stated aims, learning objectives and outcomes are
consistently achieved. Programme Committees are functioning in accordance with a pro-active
quality improvement system that allows the early identification of problems and ways of addressing
with them. Annual programme monitoring reports were available to the Panel and these were
considered to be thorough. The Head of School confirmed that the Programme Committees are
central to the quality assurance process, through regular updating of courses and modules and the
review of programme delivery.
The Review Panel recommends to Academic Council continuing approval of the following
programmes:

MSc in Hospitality Management (full and part-time)

MSc in Tourism Management (full and part-time)

BSc in Hospitality Management

BSc in Tourism Marketing

BA (Ord.) in Leisure Management
The Panel also recommends to the Academic Council the validation of the following programmes:

BA (Ord.) in Hotel and Restaurant Management (full and part-time) to replace Diploma in
Hotel & Catering Management (full and part-time)

BA (Ord.) in Tourism to replace Certificate in Travel and Tourism
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
Certificate in Hospitality Services Management (part-time) to replace Certificate in
Supervisory Management
The Panel noted that all of the programmes developed are ‘modular ready’.
However, the
appropriate regulatory framework does not currently exist within the Institute to offer programmes in
such a format. In the interim all programmes will be delivered and assessed in the conventional
format and in accordance with the Institute’s General Assessment Regulations as currently in force
in the Institute.
Associated with the above recommendations is the requirement that the Institute’s Quality Assurance
procedures are implemented as provided for in the Quality Assurance Handbook in relation to the
membership of Programme Committees which should include students and the provision of Student
Handbooks.
Other recommendations:
1.
Each module should be revised having due regard to the recommendations on Module
Descriptions as developed by the Institute’s Learning & Teaching Centre.
2.
Ethical issues should be a component of all appropriate modules.
3.
The Panel endorses the inclusion of Personal Development components contained in the key
skills of each module but recommends that a system be implemented to ensure these skills are
gained within each module by including them in the assessment process and by ensuring
students are aware of key skills.
4.
The modular approach will require an advisory/ mentoring structure to advise students on
module selection best suited to their career objectives.
5.
With the introduction of a modular system the Quality Assurance process should be flexible to
facilitate an efficient and speedy response to the approval of new modules and the review of
existing modules. It is recommended that the School of Hospitality Management and Tourism
pilot such a system.
7.1.2 Programme Design and Development
The Panel explored the rationale for the School’s programme provision and the review process
which informed the School’s proposals for development. The School has many strengths in its
undergraduate and postgraduate full-time offerings but is weaker in its part-time provision. The
Review Panel was impressed by the efforts of the School to work more closely with industry, and in
introducing tailor-made programmes.
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This area of activity will be of increasing importance to the School, allied to the planned delivery of
other short specialist programmes. The Panel therefore recommends that structures be put in place
to promote and increase this activity. The Panel believes this should happen within the framework
of a Lifelong Learning policy. It is acknowledged that these developments will be facilitated when
the School moves to the proposed new campus at Grangegorman.
The School’s unique position in Irish hospitality and tourism education gives it a strong base to
develop further but it needs to act quickly and effectively to avoid the threats to its position from the
universities and from future internet-based competition. Current progression routes from Diploma to
Degree and from Ordinary Degree to Masters level are limited and the School should address this
difficulty.
Information and ideas gathered from practitioners should feed back into programme design and
review. A programme of visiting lecturers would also enrich the programmes and might also offer
spin-off opportunities for student placements.
7.1.3 The Learning Environment Within the School
The School expressed a commitment to the introduction of more innovative approaches to learning
and teaching. The Panel recommends that the School should also examine ways of encouraging
increasing learner autonomy and independent learning, as students move into the higher years of
programmes.
The Panel also recommends that the teaching and learning environment should reflect changing
teaching and learning methodologies. For example, tiered fixed seating impedes small group-work
and problem-based learning. In addition the audio-visual systems need to be updated and reviewed
frequently The Panel further recommends that the School should extend the use of learner-centered
teaching strategies.
(a)
Work Placement
The Panel was briefed on the placement scheme operated in the School. Particular emphasis is
placed on the programme of workshops, interviews and training in C.V. presentation, organised to
prepare students for the work placement.
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The Panel suggests that more emphasis be placed on integrating the student experience with other
aspects of the programme. This might include group preparation, post-work experience, de-briefing
sessions, and the opportunity to compare and exchange experience gained.
Students might also be required to make an oral presentation to the class, thus providing students
with the opportunity to learn from each other’s placement. Consideration could also be given to
using WebCT (or similar) for online discussion groups while placements are underway. This would
provide the opportunity for students on work placement to maintain contact with peers and tutors
and to connect their prior learning to the work experience through guided online discussions, for
example.
The School should also give consideration to developing more specific information for employers, a
more specific pre-placement programme for students and further information to include clear
guidelines on confidentiality and intellectual property, for example. The placement could, perhaps,
be used to generate case-studies, relating to certain sections of the programme, as a means of
maximising the learning opportunity provided. These might, in turn, lead to the formulation of
dissertation topics. Also, the duration of the internship/ industry placement on the BA (Ordinary) in
Hotel and Restaurant Management needs to be monitored.
(b)
Meeting with Students and Graduates
The Review Panel met with students, past and present, and found the meeting to be informative. In
general, students expressed positive views on their college experience. The comments of the current
students in relation to the programmes, facilities and staffing were helpful and, on the whole,
positive. The Panel expressed their gratitude to the students for their contributions. The Panel feels
that the School should consider the issues involved and possible ways of improving the service to
students in certain areas and the overall quality assurance mechanisms of the School. The following
is a summary of the discussions at the meeting and the recommendations made by the Panel.

the students found staff friendly and accessible, (which was helpful in a cramped building);

students expressed appreciation in relation to those lecturers who brought current or recent
experience from industry to the class sessions and those who used more innovative teaching
methods such as Problem Based Learning and current case studies, for example;

most students expressed an ambition to progress to further study, but some believed the current
progression routes from programmes are restricted (e.g. BA (Ord.) in Leisure Management).
They made some suggestions, including the development of bridging programmes, which might
facilitate those who wish to progress into broader areas of business within the Institute;
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
there was a strong view among students that there was a need for more computer printers,
including at least one colour printer to be available along with a scanner within the School;

most students felt a need for the provision of more industry specific computing applications &
systems on programmes;

the communication between School Management and students would benefit from more formal
arrangements. Students should be members of all Programme Committee which would enable
their input in discussions about possible changes to programmes, for example, and;

that increased interaction with industry would also benefit full-time programmes, as would more
consultation with graduates, possibly through the alumni association and guest speakers from
industry.
(c)
Resources and Facilities
The Panel carried out a review of the facilities available for the School’s programmes.
It
complimented the School on its excellent use of a building designed as office space. It was satisfied
with the quality and quantity of space and facilities available for the delivery of the programmes
currently on offer.
However, no specialist facilities are available for students on the Leisure Management Programme
other than rented off-campus facilities. The computer laboratories provided satisfactory facilities for
the portfolio of programmes on offer but additional printers and a scanner are required. The systems
and data-bases in place in the library were considered to be effective and efficient.
7.1.4 Staffing, Including Academic, Administrative and Technical
Students in the School of Hospitality and Tourism Management are supported by a team of some
forty full-time and approximately forty part-time academic staff members. The Panel was impressed
by their commitment to the School and their enthusiasm to the creation and maintenance of a
supportive learning environment for students. The Panel notes that there are staff shortages of
expertise in key areas and this requires to be solved by pro-active recruitment strategies. For
example, there is only one leisure specialist on the staff at present.
Students are also supported by the Institute’s careers service which has adopted a university model
in terms of structure and delivery of the service. This enables students and graduates to plan and
manage their own learning and to develop career management and employability skills required by
employers.
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The School is supported by a team of two Secretaries (one of whom is shared) as well as a shared
Internship Placement Officer and a shared Careers Officer. There are three technical support staff
members, one of whom is shared with other schools within the Faculty. The Panel commends the
work of the support and administrative staff of the School but recognises that such support needs to
be augmented in all areas.
The Faculty library covers a floor area of some 3,900 square feet with 174 seating places on two
levels, serving a student population of approximately 1,600 full-time equivalent students.
7.1.5 Staff Development and Research Activities within the School
The Panel was impressed by the changing profile of academic staff in terms of their enhanced
academic qualifications and scholarly activity, the developing intellectual leadership within the
sector, alliances with other centres of higher education, learning partnerships and the overall
contribution that is being made to fostering a research-based teaching and learning environment.
The Panel recommends that the School should formulate an active policy on the harvesting of
research activities at both the undergraduate and postgraduate levels, in journal articles and
appropriate reports. At pre-thesis level, student work on case-studies might be based on some
personal research of staff members as a means of this being later developed to provide dissertation
topics. These approaches could help the School in its goal of being recognised as national centre of
expertise and research, as proposed in the Self-study.
The Panel recommends that the School should adopt an active policy of individual staff development
plans for all levels of staff including short-term industry internship. While known to those in the
sector the School is not seen by a wide range of public policy makers as a centre of authority on
tourism matters and is practically unknown by the media and this needs to be addressed.
7.1.6 Development Plan of the School
The Review Panel commended the School on the details contained in the School Development Plan
which addressed various aspects of the Institute’s Strategic Plan. In particular, the School has
addressed themes 1, 2 and 3 in the DIT Strategic Plan and has formulated a number of goals within
each theme.
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Theme 1 strives towards the achievement of a Multi Level, Learner-Centred Environment and
various goals were identified in this regard.
Theme 2 deals with the development of strong
Postgraduate and Research aims within the School and details were given on the approach to be used
by the School in relation to this theme. Finally, Theme 3 aims to closely ally the School to industry
and respond to industry needs. The School gave details regarding their strategy to achieve this goal.
The School presentation characterised the future marketplace, the changes in the sector caused by
globalisation, demographic change, sector consolidation and new technology. The major strategic
objectives of the School for 2001 – 2010 were identified. However, the School’s growth targets are
likely to be constrained by current resource constraints in relation to classrooms, placement
opportunities and IT equipment, for example.
8
Conclusions
The Review Panel was impressed by the enthusiasm and energy displayed by the staff of the School
of Hospitality Management and Tourism and by the leadership of the Head of School. The Panel
commends the comprehensive preparatory work carried out by the School, and the central role this
had in contributing to the success of the Review process.
The Panel supports the plans to increase interaction with the hotel and tourism industries, especially
through provision of tailor-made training programmes. Contacts established may also prove useful
in the search for more relevant work placements for students.
The Panel was also impressed by the thorough review of each of the existing programmes, the
changes already implemented and the updating of programme documents. In particular, the efforts
to modularise all programmes (a development in line with Institute policy) was commended. The
Panel is of the opinion that changes, initiatives and developments, which resulted from the review
process, should enable the School to achieve its long-term goals, especially it’s plans in relation to a
stronger public profile and presence in the media.
In conclusion, the Panel should like to thank the Faculty of Tourism & Food for facilitating the
School Based Review and the work of the Panel. It should also like to thank the School of
Hospitality Management and Tourism for the exchange and positive engagement with the Panel and
for its courtesy and hospitality.
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