Trends and issues in the tourism and hospitality industry

Trends In Hospitality And Tourism Worldwide And How It Effect The Hotel Trends In San Diego

PROJECT OUTLINE - ASSIGNMENT SHEET ______________________________________________________________________________

.

Course Number BBAH7022 Course Title: Seminar in Trends in

Hospitality and Tourism

Program BBA Hospitality Lecturer L. Downing

Assignment Type

Project Assignment Name

Management Report

Semester 7 Hand-out date: Week 8, Period 1

Campus / Learning Level

Bulle / 6 Hand-in date: Week 10, Friday, May 4

Overall Grade Weighting %

100% Grade Distribution %

100% Individual

Hand-in Place: TII (electronic copy) through Moodle

Assignment overview:

The future of the global environment, including hospitality, is currently going through many changes. These changes will continue into the future. The aim of the management report is that you are able to identify the trends in the hospitality industry, both those that are simply fads and those that are sustainable in the future. The question is how a hotel or restaurant, and hospitality, in general, should respond to future trends. Your objective is to identify key trends in the industry that would impact the hotel, restaurant, or hospitality tourism in the future and the significance of the trend on your hotel or hotel location.

Overall aim:

Students will investigate the current scenario of the tourism and hospitality industry, its changing dimensions, and the upcoming trends and innovations in the global hospitality industry driven by

the fast-paced advances in the information and technology field. Students will reflect on the impact of different policies and events that also challenge the industry. Learning Outcomes and Transferable Skills

LO1 Identify future trends and issues in hospitality. LO2 Analyze the ethical implications of new trends in tourism. LO3 Identify emerging markets in tourism. LO4 Explain the effects of demographic trends on emerging markets. LO5 Anaylze the effect of economic factors and technological changes on hospitality. TS1 Communication TS6 Information Literacy Resources Available: Almeida-Santana, A., & Moreno-Gil, S. (2017). New trends in information search and their

influence on destination loyalty: Digital destinations and relationship marketing. Journal of Destination Marketing & Management, 6(2), 150-161. doi: 10.1016/j.jdmm.2017.02.003

Bowen, J, & Whalen, E. (2017). Trends that are changing travel and tourism. Worldwide Hospitality and Tourism, 9(6), 603-616. Retrieved from https://doi.org/10.1108/WHATT- 09-2017-0045

Chang, S. (2018, February). Experience economy in hospitality and tourism: Gain and loss values for service and experience. Tourism Management, 64, 55-63. doi: 10.1016/j.tourman.2017.08.004

Costa, J., Montenegro, M., Gomes, J. (2016). Global trends challenging tourism organisations and destinations today: What are the likely solutions? Worldwide Hospitality and Tourism Themes, 8(6), 716-719. Retrieved from https://doi.org/10.1108/WHATT-09-2016-0057

Guttentag, D. (2015). Airbnb: Disruptive innovation and the rise of an informal tourism accommodation sector. Current Issues in Tourism, 18(12), 1192-1217. doi: 10.1080/13683500.2013.827159

Leask, A., Fyall, A., & Barron, P. (2014). Generation Y: An agenda for future visitor attraction research. International Journal of Tourism Research, 16(5), 462-471. doi: 10.1002/jtr.1940

Pendergast, D. (2010). Getting to know the Y generation. In P. Benckendorff, G. Moscardo, & D. Pendergast (Eds.), Tourism and generation Y (pp. 1-15). Oxfordshire: CAB International.

Pentescu, A. (2016). Millennials, peer-to-peer accommodation and the hotel industry. Ovidius University Annals, Economic Sciences Series, 16(2), 262-267. Retrieved from EBSCOhost.

Retre, S., & Tsai, C. (2016). The role of sustainable service innovation in crafting the vision of the hospitality industry. Sustainability, 8(3), 1-18. doi: 10.3390/su8030223

Salvioni, D. M. (2016). Hotel chains and the sharing economy in global tourism. Symphonya: Emerging Issues in Management, (1), 31-44. doi: 10.4468/2016.1.04salvioni

Santos, M. C., Veiga, C., Águas, P. (2016). Tourism services: Facing the challenge of new tourist profiles. Worldwide Hospitality and Tourism Themes, 8(6), 654-669. doi: 10.1108/WHATT-09-2016-0048

Schewe, C. D., Debevec, K., Madden, T. J., Diamond, W. D., Parment, A., & Murphy, A. (2013). If you’ve seen one, you’ve seen them all! Are young millennials the same worldwide? Journal of International Consumer Marketing, 25(1), 3-15. doi: 10.1080/08961530.2013.751791

Trivett, V. (2013). What the sharing economy means to the future of travel. Retrieved from the Skift industry intelligence platform: http://skift.com

Veiga, C., Santos, M. C., Aguas, P., & Santos, J. C. (2017). Are millennials transforming global tourism? Challenges for destinations and companies. Worldwide Hospitality and Tourism Themes, 9(6), 603-616. Retrieved from https://doi.org/10.1108/WHATT-09-2017-0047

Tasks, Organization and Grading:

Reports are a standard management tool with many managers needing to write them frequently. Writing a good report can be the difference between achieving your objective and failing to achieve it. An effective report can contribute to business success, therefore impressing your superiors as well as improving possible career prospects. A clear and well-presented report can greatly assist in the process of planning and decision making. But a report that is badly structured, uses inappropriate language and is not well presented may confuse the reader and prejudice the outcome. A report must keep the needs of the readership clearly in mind. A good structure with clear conclusions and/or recommendations plus a summary is vital if an effective report is to be produced. The basic guidelines for report writing are the same whatever type of report you are writing.

The topic of your assignment is trends that impact the hospitality industry. The completion of the report requires that you research current and future trends in hospitality and/or tourism with reference to their impact on your hotel or destination. As you cannot report on all trends, you need to limit your discussion to two or three trends that you feel to be most significant in the future. The trends could relate to operations, human capital, marketing, and destination. The structure of the report is presented below. The word count should be 2,300 words plus/minus 10% (see guidelines below). The report is an individual piece of work.

Grading: Individual/100%

Structure or Task: Learning Descriptor

Title Page

Title – 10-12 words Your name Course name Date University name (GIHE)

• Knowledge and Understanding

• Transferable Skills

1. Executive Summary

Write a clearly defined executive summary. Include a summary of all key points of your management report along with a purpose statement. Also include a high-level overview of your recommendations at the end of your business report. Depending on the length of your report, you may want to include a table of contents, or at least a bulleted summary of the sections. The executive summary is one of the most important parts of a business report because it's the first thing an executive will look at, and will set the tone for the rest of the report.

(300 words)

• Knowledge and Understanding

• Cognitive Skills • Professional

Competencies • Transferable Skills

2. Introduction and Key Findings Write an introduction and key findings. The introduction should only be a couple sentences that set up the upcoming content of the report. Write your key findings in a clear, succinct manner --- bullets or numbers work well here. Cater to your audience, meaning you should present your key findings based on information that is relevant to your audience --- the executive. Write objective statements and include facts and figures (if available) to back up these statements. For example, *An MKG survey suggests that 70% of millennials prefer a destination where they experience the culture and engage with the environment.

”(300-400 words)

• Knowledge and Understanding

• Cognitive Skills • Professional

Competencies • Transferable Skills

3. Literature Review

Your goal is to review literature or published information in a particular subject area, and sometimes information in a particular subject area within a certain time period. A literature review has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates on trends. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant trends. For example, you may wish to review the consumer behavior of millennials and relate that to hotel loyalty.

(900-1000 words)

• Knowledge and Understanding

• Cognitive Skills • Professional

Competencies • Transferable Skills

4. Conclusion

Write a conclusion section to summarize your key findings. Keep this section short, and support your conclusions with your key findings. For example, “Based on the fact that 70% of millennials prefer a destination that offers a cultural experience, there is an opportunity for the hotel/destination

• Knowledge and Understanding

• Cognitive Skills • Professional

Competencies • Transferable Skills

to promote the cultural aspects of the destination to increase hotel revenue and/or tourists' spending in the destination-“

(300-400 words)

5. Recommendations Develop the final recommendations section. Recommendations are more subjective in nature and are one of the most important parts when writing a business report to an executive. Expand on the key findings and conclusions by offering your recommendations for solutions. Showcase your ideas and explain why you think these ideas will impact the future of hospitality. If possible, link your recommendations to potential benefits, including an increase in sales, a boost in employee morale, increase in productivity, or an increase in customer loyalty.

(300 words)

• Knowledge and Understanding

• Cognitive Skills • Professional

Competencies • Transferable Skills

6. References

Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

• Knowledge and Understanding

• Professional Competencies

• Transferable Skills

Learning Descriptor Task Weight

Knowledge and Understanding Task 1-6

30%

Cognitive Skills Task 2-5

25%

Professional Competencies Task 2-6

25%

Transferable Skills Task 1-6

20%

FINAL GRADE 100%

GIHE LEVEL 4 Grading Guidelines – (Semester 1 to 2).

Grade Learning Descriptor 80 –

100% Excellent

a) Knowledge: A clear and exact understanding of subject, principles and terms: all arguments carefully developed and clearly shown. Considered and effective use of literature beyond that supplied in the classroom.

b) Cognitive: Knowledge used to describe, analyze and interpret aspects of the subject. Clear evidence of thinking and links to originality.

c) Professional Competencies: clear evidence of skills developed and shown to help address issues and problems.

d) Transferable Skills: considered and effective use of communication tools, literature, ICT, and planning; excellent report structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Evidence of originality in presentation.

70 – 79% Very Good

a) Knowledge: A sound grasp of the subject material, logical arguments shown. Reasonable evidence of wider study beyond the classroom.

b) Cognitive: Knowledge used to describe, and interpret data. Some evidence of thinking.

c) Professional Competencies: some key skills developed and shown to help address issues and problems.

d) Transferable Skills: Considered use of communication tools, literature, ICT, and planning; well organized report; appropriate choice and APA presentation of figures and tables; clearly presented throughout

50 – 69% Pass

a) Knowledge: Reasonable understanding of subject matter, but some flaws and errors evident. Limited evidence of wider study and use of informed data.

b) Cognitive: Knowledge used to describe, and interpret data. But problems found on overall logic and argument.

c) Professional Competencies: Little evidence of key skill development in line with practical and/or professional problem solving.

d) Transferable Skills: Considered use of communication tools, literature, ICT, and planning; a generally clear report with acceptable format but some errors in APA style and/or omissions in presentation.

40 – 49% Fail

a) Knowledge: Limited understanding of the topic; considerable factual errors evident. Virtually no inclusion of literature information beyond lecture materials.

b) Cognitive: Knowledge used to describe. Limited evidence of argument and logical.

c) Professional Competencies: Very limited evidence of skills development in line with practical or professional development or problem solving.

d) Transferable Skills: use of communication tools, ICT, and some planning; little attention given to the report structure; a very limited use of illustrative tables and figures. APA problems evident and serious flaws in presentation shown.

20-39% Fail

a) Knowledge: Minimal understanding of the subject; serious factual errors evident.

b) Cognitive: Limited argument or logic shown. Poor evidence of thought. c) Professional Competencies: Poor evidence of skills development. d) Transferable Skills: poor use of communication tools, literature, ICT, and

planning; poorly structured report; disorganized, missing sections, minimal presentation of supporting data.

0 – 19% Fail

a) Knowledge: Very poor coverage of material with little relevant information evident. Virtually no evidence of understanding. A few lines of relevant material or no material at all.

b) Cognitive: No argument or logic shown. c) Professional Competencies: None shown d) Transferable Skills: minimal attempt to provide a structured answer. Poor.

The qualitative criteria includes consideration (based on learning outcomes) of

• The quality of the report/essay – use of sections, diagrams, figures, citation of references, neatness etc.

• Student knowledge of the subject; depth and quality of answer. Or ability to answer or complete the task.

• Evidence of reading / study beyond the regurgitation of standard taught material. • Common Assessment Methods: projects, examinations, presentations, quizzes.

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GIHE LEVEL 5 Grading Guidelines – (Semester 3 to 4).

Grade Learning Descriptor 80– 100% Excellent

a) Knowledge: A clear and exact demonstration of knowledge and the critical understanding of the principles, concepts and techniques: all arguments carefully developed and clearly shown. Considered and effective use of literature beyond that supplied in the classroom.

b) Cognitive: Knowledge applied to show understanding. Apply knowledge and understanding accurately to a range of issues, questions and problems. Apply establish techniques to critically evaluate and interpret the subject. Clear evidence of thinking and links to originality.

c) Professional Competencies: compare and use different approaches to issues and problems. Shows engagement of ethical issues.

d) Transferable Skills: communicate information, arguments, and ideas effectively, use recognized literature, ICT, and planning; excellent report structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Evidence of originality and novelty present.

70 – 79% Very Good

a) Knowledge: A sound grasp of the subject material, with some critical understanding and logical arguments shown. Reasonable evidence of wider study beyond the classroom.

b) Cognitive: Knowledge applied and used to interpret data. Some evidence of critical thinking.

c) Professional Competencies: some key skills developed and shown to help address issues and problems. Although the range of approaches limited.

d) Transferable Skills: considered use of communication tools, literature, ICT, and planning; well organized report; appropriate choice and APA presentation of figures and tables; clearly presented throughout.

50 – 69% Pass

a) Knowledge: Reasonable understanding of subject matter with some critical review, but some flaws and errors evident. Only limited evidence of wider study and use of literature information.

b) Cognitive: Knowledge used to interpret data with some knowledge application evident. But problems found in overall logic and argument. Limited critical review.

c) Professional Competencies: Little evidence of key skill development in line with practical and/or professional problem solving.

d) Transferable Skills: considered use of communication tools, literature, ICT, and planning; a generally clear report with acceptable format but some errors in APA style and/or omissions in presentation.

40 – 49% Fail

a) Knowledge: Limited understanding of the topic with a minimal critical application; considerable factual errors evident. Virtually no inclusion of literature information beyond lecture materials.

b) Cognitive: Knowledge used to describe, a limited application knowledge shown. Limited evidence of argument and logical thinking.

c) Professional Competencies: Limited evidence of skills development in line with practical or professional development or problem solving.

d) Transferable Skills: use of communication tools, ICT, and some planning; little attention given to the report structure; a very limited use of illustrative tables and figures. APA problems evident and serious flaws in presentation shown.

20-39% Fail

a) Knowledge: Minimal understanding of the subject; serious factual errors evident.

b) Cognitive: Very limited argument or logic shown. Poor evidence of thought. c) Professional Competencies: Poor evidence of skills development. d) Transferable Skills: poor use of communication tools, literature, ICT, and

planning; poorly structured report; disorganized, missing sections, minimal presentation of supporting data.

0 – 19% Fail

a) Knowledge: Very poor coverage of material with little relevant information evident. Virtually no evidence of understanding. A few lines of relevant material or no material at all.

b) Cognitive: No argument or logic shown. c) Professional Competencies: None shown d) Transferable Skills: minimal attempt to provide a structured answer. Poor.

The qualitative criteria includes (based upon learning outcomes) consideration of

• The quality of the report/essay – use of sections, diagrams, figures, citation of references, neatness etc.

• Student knowledge of the subject; depth and quality of answer. Or ability to answer or complete the task.

• Evidence of reading / study beyond the regurgitation of standard taught materials • Shows level 4 competencies together with critical understanding, problem solving,

application, and analysis. • Common Assessment Methods: Short research based papers, integrated projects, case

studies, case study based examinations. • A pass reflects a threshold level of achievement

GIHE LEVEL 6 Grading Guidelines – (semester 5, 6 to 7).

Grade Learning Descriptor 80– 100% Excellent

a) Knowledge: A clear and exact demonstration of systematic knowledge and the critical understanding of the subject area: all arguments carefully developed and clearly shown. Considered and effective use of literature beyond that supplied in the classroom. Data specialist in nature and informed by the existing body of knowledge.

b) Cognitive: Synthesize, critically evaluate, and challenge information. Apply knowledge and understanding accurately to a range of issues, questions and problems. Apply established techniques to synthesize, critically evaluate and challenge information. Recognizes the uncertainty, ambiguity and limits to knowledge. Clear evidence of thinking and links to originality.

c) Professional Competencies: Engage, as appropriate practical and profession skills and relevant ethical issues.

d) Transferable Skills: communicate complex information, arguments, and ideas effectively and appropriately to explore issues and problems, use recognized literature, ICT, and planning; excellent report structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Evidence of originality and novelty present.

70 – 79% Very Good

a) Knowledge: A sound grasp of the subject material, with some critical understanding and logical arguments shown. Reasonable evidence of wider study beyond the classroom.

b) Cognitive: Knowledge applied and used appropriately. Evidence of synthesis, critical review, and arguments. Evidence of critical thinking and evaluation of data.

e) Professional Competencies: Some engagement, as appropriate practical and profession skills and relevant ethical issues.

c) Transferable Skills: evidence of complex information and argument’s evident, considered use of communication tools, literature, ICT, and planning; well organized report; appropriate choice and APA presentation of figures and tables; clearly presented throughout.

50 – 69% Pass

a) Knowledge: Reasonable understanding of subject matter with some critical review and evaluation, but some flaws and errors evident. Only limited evidence of wider study and use of literature information.

b) Cognitive: Knowledge used to interpret data with some knowledge application evident. But problems found in overall logic and argument. Limited critical review and evaluation, thus thinking not shown.

c) Professional Competencies: Little evidence of key skill development in line with practical and/or professional problem solving.

d) Transferable Skills: considered use of communication tools, literature, ICT, and planning; a generally clear report with acceptable format, but some errors in APA style and/or omissions in presentation.

40 – 49% Fail

a) Knowledge: Limited understanding of the topic with a minimal critical application or evaluation; considerable factual errors evident. Virtually no inclusion of literature information beyond lecture materials.

b) Cognitive: Knowledge used to describe, a limited application of knowledge shown. Limited evidence of argument and logical thinking.

c) Professional Competencies: Limited evidence of skills development in line with practical or professional development or problem solving.

d) Transferable Skills: inadequate use of communication tools, ICT, and some planning; little attention given to the report structure; a very limited use of illustrative tables and figures. APA problems evident and serious flaws in presentation shown.

20-39% Fail

a) Knowledge: Minimal understanding of the subject; serious factual errors evident. No critical review or evaluation evident.

b) Cognitive: Very limited argument or logic shown. Poor evidence of thought. c) Professional Competencies: Poor evidence of skills development. d) Transferable Skills: poor use of communication tools, literature, ICT, and

planning; poorly structured report; disorganized, missing sections, minimal presentation of supporting data.

0 – 19% Fail

a) Knowledge: Very poor coverage of material with little relevant information evident. Virtually no evidence of understanding or exploration. A few lines of relevant material or no material at all.

b) Cognitive: No argument or logic shown. c) Professional Competencies: None shown d) Transferable Skills: minimal attempt to provide a structured answer. Poor.

The qualitative criteria includes consideration of

• The quality of the report/essay – use of sections, diagrams, figures, citation of references, neatness etc.

• Student knowledge of the subject; depth and quality of answer • Evidence of reading / study beyond the regurgitation of standard taught materials • Shows level 5 competencies together with synthesis and evaluation • Common Assessment Methods: case studies, dissertations, simulations, applied business

projects, final reports/end of term papers, long answer examination.

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STATEMENT OF AUTHORSHIP To ensure proper academic research and report writing techniques), each individual or group written project work should include the following statement, signed by all students involved in the project. English version: “I confirm that this work is my own. Additionally, I confirm that no part of this coursework, except where clearly quoted and referenced, has been copied from material belonging to any other person e.g. from a book, handout, another student. I am aware that it is a breach of GIHE regulations to copy the work of another without clear acknowledgement and that attempting to do so renders me liable to disciplinary procedures. To this effect, I have uploaded my work onto Turnitin and have ensured that I have made any relevant corrections to my work prior to submission. ” DRAFT DOCUMENTS: (if you are authorized to use the drafting function) You are allowed to upload as many drafts as you feel necessary before the final due date, as long as you leave a 24 hour gap between each upload to allow Turnitin to review the report. It is your responsibility to check your own Originality Report and to ensure that you have removed any possible elements of plagiarism or bad practice (please refer to your APA pocket guide on how to reference correctly). FINAL DOCUMENTS:

• You are required to submit an electronic copy of your report to Turnitin, otherwise the work may not be accepted and you may receive a zero or other penalty

• The final piece of work must be uploaded in enough time for the system to accept it on the

due date. The system sometimes takes longer than normal to accept reports (from 30 min up to few hours). Please note that larger reports will upload more quickly if they are saved as a pdf file

• Referencing will be checked by the instructor as Turnitin only checks similarities

• Should you have difficulty using the system, you must contact your lecturer immediately

(leaving this until the last minute is unacceptable). It is YOUR responsibility to upload your own work and last minute IT issues will not be considered as mitigation

• Late submission will be judged on the basis of the paper copy

• You must not upload your work onto another person’s account. If this happens, your

submission may not be assessed, leading to a zero

• You are required to agree to the Turnitin usage policies when you first access the Turnitin website. Full information regarding the Turnitin service, including privacy, copyright and fair usage can be found on the Turnitin website at http://www.turnitin.com/static/footnote/usagepolicy.htm

_____________________________________________________________________________________________________________________

Approval date: February 2018 Project outline template

Effective date: February 2018 Template owner: Barbara Miller; Martin Senior

Latest Revision: January 2018

Revision date: Page 14 of 15

This online version is a controlled document. Any printed versions are considered uncontrolled versions of the document.

Level 6 Grading Rubric

Learning Descriptors

Fail 0-19%

Fail 20-39%

Fail 40-49%

Pass 50-69%

Very Good 70-79%

Excellent 80-100%

Knowledge & Understanding of the subject Knowing key concepts, terms, menu items, processes, language level,

Very poor coverage of material with little relevant information evident. Virtually no evidence of understanding. A few lines of relevant material or no material at all.

Minimal understanding of the subject; serious factual errors evident. Gaps and superficial understanding.

Limited understanding of the topic with some considerable factual errors evident. Virtually no inclusion of literature information beyond lecture materials.

Reasonable understanding of subject matter but some flaws and errors evident. Only limited evidence of wider study and use of literature information. Reflect the achievement of learning outcomes.

A sound grasp of the subject material. Reasonable evidence of wider study beyond the classroom. Sound knowledge and understanding of the materials, concepts and theories.

A clear and exact demonstration of systematic knowledge. Considered and effective use of literature beyond that supplied in the classroom. Data specialist in nature and informed by the existing body of knowledge

Cognitive Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence)

No argument or logic shown. Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable conclusions or missing conclusions.

Very limited argument or logic shown. Poor evidence of thought. Views/ findings largely irrelevant, illogical or contradictory. Generalizations/ statements made with scant evidence. Conclusions lack relevance and/or validity.

Limited evidence of argument and logical thinking. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support findings, but not always consistent. Some relevant conclusions.

Reasonable evidence of thinking and use if critical analysis. But some problems found in overall logic and argument. Limited critical review and evaluation, thus thinking not fully explored. Generally sound conclusions. Reflects the achievement of learning outcomes.

Good evidence of synthesis, critical evaluation, and tries to challenge information. Some links to originality. Evidence selected to support arguments. Strong conclusions.

Apply established techniques to show excellent synthesis, critical evaluation and to challenge information. Recognizes the uncertainty, ambiguity and limits to knowledge. Clear evidence of thinking and links to originality. Evidence selected judiciously and thoroughly to support arguments. Convincing and persuasive conclusions.

Professional Competencies (e.g. practical and professional skills; industry and societal standards)

None shown. Little or no evidence of the required competencies in any of the areas identified for assessment at this level.

Poor evidence of competency development. Limited evidence of skills in the range identified for assessment at this level. Significant weaknesses evident, which suggest that the candidate is not yet on course to gain skills necessary for employment.

Limited evidence of competency development in line with practical or professional competencies development.

Demonstrate reasonable practical and professional skills and with consideration of ethical issues in semi-complex environments. Can adapt and recognize change in a business mindset with sensitivity. Shows some development of professional skills and accountability although limitations evident. Needs more supervision. Reflect the achievement of learning outcomes.

Demonstrate good practical and professional skills and with consideration of relevant ethical issues in semi-complex environments. Can adapt and recognize change in a business mindset with some level of autonomy. Shows development of professional skills and accountability for related decisions and actions. Can act autonomously with some supervision.

Fully demonstrate practical and professional skills and with consideration of relevant ethical issues in semi-complex environments. Can adapt and recognize change in a business mindset with autonomy. Shows relevant professional skills and accepts accountability for related decisions and actions. Locates own role within poorly defined and/or flexible contexts requiring a level of autonomy.

Transferable Skills - communication (e.g. written, graphical and oral, body language skills)

Minimal attempt to communicate appropriately. Poor.

Poor use of communication tools, with structural issues and poor use of APA. Communication is not adapted to the audience.

Demonstrate a limited use of communication tools, with some structure issues with a limited use of APA presentation of figures, tables, references (in-text and list) where appropriate. Communication is somewhat linked to the audience.

Demonstrate reasonable use of communication tools, reasonable structure with some APA presentation of figures, tables, references (in-text and list) where appropriate. Communication is reasonably adapted to audience. Reflect the achievement of learning outcomes.

Demonstrate good use of communication tools, a good structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Communication adapted to audience.

Demonstrate excellent use of communication tools, excellent structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Communication adapted to audience

_____________________________________________________________________________________________________________________

Approval date: February 2018 Project outline template

Effective date: February 2018 Template owner: Barbara Miller; Martin Senior

Latest Revision: January 2018

Revision date: Page 15 of 15

This online version is a controlled document. Any printed versions are considered uncontrolled versions of the document.

Transferable Skills – information literacy (e.g. research related Skills)

No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored.

Little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used incorrectly.

Limited evidence of research and reading, with superficial use of given text(s) or sources. Some academic conventions evident but largely inconsistent.

Demonstrate reasonable skills in managing information, collecting appropriate data from a range of sources and undertaking simple research tasks with more external guidance. Generally accurate and assured use of academic conventions. Reflect the achievement of learning outcomes.

Demonstrate good skills in managing information, collecting appropriate data from a range of sources and undertaking simple research tasks with external guidance. Generally accurate and assured use of academic conventions.

Demonstrate excellent skills in managing information, collecting appropriate data from a range of sources and undertaking simple research tasks with external guidance. Consistently accurate and assured use of academic conventions.