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1
Executive Summary
o The event management component of the module is the primary focus of this
case study. Students work in small groups to conceive, plan, market and
implement a campus based hospitality event. The Module Tutor and L2L
Project Team worked through two module cycles of enquiry to enhance the
module, develop resources, provide training to students, observe and
evaluate the impact of the module changes.
o The ‘teaching process’ takes the form of setting out the parameters of the
event task and is then a ‘hands off’ supportive role during the main part of
the module. Students have a substantial degree of autonomy and choice in
this module, and also have the support of the module tutor to refine their
project proposal/plan, think through and refine their plan; guidance in
encounters with internal and external stakeholders; guidance or support in
relation to interpersonal relationships; parameters of the project; university
policy; ethics. It is at the end of the module where the Tutor takes a
significant role in helping students to review, reflect on and consolidate their
learning from the module.
2
o Students are encouraged to reflect on the personal learning and transferable
skills in addition to subject specific knowledge. They are encouraged to ‘know
differently’ as well as to ‘know more’. There is evidence of transferable skills
development including team working; working with cultural diversity; learning
to learn.
o The group work process prepares students for practice placements. Students
engage with peers in a practical and time constrained activity, which mirrors
a practice setting. This brings to life the principles of interpersonal interaction
(group work) in the context of staging and managing an operational event
(professional practice).
o The module provides students with the opportunity to learn about working
with others. There is evidence from this case that students engage in an
extensive set of relations within this module - group work with their peers;
and others who are influential in the success of their event – both internal
and external to the university.
o The evaluation suggests that it was important to link the assessment process
to the introduction of student reflective logs as an incentive for students to
engage with the process.
o In the second year of L2L, the module was adjusted. The second component
of the Module was revised to feature a more appropriate emphasis on project
and operational management. The assessment strategy was also revised to
replace an exam with a practical assessment and reflective report based on
the lecture programme with improved links to the practical events
management aspect of the module. This seems to have facilitated a more
cohesive module and improved experience for students.
1
http://www.surrey.ac.uk/sceptre/fellowship.htm
3
Introduction
Funded by the HEFCE Fund for the Development of Teaching and Learning (FDTL5),
the Learning the Learn project, which started in early 2005, promotes innovation in
educational practice through supported enquiry-based learning (EBL). It is based on
established postgraduate practices at UniS and it seeks to support related
developments in undergraduate programmes.
Within the context of the project, supported enquiry based learning is used as a
broad term which encompasses features of related approaches such as; reflective
practice, experiential learning, problem-based learning and action learning which are
already being used successfully in some undergraduate programmes within the
University. This project aims to seek out examples of existing creative and dynamic
teaching at UniS and then collaboratively using an EBL approach, further develop the
ways in which students are encouraged to enquire, thus supporting them as they
‘learn to learn’.
2
Source: HEFCE April 1998. Review of Hospitality Management.
3
http://www.qaa.ac.uk/reviews/reports/subjectlevel/qo3_01_textonly.htm
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(HLST), to investigate the link between teaching and research4. In a recent report
they identified that teaching learning and assessment in HLST featured many
successful initiatives, but that in 15% of reviews, student learning is insufficiently
challenging. Problem based or enquiry based learning is identified as a key aspect for
consideration, which could support the engagement of students in research activities
and development of research skills.
The rationale for the module is to ‘increase student knowledge and understanding of
hospitality operations, in particular food and beverage and accommodation
operations’. The learning outcomes suggests that students should be able to -
o Understand and critically evaluate hospitality operations in both food and
beverage.
o Identify and evaluate key issues in the management of operations.
o Research and identify appropriate systems and procedures for the
operations within the wider social and economic context.
o Demonstrate an ability to work with a small group in the running of
operations.
Students are also required to meet criteria relating to ethical understanding; analysis
and creativity; general transferable skills. The teaching and learning methods for this
4
http://www.hlst.heacademy.ac.uk/resources/linking.pdf
5
Source: Interview with Prof A Lockwood.
6
http://www.som.surrey.ac.uk/about/lakeside/studentsweek.asp
7
Source: Module Outline.
5
module include interactive lectures; key areas and signpost; small group work;
repetition and reinforcement; handouts; practical management of an event. The
assessment strategy consists of planning and managing an operational event (10
credit points) and an individual time constrained exam (10 credit points).
The module seeks to develop specific transferable skills. These are identified in the
module summary and include the ability to work as part of a team and to work
independently; capacity to learn unfamiliar areas of knowledge; communicate
effectively both written and verbal’ competence in researching information and
operational situations; operational problem solving; synthesis of new information;
training8.
In the second year working with L2L, based on an evaluation in year one, the
module was adjusted. The second component of the Module was revised to feature a
more appropriate emphasis on project and operational management. The
assessment strategy was also revised to replace an exam with a practical assessment
and reflective report based on the lecture programme (JvW), with improved links to
the practical events management aspect of the module (10%) (Appendix 3).
In the events management strand of the module students form a small group or
‘mini company’ to conceptualise, plan, market, manage and evaluate an operational
event. Within the group they must identify a Managing Director; Finance and
Marketing Lead. An initial plan must be presented to the Module Tutor in Week 4.
During the process students must conceive an idea, identify their market and plan
their event, they must also liaise with both internal and external colleagues in the
university in relation to the event. Having run and managed the event they must
complete a final group report and present this to the Module Tutor and the whole
cohort. 80% marks are awarded for small group assignment (the preparation of a
project plan, presentation and submission of a final group report). 20% of marks are
awarded to student on completion of the weekly reflective logs and a summary
statement of personal learning. This is a 20% pass/fail and assessment is made on
the basis of a meeting/discussion between the Module Tutor and individual students.
8
Source: Module Outline, Hospitality Management.
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approach to support locally-owned developments. The Hospitality Operations
Management (HOMs) programme became one of five project applications within the
university.
How enquiry based learning is introduced to students and how are they
supported and assessed?
In the first year of the project the Module Tutor (PA) and members of the L2L team
(PT&MD) agreed a strategy to enhance the HOMs module. This included the
introduction of ‘progress learning logs’ which students would complete weekly to
track their personal learning in the module; preparation and training for students in
reflection; logs would be linked to assessment to provide students with an incentive;
a sample of logs were to be reviewed and feedback provided; students were to
complete a summary of learning from progress logs at the end of the module.
The module commences in the autumn semester (Week 1). Training materials
developed by L2L Project Manager (MD) include team roles, skills matrix and sample
logs (Appendix 1). Training is provided to the student cohort by L2L Project Manager
(MD) (Week 2). The event management task process begins with students self
selecting into groups (7 groups of 12-13 students). Student groups have three weeks
to conceptualise and prepare a project plan for an event. The plan is presented to
Module Tutor (Week 4). Students begin to complete progress logs and to hand in
weekly (Weeks 2-13). It was proposed that a sample of progress logs would be
reviewed by the L2L Project Manager in order to assess the nature/quality of student
reflections half way through the semester and that feedback would be provided to
students. This was not possible in practice because of the turnover in the L2L Project
Manager role mid way through this programme application. The Events take place
(Weeks 8-12) – including the following – 2005 - Beer Fest; Fear Factor; Team
Macho; Wild West Party; At Your Service; West meets East; Every 60 Seconds’. 2006
– ‘Casino Royale’; ‘Superstar Night’; ‘Pimps & Prostitutes’;’ Back to School’;’ Retro
Night’; ‘Sound of Magic’. ‘Miss University’.
The groups present and submit their final report to the Module Tutor (Week 12).
Additional expertise is sometimes brought into presentations by Module Tutor at this
stage, to facilitate student learning in relation to any emergent issues which may
arise (for example: in 2005 ethics). Students complete all weekly personal progress
logs and summary and hand these in to the Module Tutor. A further enhancement
introduced by the Module Tutor in year 1 (2005), was a one to one session with each
students at the end of the module, to discuss personal learning and the progress logs
(Week13). In the second year this was revised and the Module Tutor met with each
group to receive a short appraisal of each individual’s role in the groups and to
review personal development. In both years, these sessions were observed by L2L
Project Manager (JMcD) and a series of personal progress logs reviewed. A summary
of themes was prepared and shared with students on Ulearn (Appendix 2). In the
second year we also reviewed assessment criteria for use with reflective writing,
developed in another L2L project application (Appendix 4).
The Tutor team and L2L project staff worked through two module cycles of enquiry
to observe and evaluate the impact of the enhancements.
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Figure1: Events Management - Hospitality Operations Management Module.
Week 5
Week 6
Week 7
Week 8
Week 9 Events take place
Week 10
Week 11
Week 14
Students submit a practical
assignment and reflective report
linking lecture programme to
events management task.
8
L2L Evaluation and Methods
A key feature of the L2L project is a qualitative evaluation of each of the project
applications. Four domains have been outlined in the L2L projects evaluation
strategy; here we seek to inform our evaluation of two - student learning,
programme and module practice (the other two domains being institutional change;
regional and national impact). Our approach is constructivist, in that we are seeking
to understand the meaning attributed by different participants in this process to their
learning and experience of the module.
Evaluation of cycle one (October 2005 – December 2005) of this module includes a
reflective interview with Module Tutor (PA); six face to face interviews, one
telephone interview and one email with students; review of the management school
standard module evaluation; evaluative conversation with the other Module Tutor
(JvW) and Deputy Head of School (AL). Evaluation of cycle two (October 2006 –
December 2006) of this module includes a reflective interview with the Module Tutor
(PT); four face to face evaluative conversations with students; and a review of the
management school standard module evaluation. Students were selected on the
basis of 1) an open request sent to the cohort for participant to inform the evaluation
and 2) purposive selection by the Module Tutor, representative of a range of
assessment grades. Ethical approval was gained from University ethics committee
and consent from all students participating in evaluation interviews.
In both cycles we were able to review a sample of students’ personal progress logs
as a further source of data to inform the evaluation. The evaluative conversations in
themselves were an opportunity for students to reflect through dialogue on their
experience of the module. The standard student module evaluation uses a simple
statistical analysis. The reports for both 2005/2006 suggest that the module was
evaluated satisfactorily across a range of indicators. Free text comments were
supportive of the themes which emerged in this qualitative evaluation.
The Module Tutor had a clear intention to enhance and maximise student learning,
based on informal student feedback in previous years. The L2L project presented an
opportunity to enhance the module and access additional support to think through
the best ways to do this. Clearly, the Module Tutor reflects on the nature and
enhancement of student learning throughout the module. In a post module interview
he reported the following general observations – the module offers students an
opportunity to engage with others in planning, implementing and evaluating a real
life event. The process is highly engaging, challenging and emotional for some
students. Students have the opportunity to choose which kind of event they put on
and this allows for some creativity on their part, this generates high levels of
engagement and excitement on the part of some students.
The introduction of the progress logs enhanced the Module Tutors relationship with
students, increasing understanding and trust. The progress logs gave insights into
the nature of the student learning process, in particular the emotional process that
students go through during the management of the event. The progress logs gave
an opportunity for students to record and then reflect on themselves, how they work
with others and to think about working in new environments. There were fewer
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group arguments than in previous years - this may be because the logs allowed
students to process some of their emotions about group work and ‘let off steam’.
The format of the learning logs seems to have worked well although the Module
Tutor observed that some questions were problematic for students. For example: the
last question relates to theory – what is the main lesson you learned this week? How
does this apply to theory? - The Module Tutor recognised that there needed to be a
link between the learning logs and assessment, because of student conceptions of
learning being instrumental and related to assessment.
‘The beauty of the logs were [that] they helped focus everything because the
students tend to write …as they feel it at the time, which is ..why I prefer the
hand written ones to the typed ones’
‘What I was hoping they would do… would be enjoy the journey and learn from
the journey… I think for some of them the logs made the journey a bit more
bearable’
‘ I suggested that [students] might be able to take personal nature out of the
problems and look at it as an academic problem, so in other words …[think
about] some sort of theory as to why that happens and what you could do about
it’
The one to one/group sessions offered to each student with the Module Tutor at the
end of the Module represented an opportunity for a dialogue to explore what
personal learning had taken place during the module. The introduction of this
enhancement shows the concern of the Module Tutor to facilitate a deeper personal
learning process for students. The Module Tutor himself found this a rewarding
process. In effect these sessions evolved in to ‘mini coaching’ sessions, as the Tutor
helped students reflect on their personal process and encouraged them to identify
strategies for future practice. This has particular relevant for those students entering
placements next year. This approach was demanding in terms of time and personal
resources for the Module Tutor and there was a move to a group process in the
second year.
The event management process and progress logs illuminated some specific
transferable skills including the capacity to ‘learn how to learn’. These include –
• Operational problem solving; working in teams.
• Ethical understanding; capacity to learn unfamiliar areas of knowledge.
• Managing Emotions.
• Ability to work in a team.
• Learning how to learn.
• Develop confidence; Ability to understand other people; transfer skills to
placement setting.
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Illustrative Quotes Module Tutor
-Transferable Skills and ‘learning how to learn’ -
‘That’s really bringing ethical issues to life isn’t it in a way that’s very engaging
for nineteen year olds!’
‘We can actually enrich that a bit for them by starting them on track of working
with people and understanding what that’s really about’
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Student Evaluation
The following insights emerged from our evaluative conversation with students. The
students are in their second year, some of them are likely to be going out on
placement next year. All the students are used to working in groups on module
assignments as this is a common feature in hospitality undergraduate programmes.
The module engenders excitement for its practical and project based design and also
the potential for creativity and autonomy. It is described as being quite dramatically
different to other modules that students have experienced because of its practical
and work based emphasis. It is a highly engaging module, which engenders a huge
emotional investment on the part of many students. Student projects may range in
their originality and complexity– in terms of their design, markets they approach and
the internal and external parties they engage in the process. The events
management process proved students with opportunities for new experiences such
as promoting their event on the radio; negotiating corporate sponsorship and
professional networking. The event provides students with feelings of contribution
and a sense of reward where they were able to donate profits from the event to local
charities.
Students felt that the progress logs and one to one/groups discussion with the
module Tutor facilitated a better understanding for the Tutor, of the individual and
group learning process; this enabled more equitable allocations of marks and could
contribute to the future development of the module. Students perceive a higher
level of engagement of the part of the Module Tutor (PA) in the assessment and
review process. The support offered by the Module Tutor throughout is highly valued
by students, who acknowledge the high level of engagement with the Module Tutor.
The Tutors knowledge of other members in the small group work and of the overall
events meant that he can engage in a meaningful dialogue with students, a feature
of which was to offer challenge and support.
Student evaluations also illustrate that the event management process and progress
logs illuminated some specific transferable skills including the capacity to ‘learn how
to learn’. These include:
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• Develop confidence; awareness of self and impact on others.
• Managing emotions
The module is divided into two components; the first is planning and managing of an
operational event around which the evaluation has so far concentrated on. The
second concerns a lecture programme on accommodation operations assessed
through exam. Following the first cycle of work with L2L the second strand of the
module was revised based on student feedback and evaluation. Students used the
evaluation discussions to contrast the two different elements of the module. Students
find the practical and creative events management aspect of the module engaging9.
Students also commented that they found it difficult to make connections between
the two parts of the module in the first cycle. This improved in the second year
following adjustments made to the module design by the Module Tutors. The lecture
programme focused on project management which was more compatible with events
management and the assessment as changed from an exam to a practical
assignment and reflective report, which links the lecture programme to the events
management task (Appendix 3). Students commented in the second cycle with L2L,
that the lecture programme related more closely to the events management.
Improved guidance on the assignment would be appreciated by students.
Student evaluations opened up some issues that relate to the organisational context
– the School of Management - for this module. A positive aspect of the module from
the students perspective is that it offers a certain level of autonomy in designing and
managing an event. These are real events which students must plan, cost and
manage operationally including budgetary considerations. The Module Tutor provides
support for students costing and managing the finance of their event. The reality of
the financial aspect and the associated risk, it seems, makes the event a more
authentic business venture, thereby potentially engaging the students to a higher
degree. A consequence of this aspect of the module is that it provides students, an
opportunity to learn about risk and how to manage that risk. However, the
consequences of students’ not managing risk well, means that they must be
‘covered’ by the School of Management. This creates a tension and some
uncomfortable residue i.e. students expectation of raising money for charity,
following the end of the module.
9
This links to research into the learning styles of hospitality students by Lashley 1999. Hospitality students do not
naturally include preferences for theorist or reflective learning styles. Specific attention may be needed to focus on
development of these styles within the curriculum. Source: Lashley,C. 1999. On making silk purses: developing reflective
practitioners in hospitality management education. International Journal of Hospitality Management. Vol11.No4: 180-185.
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Illustrative Quotes - students identify transferable skills
I’m very aware that lot’s of members of the group were [quiet] … in all group
projects there’s always someone that …..wont’ always speak up if they’re worried or
if they’re having stress. I just think it’s important that everyone has a say all
members of the groups have say because it’s really easy to overlook [people]’
Managing emotions
‘I also didn’t know I could get so angry because there were many times when we’ll
go to meetings and someone will say something and it will trigger a whole chain of
events that will mean that you have a totally unproductive meeting …….. I got very
angry and ended up bottling it in I think I would be quite snappy taking my problems
home with me…’
Now I know if I have a problem I have to speak up about it, because when you’re
working with friends if you hold that tension will end up coming in the end breaking
up a friend ship so it’s very important to keep work related tensions to the work so
they’re not affecting other areas of my life
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Discussion using ‘CHERRIES’ Framework
As part of the L2L project we have identified eight key characteristics that, in our
view help to make sense of enquiry based approaches10.
The group work process provides a setting for real engagement with peers in a
practical and time constrained activity, which mirrors an organisational setting. This
has the potential to bring to life the principles of interpersonal interaction (group
work) in the context of staging and managing an operational event (professional
practice). The introduction of the progress logs gave students the opportunity to
record, process, and make sense of their emotional and behavioural experiences in
the module (and to a lesser degree cognitive process). The review session with the
Module Tutor was an additional process, which allowed students to make sense of
the whole module experience and to consolidate their learning.
10
http://www.som.surrey.ac.uk/learningtolearn/documents/mappingEBL.pdf
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Engagement - To what extent and in what ways does the Learner have influence
on/choices about learning in each phase of the cycle (especially in the being-
thinking-project phase)?
The student has choice about learning in each phase of the cycle. ‘Project’ - the
module offers students a defined task- to design, plan and implement an event –
which is context module/specific. The project design offered by the module has
parameters, but also allows sufficient scope for students to exercise a reasonable
amount of choice and creativity. To start students can immediately engage with
‘Being’ – as they are able to influence the type of event they choose to work on. This
may relate to some dimension of personal interest or passion, something that
students have an interest in or is significant to them (see example of events pg7). As
students cycle back and forth between the project and being phase – ‘thinking’ - they
have the support of the module tutor to refine their project proposal/plan, think
through and refine their plan, which is presented at an early stage in the module.
‘Encounter’- students then begin working on the plan- with a substantial degree
autonomy and choice. This involves not only group work with their peers but also
engagement with others who are influential in the success of their event – both
internal and external to the university. This includes university departments;
university venues; external suppliers; local charities and public services (for example:
fire service) and their customers ( in the main these are other students). Once again
Tutor support is available to guide students in these encounters. Support may
concern interpersonal relationships; parameters of the project; university policy;
ethics and so on. ‘Making sense’ – students make sense in several ways during this
project- individually and as a group. A final project report and presentation
represents the groups making sense of the whole event management process
(communication). This process meets the formal assessment outcomes and allows
for specific emergent issues to be opened up through discussion (for example:
ethics). Weekly progress logs are part of an ongoing sense-making process, the
review with Module Tutor at the end of the module represents an opportunity for the
student to reflect on and make sense of their personal process in relation to the
module and how they might take this forward to their placement year( Return to
‘Being’).
Resource-matched - How well are resources matched to the type and extent of
intended enquiry?
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The relation between the task and the time allowed for groups to conceptualise, plan
and implement an event seems to work well. The progress logs represent a huge
volume of material, there are resource implications for one Tutor to work
systematically work through and assess such a volume of work- in spite of it’s
richness. In seeking a way to assess the learning evident in the logs, the MT
committed to meet each student for a one to one/group session in which the logs
would be reviewed and a pass/fail mark allocated. The sessions became an important
part of the learning process as they provided an opportunity for the MT and student
to review and consolidate learning. The qualitative value to the student and MT is
evident in the evaluation. The time commitment on the part of the Module Tutor in
the first year was significant, alternative group strategies were adopted in the second
year which reduced the time commitment.
Intentional L2L - In what respect is there explicit, intentional learning about enquiry?
The Module Tutor was aware that a significant amount of learning was taking place
which was not formally recognised. In response to this enhancements to the module
were introduced, which concentrated on introducing a reflective progress log for
students to complete on a weekly basis. This is an example of how, within this
application, the process of learning was made explicit. Students were offered training
input prior to completing the logs and ideally would have been provided with
additional support (feedback on sample logs, assistance with a final summary report)
had project resources been available. The review session with the MT at the end of
the module represented a further attempt to engage students in dialogue about their
learning process – not only what they learnt but how they learnt it. Student
participation in the evaluation discussions is further evidence of engaging students in
this process. Could students say they have learned something about their learning
process? Certainly some students involved in the evaluation were able to talk about
significant learning for them in this process and the value of ‘completing the logs’ or
having a talk with the module Tutor. What is less clear is whether they recognised
the value of the process in more general terms. It is unlikely for example they would
now develop and integrate reflective practice as routine. Although group work is
common within this programme, the enhancements which students experienced are
not common practice.
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Supported - How is all the above guided and facilitated?
Student learning process is guided, facilitated and supported throughout this module.
Although students have a substantial degree of autonomy and choice in this module,
they have the support of the module tutor to refine their project proposal/plan, think
through and refine their plan; guide students in encounters with internal and
external stakeholders; offer guidance or support in relation to interpersonal
relationships; parameters of the project; university policy; ethics. Group work is not
facilitated, but weekly progress logs are part of an ongoing sense-making process,
the review with Module Tutor at the end of the module represents a further
facilitation to support student learning.
18
Project Details:
19
Appendix 1: Team Roles; Skills Matrix; Sample Personal Progress Logs
A. Task Roles: These roles are required in selecting or carrying out a group’s
task.
l. Initiator: Proposes solutions, suggests new ideas, gets the group started.
2. Fact Seeker: Seeks facts, clarifies values, goals or ideas.
3. Opinion Giver: Provides facts, opinions and information.
4. Evaluator: Compares and contrasts facts, pulls ideas together.
5. Recorder: Records the official actions of the group.
6. Spokesperson: Speaks the general opinion of the group to outsiders.
B. Group Building & Maintenance Roles: These roles strengthen group life.
1. Encourager: Friendly, warm, responsive to others, praises others and their
ideas.
2. Gatekeeper: Facilitates discussion, keeps group on task.
3. Compromiser: Seeks consensus and mutual agreement.
4. Harmonizer: Mediates differences, relieves tensions, clarifies differing
opinions.
5. Follower: Goes along with the group, supporter of the group’s actions.
6. Consensus Tester: Tests the opinions of the group.
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Skills Matrix
21
WEEKLY PERSONAL PROGRESS LOG
Student
Name…………………………….URN……………………………………….
Date:………………………………………
1 How do you think this week’s work went? How did it make you feel?
2 What group roles from the sheet did you take and why?
3 What was the most challenging aspect this week and why?
4 What was the most satisfying aspect this week and why?
5 What skills from the matrix provided have you developed most this week?
6 Lessons Learnt?
Please ensure you have kept a copy of this sheet for your own records
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Appendix 2: Summary of Student Learning Themes from Personal Progress
Logs 2005.
Hospitality Operations Management – December 2005
School of Management, University of Surrey.
Background
This is an innovative module in which groups of students plan, promote, organise and
execute events on campus. This year’s events were as diverse as ever and included ‘the fear
factor’, wrestling, an Ann Summers party event, strippers and a family evening at the
Lakeside. A change to the module this year was that students completed weekly reflective
logs, to capture some of their more personal learning about the process of events
management. Having reviewed the learning logs we agreed with student to share some of
the important learning that took place.
The Journey
The reflective logs tell the story of student journeys through the event management module.
As the initial groups are put together there is often a phase of excitement, as the group gets
to know each other, the creative possibilities of this module are in the air, as the groups start
to think about what they could do. This is followed by a phase where the reality kicks in, this
group needs to start to work together and make a plan, and roles need to be allocated in a
democratic way. Sometimes there is a clash of ideas in the group and these need to be
worked out if the group is going to pull off their event successfully. When things don’t work
out, the groups need to reflect on why they chose people for roles they may not be suited to;
is everyone pulling their weight; just what is everyone contributing. Often a crisis brings the
group together, if tickets aren’t selling it may be time to review the sales strategy and pull
together. Sometimes another crisis can lead the groups to jell and start to work together. In
the end, the events all came off successfully due to the hard work of each of the groups and
a lot of learning was had along the way.
• Learning about myself, what are my strengths and weaknesses what are my likes and
dislikes? How do I impact on others? What are other people’s perceptions of me?
How do I manage my emotions?
• What am I bringing from my background that will influence how I work and interact
with others? How will my background affect my relations with others in study or work
• What is power? What power do I have? What gives me power – age, status, cultural
background, gender?
• How did this project change me? Did I change my perception of myself in relation to
the world by taking a different role to that of a student?
• Learning about myself in relation to others. How do I work with others in a team?
• What is behind personality clashes? If someone is aggressive what does it tell me
about them? If someone is very quiet what does it tell me about them? How can
people who are so different learn to work together?
• Is it ethical to use sex to sell or to ask people to do things that might harm them?
How do I feel about this? What is my own ethical viewpoint?
• Does writing and reflecting on the module process with Module Tutor help me
manage the group process/make the journey more bearable?
• It may not always have been smooth but its important to enjoy the journey
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Appendix 3: Revised assessment for the second project management
strand of HOMs Module 2006.
Dear all, here is a reminder of what is expected from you for your second HOM
assignment. You are expected to write a report in two parts: the first part in
which you compare theory (as discussed in the lectures) and practice (as
experienced during your event), the second part in which you write your personal
experiences, and what you have learned. Let me emphasise once more that in the
first part where you compare theory with practice you must try and evaluate the
event against the theory. What I want to see is that I have not been doing all
those lectures in vain! So read the references and apply concepts from those
lectures to your event. Just in case you have not re-read the manual I include the
text under appendix B: An individual evaluation report which will include the
following: Section A ¿ the Event General overview of the days¿ event, successes,
achievements and possible failures Service value chain, organisational planning
and control including food production and service challenges, safety and security
Managing customers, relationships and staff, evaluation of training Performance,
financial evaluation and profitability, including a profit and loss account, menu
mix and menu- merchandising analysis (where appropriate) Marketing, capacity
and managing sales Supply Chain, outsourcing Quality and operational
improvement, customer feedback and way of measuring Overall conclusions,
whether objectives achieved Section B ¿ Self evaluation Personal Log This project
is a live process dealing with real situations, people and processes. It offers many
learning experiences beyond those outlined in the module and your personal
progress log is a good way to capture and identify this learning some of which
you may wish to use in your CV. Please write this up in a diary format noting the
occasion in which you experienced the learning, what you learnt and whether in
the light of this experience you would do things differently. This should be based
partly on notes taken at the time and partly as a reflective process. What did you
learn about the subject? What did you learn about yourself? What did you learn
about team working? Evaluate yourself under the following headings: Planning
and implementation: theory and effectiveness Supervision and communication:
ability to supervise and communicate effectively, to include briefing, training,
motivation and staff welfare Leadership style: see Managing Through
Organisation; Colin Hales (see Books) Teamwork /Commitment ¿ strengths and
weaknesses, influence of peers on performance Good luck, J.
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Appendix 4: UGOC Guideline Criteria for Assessment 2006
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Indicative features of content: better graded work is likely to include more evidence of (e.g.) self questioning (internal dialogue); deliberating between different views;
standing back from events; recognising personal capacity for change; exploring motives for behaviour; relating to different emotional states; changing views over time. After:
Moon, J. (2002) `The Module and Programme Development Handbook: a practical guide to linking levels, learning outcomes and assessment’, London: Kogan Page. Moon,
J. (2004) `A Handbook of Reflective and Experiential Learning: Theory and Practice’, Abingdon: Routledge Farmer.
November 2006