Professional Evidence (Event and Tourism Management) (11211.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| Flexible
| UC - Canberra, Bruce
UC - TAFE NSW Northern Sydney, St Leonard's
|0.125||3||Faculty Of Business, Government & Law|
|Discipline||Study level||HECS Bands|
|Canberra Business School||Level 3 - Undergraduate Advanced Unit|| Band 4 2021 (Commenced After 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
Band 5 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Demonstrate career-readiness, a clear professional identity, and insight into the skills, knowledge and personal attributes necessary to meet the standards of performance and practice expected by their profession;
2. Critically reflect on their learning and the development of their skills throughout their course and consider their ongoing development into their professional lives;
3. Critically analyse the impact of individual actions on others in professional Event and Tourism settings and the impact of the profession on society; and
4. Synthesise high-level conceptual and practical understanding and Event and Tourism knowledge to develop useful solutions to real-world problems.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
PrerequisitesMust have passed 60 credit points AND 11321 Introduction to Events and Tourism AND 11011 Professional Orientation (Business) OR 9799 Foundations of Professional Planning.
- 11171 Professional Evidence (Commerce) AND 11173 Professional Evidence (Business) AND 11237 Professional Evidence (Government and Policy).
Equivalent units7144 Service Industry Project Scheme.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||Flexible||Mr Brian Weir|
|2021||UC - TAFE NSW Northern Sydney, St Leonard's||Semester 2||02 August 2021||On-Campus||Mr Brian Weir|
|2022||UC - TAFE NSW Northern Sydney, St Leonard's||Semester 2||01 August 2022||On-Campus||Mr Brian Weir|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||Flexible||Mr Brian Weir|
There is no set text for this Unit, though a very useful reference is:
Firth, M. (2020) Employability and Skills Handbook for Tourism, Hospitality and Events Students. Routledge: Abingdon, UK.
Useful readings referred to in the Unit are as follows:
Ateljevic, I. (2020). Transforming the (tourism) world for good and (re)generating the potential 'new normal. Tourism Geographies DOI: 10.1080.14616688.2020.1759134.
Australian Tourism Industry Council (2020) ATIC position - Extend JobKeeper in the new Covid economy. Australian Tourism Industry Council: Melbourne: Australia.
Bennett, D. (2018). Graduate employability and higher education: Past, present & future. HERDSA Review of Higher Education 5, 31 - 61.
Bouder, P. (2020). Reset redux: Possible evolutionary pathways towards the trsnformation of tourism in a Covid-19 world. Tourism Geographies DOI: 10.1080/14616688.2020.1760928.
British Council (2014). Can higher education solve Africa's job crisis? British Council: London, UK.
Bradberry, T. (2017). Here's why your attitude is more important than your intelligence. World Economic Forum. Accessed at http://www.weforum.org.
Carton, A.M. (2017). 'I'm not mopping the floor, I'm putting a man on the moon': How NASA leaders enhanced the meaningfulness of work by changing the meaning of work. Adminsitrative Science Quarterly 43, 1 - 47.
Christiansen, L., Gittleson, J. & Smith M. (2021) The most fundamental skill: Intentional learning and the career advantage. McKinsey & Company: NY, USA'
Collins, C., Earl, J., Parker, S. & Wood, R. (2020). Looking back and looking ahead: Applying organisational behaviour to explain the changing face of work. Australian Journal of Management doi/full/10.1177/0312896220934857.
Deloitte (2020). Covid-19 recovery for the tourism sector. Deloitte: Sydney, Australia.
El Hajal, G. & Rowson, B. (2020) The future of hospitality jobs. Research in Hospitality Management 10(1), 55 - 61.
Felisitas, C., Molline, M. & Clotildah, K. (2012). The hospitality and tourism honours degree programme: Stakeholders' perceptions on competencies developed. Journal of Hospitality Management & Tourism 3(1), 12 - 22.
Fergusson, L., van der Laan, L. & Baker, S. (2019). Reflective practice and work-based research: A description of micro- and macro-reflective cycles. Reflective Practice 20(2), 289 - 303.
Gossling, S., Scott, D. & Hall, M.C. (2020). Pandemics, tourism and global change: A rapid assessment of Covid-19. Journal of Sustainable Tourism DOI: 10.1080/09669582.2929.1758708.
Houghton, K. (2020). Job Vacancies Rebounding in Regional Australia. Regional Australia Institute: Canberra, Australia.
International Labour Organization (2020). ILO Monitor: Covid-19 and the world of work. Fourth Edition. ILO: Geneva, Switzerland.
Jackson, D. (2021) The changing nature of graduate roles and the value of a degree. Journal of Higher Educational Policy & Management 43(2), 182 - 97.
Jackson, D.A. & Edgar, S. (2019). Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability. Australian Journal of Career Development 28(1), 39 - 50.
Jackson, D. & Wilton, N. (2016). Developing career management competencies among undergraduates and the role of work-integrated learning. Teaching in Higher Education 21(3), 266 - 86.
Kohler, J.J. & van Zile - Tamsin (2020) Metacognitive matters: Assessing the high-impact practice of a general education capstone eportfolio. International Journal of ePortfolio 10(1), 33 - 43.
Lugosi, P. & Jameson, S. (2017). Challenges in hospitality management education: Perspectives from the United Kingdom. Journal of Hospitality & Tourism Management 31, 163 - 72.
McCowan, C., Harper, W. & Hauville, K. (2005). Student e-portfolio: The successful implementation of an e-portfolio across a major Australian university. Australian Journal of Career Development 14(2), 40 - 52.
McKinsey Global Institute (2021) The Future of Work after Covid-19. McKinsey Global Institute: NY, USA.
Page, S., Yeoman, I., Munro, C., Connell, J. & Walker, L. (2006). A case study of best practice - Visit Scotland's prepared response to an influenza pandemic. Tourism Management 27, 361 - 91.
Poysa-Tarhonen, J., Elen, J. & Tarhonen, P. (2016). Student teams development over time: Tracing the relationship between the quality of communication and teams' performance. Higher Education Research & Development 35(4), 787 - 99.
Ruge, G. & McCormack, C. (2017). Building and construction students' skills development for employability - reframing assessment for learning in discipline-specific contexts. Architectural Engineering & Design Management 13(5), 365 - 83.
Rok, M. (2013). Tourism & hospitality graduate employability. Electronic International Interdisciplinary Conference. Section 1, pp 79 - 93. Accessed at: http://www.eiic.cz/
Scott, K. (2020). Ready for a career change? these are the first steps to take. ABC News 10 March 2020. Accessed 7 July 2020 at https://www.abc.net.au/life/first-steps-to-take-when-changing-careers/9839730.
Smith, M., Bell, K., Bennett, D & McAlpine, A. (2018). Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning and Career Development Learning. Graduate Careers Australia: Wollongong, Australia.
Strunk, W. Jr & White, E.B. (1979). The Elements of Style. Third Edition. Allyn & Bacon: Boston, USA.
Trudeau, S. & Omu, K. (2017). Are graduates prepared for the job market? Rethinking Africa's university model. The Conversation 17 September 2017.
Wakelin-Theron, N., Ukperer, W.I. & Spowart, J. (2019). Attributes of tourism graduates: Comparison between employers' evaluation and graduates' perceptions. Tourism Review International 23, 55 - 69.
Weaver, D. & Lawton, L. (2014). Tourism Management. Fifth Edition. Wiley: Sydney, Australia.
Wright, P. (2021) Want a career change but don't know whwre to start? Here's what to do. ABC News https://www.abc.net.au/everyday/switching-careers-when-you-dont-know-what-you-want-to-do/100167686. Accessed 21 June 2021.
Submission of assessment items
Special assessment requirements
To pass this Unit, students must BOTH
- Obtain an aggregate score of 50% or more
- Attempt each assessment item
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Required IT skills
Work placement, internships or practicums
Written work submitted for assessment must comply with the Faculty 'Good Essay Guide' (available on the Unit Canvas site)