The work based element should cover a period of not less than 80 hours between January and May to be agreed by the student, workplace provider and tutor, but appropriate to the specific work-based project. The submission date to be agreed at the outset with the module convenor.
This module enables you to spend a short time in an area of the industry which interests you. You will work with the placement provider on a project which will be agreed between you, and which will be of genuine value to the provider.
Students please note it is your responsibility to find a placement, you will be offered guidance and support.
As part of this module, students have the opportunity to do industrial placements with external organisations. In the past these have included the National Trust, and a coach company in Teignmouth,
Students gain valuable work experience through their industrial placements, as well developing their independent learning and writing skills.
Full module specification
|Module title:||Work-Based Learning|
|Duration of module:||
Duration (weeks) - term 2: |
The aim of the module is to allow you to link theory and practice in a work based situation. You will not only have the opportunity to understand more clearly how a section of the tourism industry functions, and become involved in the day to day management of a project, you will also have the opportunity to reflect on your own learning. This in turn should give you confidence and a clearer idea of your own strengths and weakness and so better equip you for full time employment
ILO: Module-specific skills
- 1. demonstrate achievement of the relevant learning outcomes which will be set by the student and their academic tutor and agreed by the MSc ITM Programme Director. These will reflect the content and aims of the work-based project and will be stated explicitly in the student's proposal.
ILO: Discipline-specific skills
- 2. identify, analyse critically and evaluate relevant case studies and literature.
- 3. demonstrate clear, critical and analytical reasoning to support the development of the work-based project.
- 4. apply effective skills in designing and managing the practical and academic aspects of their research and their learning needs, accessing the appropriate support and resources as required.
- 5. develop and use clearly reasoned arguments to explain, critique and evaluate the work-based project in which the student has been a significant player.
- 6. use reflective practice to explore, identify, evaluate and record the student's learning process.
ILO: Personal and key skills
- 7. work independently, organising and maintaining own programme of study to meet employer and academic deadlines.
- 8. apply research skills to practical work-related issues.
- 9. develop skills of analysis, evaluation and synthesis.
- 10. use reflective practice to explore and identify learning needs for own future development.
- 11. use I.T. skills to produce a document to a standard and format acceptable to the student's organisation.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Contact hours||10 - 20||Small group discussion and one to one|
|Work Placement||80 (minimum)|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Presentation||15 minutes||1-11||Verbal and Written|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Reflective and evaluative account of learning process||50||1500-2000 words||1-6, 10||Written|
|One essay, report, or other agreed material or artefact||50||1500-2000 words||1-11||Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Reflective, evaluative account of the learning process||Reflective, evaluative account of the learning process||1-6, 10||Aug/Sep|
|Essay, report, agreed material or artefact||Essay or Report (50%)||1-11||Aug/Sep|
This will be determined by the student’s proposal and their employer’s requirements, and will be designed to meet both professional and academic needs. A study plan will be produced by the student and agreed by the academic tutor at the commencement of the module.
Indicative learning resources - Basic reading
Boud, D. & Garrick, J. Eds (1999) Understanding Learning at Work. London, Routledge.
Eraut, M. (1994) Developing Professional Knowledge and Competence. Washington DC, Falmer Press.
Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London, RoutledgeFalmer.
Stephenson, J. Laycock M. (1993) Using Learning Contracts in Higher Education. London, Kogan Page.
University of Exeter CPD Independent Study / Work-based Module Handbook.
Module has an active ELE page?
Indicative learning resources - Other resources
Moon,J. (1994) Reflection and Learning in Professional Development: Theory and Practice. Routledge
Schon,D. (1991) The Reflective Practitioner, Ashgate
Last revision date