TLH123 Individual Study Skills Tasks 2024-25 Final Version

Module Code: TLH123 Study Skills for the Service Sector

Individual Study Skills Tasks (Assessment 1)

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Module Leader: Urmila Chooramun

Lead Lecturer: Yousuf Mojumder

Deadline: Tuesday 11/03/2025 by 2pm

___________________________________________________________________________ Instructions:

• Please complete all tasks listed below and upload as a single document to Canvas via Turnitin.

• Please ensure that you note the task and question number next to your answer in your submission document.

• The marks for each task are included in brackets. Altogether, all the tasks account for 100 marks.

___________________________________________________________________________ TASK 1: Cornell Note-Taking (25 marks)

• Read the text below.

• Draw the Cornell Notes template.

• Use your blank template to take notes about the text using each section of the template effectively.

• Underneath, write a short description of why each template section supports effective notetaking.

SOURCE TEXT: INKSON, C. AND MINNAERT, L. (2022). TOURISM MANAGEMENT: AN INTRODUCTION. THIRD EDITION. THOUSAND OAKS: LEARNING MATTERS.

YOUR FUTURE IN TOURISM (P. 382)

At the time of writing, students of tourism in the early 2020s are understandably likely to be concerned about pursuing a career in industries which were the first and the worst affected by the pandemic. Vast numbers of tourism employees experienced career shocks that led to job losses or voluntary exits from careers which halted during the pandemic. The economic

consequences of the pandemic, and the labour shortages which are now facing the tourism industries, have reinforced an understanding of the value of tourism and its key role in driving the recovery of many economies, once restrictions are lifted. At the time of writing, early in 2022, destination organisations are preparing recruitment drives to attract people into the tourism workforce – for example, in September 2021 Failte Ireland launched a campaign called #BeThePulse to promote careers in tourism, and created a toolkit for tourism businesses to support their recruitment activities (Failte Ireland, 2021).

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(Cont.)

A UNWTO survey of experts found that 45% predicted a return to 2019 levels of international tourism in 2024 or later, while 43% expected it to occur in 2023 (UNWTO, 2021e). The key point here is the confidence that tourism will rebound; it could be argued that demand, after being suppressed for so long, will be stronger than ever. It is therefore crucial that young professionals with an understanding of the key tourism issues and challenges and how to address them, are available to lead the tourism industries into the future. There is some optimism that once tourism does recover, there will be greater recognition of ‘the need for more progressive, innovative and sustainable approaches to tourism’ and that this will create more meaningful work and give a higher value to tourism qualifications (Reichenberger & Raymond, 2021, p. 227).

Reily Collins (2004a) describes the scope of career opportunities in tourism as ‘staggering’ because of the different types of industries that create, distribute and market tourism products, the involvement of the public, private and voluntary sectors, and the global spread of tourism organisations and businesses in generating and destination regions. Professional roles in tourism are offered by a huge variety of industries and in innumerable locations globally. In short, the opportunities available will be vast and, at times, overwhelming; it is important that you understand these opportunities and how they can help you to achieve your professional goals.

If you are studying an undergraduate course, you have probably heard the term ‘employability’ used by teaching staff and by your university’s career professionals. Employability refers to the skills needed to manage your own professional life, which Cottrell (2021) outlines as the level of capability and preparedness for employment relative to other candidates. Capability includes skills, knowledge, experience, personality and values, and preparedness includes self-awareness, self-management, awareness of the labour market and the ability to recognise opportunities (Cottrell, 2021). Dibben and Norton (2017) describe the value of employability skills as ‘the capacity to have numerous jobs, build a career, for some to start their own business – and certainly to continue to develop as successful individuals in whatever areas they decide to pursue’. Careers in tourism are often described as self-directed – that is, there is no formal career progression in the same way as other sectors such as teaching, medicine or law. This is important because it means that you are responsible for the way in which your professional life unfolds; you will decide the direction you would like your professional life to take, the type of roles and industries you would prefer to work in, and you may have to create some opportunities yourself.

Your Cornell note: (Use the Template, you can download the template in Canvas under the week 5)

Short description:

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TASK 2: Research and Referencing (20 marks)

You have been asked to choose and carry out research on one of the following topics: Topic 1:

Identify and explain the economic impacts of tourism and hospitality. Demonstrate the economic benefits of tourism and hospitality to the UK economy.

Topic 2:

Identify and explain the socio-cultural impacts of events tourism. Demonstrate the socio cultural benefits of festivals and events using the example of Glastonbury Festival.

Your task is as follows:

1. Choose only one of the two topics.

2. Research your chosen topic and find five relevant sources. These need to include: one academic textbook, one book chapter, one journal article, one website and one newspaper article.

3. Reference your sources as you would for the final list of references; using Harvard style as required following the university’s guide to referencing ‘Cite them right’.

Marks will be awarded on the quality and relevance of each source (2 marks) and accuracy of your Harvard referencing (2 marks).

Your answer:

TASK 3: Understanding Plagiarism (5 marks maximum for each answer, 15 marks total)

• Please read the following three scenarios. For each scenario, choose whether you think this is an example of plagiarism (yes – it is plagiarism, no – it is not plagiarism). Write one to two sentences explaining your answer.

1. A student finds some information on a website relevant to their essay. They copy this information as it is and include it in their paper. However, they do not provide a citation because the website has no information about the author or the date the information was published.

Your answer: Yes or No

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Explaining your answer:

2. A student quotes from relevant academic sources in their essay. Instead of writing in their own words (paraphrase and summarise) to present the information, they rather connect many quotes from many different scholars. They provide a citation every time they quote from someone else.

Your answer: Yes or No

Explaining your answer:

3. In their first year at university, a student submits an essay which they are awarded a very good mark for. In their second year, they realise that another piece of work was on a very similar topic, so they decide to reuse sections of their previous essay in this new piece of work.

Your answer: Yes or No

Explaining your answer:

TASK 4: Use of paraphrase and direct quotations (15 marks)

Read the extract below. Write a short paragraph of no more than 150-200 words which paraphrases this source and include one short direct quotation, using appropriate Harvard format referencing.

Source text: Everett, S. (2020). The tourism, hospitality and events student’s guide to study and employability. 1^st edition. Washington, D.C.: SAGE Publications Ltd.

p. 302

Employer insight

Laura Hinson Yates, Regional Operations Manager, Premier Inn

Holidays are always the best days. When I was a child the absolute highlight of any summer would be our family trips, camping in France.

Even now, as a mum of two, I live for that precious family time together and, looking at my career, I think the seeds of how powerful great hospitality can be were sown on those early holidays. My lasting memories were made by superb service by people who really cared that we had an amazing time.

I grew up near Skegness, a seaside town, so tourism was all around and I took advantage of the opportunities for seasonal work as a teenager. From an early age, my parents instilled such a work ethic in me that I got into the world of work as soon as I could, helping out washing dishes in the kitchen of a restaurant. My favourite part of the role was the end of the shift – though not because it had finished, and not because of the free food! No, I was happy because we all came together with a sense of pride at the end of a busy shift and the chance to reflect. We’d all gather on a table

and talk and eat – long after my shift had actually finished.

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(Cont.)

Alongside my studies I became a waitress and must have made every mistake possible – including leaving the bananas out of every banana split I served one night! But even so, I learnt that genuine mistakes can be forgiven with the right attitude, and in hospitality you are surrounded by people who want you to succeed.

French and Tourism was the ideal degree for me, with a return to the country of all those holidays for six months too as part of the course. I’ve always enjoyed travel, broadening my mind and seeing different cultures. The French were so authentic at what they did in their bistros, cafes and restaurants. There was a focus on coming together – for mealtimes as well as events – and always with family and friends.

Throughout university, I’d carried on with my part-time job and the business offered a graduate programme. I saw a forward-looking business living up to their promises to roll out amazing guest experiences, with values similar to mine. As a young Trainee Hotel Manager, with my first assignment in Glasgow there were challenges and moments I wondered if it would work out. It was a 105-room site and a new team, a long way from home and my husband had moved with me as a head chef, so we were both in it together.

The ten months up there were the making of me though and Hotel Management has since taken me to Leeds, Leicester, Coventry, Milton Keynes, Essex, North London and Birmingham. Different towns, different cities – but always with incredible people who have hospitality at their heart.

I’ve been fortunate to build my career quickly and I’m now a Regional Operations Manager with 23 hotels, 350 people, responsible for £25 million revenue. I’m still managing people and still guest focused, but not necessarily always guest-facing.

My role is to inspire the next generation of leaders and a huge part of this includes motivating my teams to go the extra mile for our guests and create those priceless moments. Simply put, if you can go home every day knowing you have made somebody else’s day, you’ve done a great job. What other job can you do this in?

Figure 20.1 Laura Hinson Yates, Regional Operations Manager, Premier Inn

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Your answer:

TASK 5 – Independent learning (25 marks)

For this task, you are required to write a paragraph of no more than 250-300 words about your journey of becoming an independent learner. The paragraph should clearly demonstrate what is expected of students at university and how this may differ from your prior experience of study. You should highlight three key areas for independent learning, drawing from both Stella Cottrell’s texts and your own experience of studying at university so far.

Your answer:

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