Student-Led Seminar: International Destination Management

Abstract

Title of assessment strategy The Group Active Learning Strategy chosen for this assignment was group presentations through a studentled seminar (See Appendix 1) as Ryan (2021; 58), Plastow, Spiliotopoulou and Prior (2010; 402) suggest that group work and assessment is now a well-established pedagogical approach across disciplines in higher education. The lecturer used group presentations (student-led seminar) for this module (International Destination Management) on the B.A. (Honours) in Business Studies with Travel and Tourism Management programme which was designed to evaluate and critically assess the key issues which impacted the global travel and tourism industry. This was a 3rd Year module and there were 32 students in the group. The lecturer had the students for 6 hours per week in Semester 1(a 2-hour and 1-hour lecture and 3 x 1-hour tutorials). Summary of teaching and learning context The lecturer chose the cognitive learning strategy as its main aim is to compare and contrast documented research and literature and the students are required to ‘examine a destination and discuss the objectives of and overall approaches to destination planning in that destination’ (See Appendix 1). The students were also requested to submit an individual reflection (See Appendix 1) of their preparation for the student-led seminar, during the actual seminar and to reflect on the process of working in a group.