Anglia Polytechnic University

International development

Project Leaders: Maidi Brown, Director of the International Office, and Simon Evans, Senior Lecturer, School of Design and Communication Systems

Introduction to the module

This Master's module (level M), developed for tourism students, is delivered by independent learning using face-to-face and distance teaching methods, including ICT. Though the module strongly emphasises learning from an overseas experience, not all the students taking the module will be financially able to complete this aspect of the study. Thus, in addition to preparation for overseas placement, the module aims include broader intellectual goals such as the promotion of an ethical understanding and in-depth knowledge of development systems and their impacts upon local societies. Learning outcomes include:

  • developing a critical appreciation of development processes within an international context
  • reconciling the multiple interpretations implicit in sustainability debates and identifying ethical approaches to pursue appropriate outcomes
  • appreciating the cultural differences existing between nations and how these translate into educational and business realities
  • developing a series of skills and insights necessary for embarking upon a career, period of study, or work experience in an international environment.

The assessment for this module is presentation based and includes an oral report on pre- and post-visit research and findings (100%). Recognising that not all students will possess the motivation or financial ability to travel overseas, local development themes may be identified and developed. Submission 1, Pre-visit research and checklist of issues to be considered. Submission 2, Post-visit findings and experiential deviations from submission 1.

Key issues

  • Tourism is a major sector of international development and therefore tourism courses should promote knowledge of development systems and their impacts on local societies, placing particular emphasis upon cultural responsibility and understanding.
  • Cognitive and experiential methods of learning are both important. Thought processes surrounding contentious issues contribute to the development of a framework which can be applied to students' individual experiences in an international context.
  • There is a gulf between desk-based learning and intellectual acceptance, and on-site experience. The module has enabled students to think beyond their preconditioned ideas and values in the safe environment of the university, but the removal of the cultural 'safety net' of a western mindset has caused adjustment problems for many students while overseas.
  • It is vital that students do not perceive exploring global perspectives during one course module as a 'one-off' experiment but apply the skills and understanding developed in their future workplaces.

More examples of practice:

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