To meet the entry criteria for admission to level 5 HND Courses,

A candidate must have either:

A minimum of two completed A-Levels with grades D and above or

A level 3 qualification with minimum 60 credits or

An Access to Higher Education Certificate awarded by an approved further education institution or

4 GCSEs with grades D and above and 3 Years’ Experience or

A level 2 qualifications with minimum 30 credits and 3 years relevant work experience or

Substantial work experience related to the field of proposed study

and,

Where applicants do not have a formal qualification to demonstrate capability in English equivalent to CEFR level B2 e.g. IELTS 5.5 (including 5.5 for reading and writing), PTE 51 or equivalent, they will be required to undertake the College's written English Language test before an offer of a place on a course is made. Judgement of their capability in spoken English will be assessed by the Admission Tutors at the interview. Suitable alternative arrangements to written tests will be made where a student declares a disability, specific learning difficulty or long-term health condition on their application form, e.g, oral questioning, amanuensis, etc.

and,

Demonstrate a Commitment to Study and a reasonable expectation of success on the Course

International qualifications at the appropriate level will also be accepted. The College will use UK NARIC to determine the equivalence of any international qualifications.

This course consists of 16 units (8 core units + 8 specialist unit) including a Project. There are 60 learning hours for each unit and 120 learning hours for the Project.

Unit List

Note: All units in the above table are subject to change as and when required by the College without prior notice.

This HND programme is assessed by a mixture of coursework assignments and time constrained assessments where applicable. Assessment of 2 of the units are Pearson-set. Each unit is internally assessed and graded by qualified tutor/assessors and internal verifiers, and then externally by a Pearson examiner. Students will have the opportunity gain a grade of Pass, Merit and Distinction in each unit as well as for the whole course.

You may top-up your HND to a BA/BSc(Hons) at many UK universities. With a UK Honours degree you will be able to compete in global market for jobs, or even proceed to a Master's degree.Please click here for the employment details.

Course title

BTEC Higher National Diploma in Travel and Tourism Management

Awarding body: Pearson Education Ltd;

Teaching institution

ICON College of Technology and Management

Accreditation: Pearson;

Qualification Accreditation Number (QAN): 603/2281/0

Approval from date: 01/09/2018

Approval from date: 31/08/2023

Final Award

Pearson BTEC HND in Travel and Tourism Management

• Equipping individuals with knowledge, understanding and skills for success in employment in the international ravel and Tourism sector
• Enabling progression to an undergraduate degree or further professional qualification in Travel and Tourism or related area
• Developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling learners to make an immediate contribution to employmen
• Providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in International Travel and Tourism Management
• Developing a sound understanding of the principles in their field of study and will have learned to apply those principles more widely. They will have learned to evaluate the appropriateness of different approaches to solving problems. They will be able to perform effectively in their chosen field and will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decisionmaking.

1. Knowledge and Understanding

Learners will be expected to gain the following knowledge during the course of study:

• Developing the knowledge, understanding and skills of learners in the field of international Travel and tourism
• Equipping learners with knowledge, understanding and skills for success in employment in the international travel and tourism industry
• Providing opportunities for specialist study relevant to individual vocations and contexts
• Developing the learner’s ability to work in the international travel and tourism
• Industry through effective use and combination of the knowledge and skills gained in different stages of the course
• Developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling earners to make an immediate contribution to employment

2. Skills
Learners will be expected to develop the following skills during the course of study:

• The ability to read and use appropriate literature with a full and critical understanding
• The ability to think independently and solve problems
• The ability to take responsibility for their own learning and recognise their own learning style
• Obtaining and integrating several lines of subject-specific evidence to formulate and test propositions
• The ability to understand the need for ethical standards and professional codes of conduct when designing, planning, conducting and reporting an investigation
• The ability to undertake investigations of international travel and tourism management in a responsible, safe and ethical manner

The aims of the Teaching, Learning and Assessment Strategy is to achieve the following:

• To educate students who are motivated and self-directed critical thinkers, capable of conducting an independent enquiry
• To provide students with both sound academic knowledge and vocational expertise
• To foster independent and collaborative learning among students and to encourage lifelong learning leading to enhancing their career potentials
• To develop and implement approaches to feedback and assessment that maximise learning and student outcomes
• To widen participation from students who are mature, from Black and Minority Ethnic Communities, and come from lower socio-economic backgrounds

The generic components of teaching and learning strategy normally involve a variety of approaches and include delivering many of the following:

• Regular use of formal lecture sessions in all units.
• Regular assignment workshops and seminars in all units.
• Regular use of individual and/or team-based projects in all units.
• Regular use of self-directed and directed reading in all units.
• Regular use of library resources in all units.
• Regular use of tutor-led and student-led discussion groups via e-learning platform; ICON VLE in all units.

The assessment is criterion-referenced and learners’ are assessed against published learning outcomes and assessment criteria. All units are individually graded as ‘Pass’, ‘Merit’ or ‘Distinction’. To achieve a pass grade for the unit, learners must meet the assessment criteria set out in the unit specifications.

The Travel and Tourism units will be assessed using a variety of assessment methods, including case studies, assignments and work-based assignments, together with projects, performance observation; including PowerPoint presentation and time constrained assessment (written tests). All the assessment material should be valid, reliable and fit for purpose.

A coursework assignment provides the basis for the final summative assessment to assess the achievement of specific assessment criteria related to the Learning Outcomes. A student who, during the first assessment opportunity, has failed to achieve a Pass in a specific unit will have one more opportunity to undertake reassessment.

• Only one opportunity for reassessment of the unit will be permitted.
• Reassessment for course work, project- or portfolio-based assessments shall normally involve the reworking of the original task. ? For examinations, reassessment shall involve completion of a new task.
• A student who undertakes a reassessment will have their grade capped at a Pass for that unit.
• A student will not be entitled to be reassessed in any component of assessment for which a Pass grade or higher has already been awarded.

Repeat units: A student who, for the first assessment opportunity and reassessment opportunity, still failed to achieve a Pass for that specific unit:

• At Centre discretion and Assessment Board, decisions can be made to permit the student to retake or repeat that specific unit
• The student must study the unit again with full attendance and payment of the unit fee
• The overall unit grade for a successfully completed repeat unit is capped at a Pass for that unit
• Units can only be repeated once.

The teaching philosophy at Icon requires students to be exposed to a range of learning methods and materials.

All tutors now support their classes by the use of “ICON VLE”, a suite of electronic web-based materials that permits students to use the ICON intranet to access materials such as syllabi, Course plan, reading lists, reading assignments, and PowerPoint presentations for each of their Courses.

Student Survey is the primary method of obtaining and gauging student feedback at Icon. The evaluation forms are comprised of both qualitative and quantitative elements. Also Student and Staff Liaison Panel meetings, held each semester, to discuss Course issues and concerns is another way to support the student.

The Personal Tutorial System is an essential part of the College’s Teaching, Learning and Assessment Strategy. It is also aimed at contributing to enhancement of the teaching and learning experience of the students. The College assigns every student a designated Personal Tutor who is available by appointment throughout the academic year. The relationship between the student and the personal tutor is built on trust and confidentiality. Whether the problem is related to a financial hardship, accommodation matters, or learning disabilities and academic difficulties, the Personal Tutor is the first contact point at the College.

The Assessment Boards (AsBs) evaluates the external examiner’s reports every year and makes sure the action plans produced from their reports are implemented effectively, and the progress is reported to the Academic Board. The College also carries out a feedback on assignments to students by a progress monitoring sheet in the form of formative assessment which has been commended by standard verifiers of Pearson as supportive and effective.

Internal verification of Assignment Briefs ensures that before any assignment brief is released to students, clear assessment criteria, and correct administrative information on assignment are included.

Internal verifier teams identify what changes if any in the assignment brief are required and what corrective action should be taken by assessor and should ensure that it is fit for purpose. Internal verifiers also check a range of assessment decisions for all assessors and units by sampling some of the assignments. In case of unexpected assessment decisions, (e.g. everybody achieving Distinction in the assignment), additional sampling will be conducted on individual units/assessors and reported to Assessment Boards for decision.

See the Pearson website https://qualifications.pearson.com for more information about HNDs. 

QAA benchmark standards for Travel and Tourism undergraduate degree Course

Pearson Higher National in International Travel and Tourism Management Specification – RQF level 5

Confederation of Tourism and Hospitality

Learners studying for Pearson BTEC Level 5 Diploma in TTM will be expected to develop the following skills during the Course of study:

• cognitive skills of critical thinking, analysis and synthesis
• effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving problems
• effective communication skills, both oral and in written, using a range of media widely used in TT, e.g. the preparation and presentation of reports
• numeric and quantitative skills including data analysis, interpretation and extrapolation; the use of models of TT problems and phenomena
• effective use of communication and information technology for TT applications
• effective self-management in terms of time, planning and behaviour, motivation, self- starting, individual initiative and enterprise
• developing an appropriate learning style
• self-awareness, openness and sensitivity to diversity in terms of people, cultures, TTM issues
• effective performance within a team environment including leadership, team-building,
• influencing and project-management skills
• interpersonal skills of effective listening, negotiating, persuading and presentation
• abilities to conduct research into TTM issues

A progression path for Pearson BTEC HNC and HND learners is to the second or third year of a degree or honours degree Course, depending on the match of the Pearson BTEC Higher National units to the degree Course in question.

Details of entry requirements for BTEC Higher National graduates into degree Courses at institutions in the UK and internationally can be found on the Degree Course Finder website (http://degreecoursefinder.pearson.com/).

The skills offered as part of the Pearson BTEC Higher National Diploma can provide graduates with the opportunity to work in many different areas of the Travel and Tourism sector. Below are some examples of job roles this qualification could lead to:

• Marketing and Sales Manager
• Operations Manager
• Tourism Development Manager
• Visitor Attractions Manager
• Events Manager

Download Course Handbook in PDF