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Your reflection may focus on the THT3112 subject content, readings, assessment or interactions with other students. You can include any combination of the following:

  • Reflecting on what you have learned and thinking critically about your own feelings, thoughts, reactions and behaviours.
  • Making connections between what you already know and what you are learning, between theory and practice or between key issues discussed in the course and personal experience (i.e. your experiences as a consumer, guest, traveller or employee).
  • Examining how the course content has shaped your ideas about the Tourism and Hospitality industries and your future career.

Each journal entry should be a reflective and well thought out response.

Reflection means taking some time to examine your own thoughts, beliefs, values, attitudes and assumptions about your understanding of a topic, a situation or a problem. When you reflect, think about your own experiences and knowledge and how you arrived at that understanding. Often our thinking has been shaped by the values of our family and culture, an embarrassing or uncomfortable situation, our religion, past teachers, newspapers and online media. There is no absolute right or wrong way to write a reflective piece.

However, the key questions in reflective thinking are how? and why? rather than what? Reflections that simply summarise content from the course (what) are unlikely to receive high scores. One of the famous reflection model is "The 4 Rs" which is outlined below:

  1. In the Report stage you describe, report or retell the key elements of what you have learnt, seen or experienced.
  1. In the Relate stage you draw a relationship between your current personal or theoretical understandings and identify aspects of the observation that have a personal meaning or that connect with your experience.
  2. In the Reason stage you explore the relationship between theory and practice and seek a deep understanding of why something has happened. You explore or analyse a concept, event or experience by asking questions and looking for answers, reviewing the literature, considering alternatives and multiple perspectives.
  3. In the Reconstruct stage you discuss improvements that could be made or identify something you need or plan to do or change. You should be able to generalise and/or apply your learning to other contexts and your future professional practice. This might involve developing general principles, formulating personal theories of teaching or taking a stand or position on an issue.

The process is designed to encourage you to address your ongoing learning from a number of standpoints, such as practical, cognitive and emotional, and from your own values, ethics and beliefs. Your reflection should be written in the first person (from your perspective) and should be free of spelling and grammatical errors. There should not be any typos. You may add photos/images and references to make your reflection interesting but do not go overboard! Keep it simple.

Criteria used to grade this task:

  1. Reflect on what you have learned and thinking critically about your own feelings, thoughts, reactions and behaviours.
  2. Analyse the influence of skills and knowledge acquired through the course on your experience as a consumer, guest, traveller or employee of a tourism and hospitality sector.
  3. Critically reflect on how the course content has shaped your ideas about the Tourism and

Hospitality industries and your future career.

Discussion

In the course of this report a four phase reflective analysis of the learning experiences of the university course and the behavioural outcomes achieved during the tenure of scholarship have been provided. The ways in which the theoretical framework related to the learning course have been implemented by the teachers against the course of study have also been reflected in this reflective report. The ways in which the course have been helpful in attaining the key concepts about tourism have also been reflected and the ways in which this learning can prove to be substantially beneficial for the students’ future career have also been suggested here in.

2. Discussion

            My learning experience here, have been highly accomplished and the most important aspect of my educational setting is the use of experience based student’s learning model. As a student, I had ample chances to discuss the personal study plan with the leaders in academic in the university. Firstly, my learning experience with my professor who instructed us regarding this course have been amazing. The professor have abundantly reflected on the empirical findings concerning this topic and the lecture sessions already made us develop a well framed idea regarding the industry we were to analyse under this course work. I am mostly in favour of the student counselling process where further support related to the course is available any time during the tenure.

Another important aspect that I would like to highlight is my experience of student mentoring. The student communities of practice helped us by making us more social and cultural events related to the academic course. The most important advantage that we derived out of the lecture sessions was adhering to the prospects of organisational planning in the environment of contemporary tourism as well as hospitality industry.

The social learning that we accomplished as an outcome of this effort have been impeccable. As students, the decision making skills that we learned in the Student’s Participative Framework have been impeccable. The academic experts made us learn the key concepts by forming small academic focus groups and the queries of the students are solved live through online tutor support by the university that the craze among the exponential organisations within this industry to adapt to the changes in market demand is huge.

The data analysis of the organisation’s strategic reports by the focus groups helped us to achieve the same conclusion. I was able to learn from the focus group analyses that Even Yamins and DiCarlo (2016), this helps in better learning of the students. Besides, I have been also mesmerised by the student awards that have been offered by the university. The scholarship facility is what attracts each student like me to score above 6 and thus get a high distinction.

At next I would like draw attention towards the alumni activities. The students like me receive social and community support if they face ay issue during scholarship tenure in the university. Again, what I feel is that the small size of the classes in which we were taught helped us to ensure that all the learning outcomes were clearly met and each student doubts that were raised and solved in the course of the classes helped us with better understanding of the lessons. Owing to working in close quarters with the teachers I learned how the economic, geographical, environmental and political factors emphatically influences the industry. In case of future assignments these learning outcomes have been of prolific help. I could easily connect with the mainframe idea of the research articles after attending the research articles.

Learning Experience

            The theoretical frameworks applied in the course of the learning sessions helped us to understand the course topics in a better way. The Stakeholder engagement model and the Host Community model were applied to the context of our study. The ways in which customer engagement is ensured by the organisations were clearly explained in the course by the professors. Besides, after the explanation phase, the students needed to make presentations on the basis of the implementation of the theoretical framework to the context of the most critical business issues identified during the course of the lecture sessions.

The catapult learning model can be applied to evaluate the earning experience. Even Bohanec, Robnik-Šikonja and Kljaji? Borštnar (2017), professes that this model is an essential model for academic research. The small classroom framework is an essential part of the model and that is given high emphasis by the university. Other than that the factors like positive reinforcement policies are also advocated by the model. The university norms also leaves ample space for clearing the doubts of the students any time they come up with them. Another important aspect of learning based on the model is mutual respect (Sohn, Lee and Yan 2015).

The way in which the professors advocate the students and practically assist them to understand each aspect with clear spectacles, have high impact among the students and the overall relationship among the professors, the student counsellors and the students are strong and integrated. In this procedure, I would mention that the supplying procedure of the industry have been explained to me in this manner. The determinants of supply in tourism including the likes of travel agents and tour operators and their role in keeping parity between supply and demand in the industry were explained to me through individual learning sessions.

Based on these learning outcomes, I interpreted the risk matrices that involves the suppliers in the industry. Most poignant changes that I identified were turbulence in the economic atmosphere, rapid changes in the market and fluctuating global competition. The learning frameworks were advocated by the professors and based on my findings, the role of strategic partnerships were explained to me by the course advisory guides and my peers to some extent.

It should be emphasized that the university looks after the non-academic needs of the campus students. The strong therapeutic approach of teaching also essential for a successful implementation of the model in the domain of the educational setting. In this context, I would alleviate the compassionate mindfulness that the teachers and the associate staff show towards the students and provide teaching and guiding promptly tailored to the need of the individual students.  This framework and approach helps the students to maintain an emotional balance and develop an inner sense of wellbeing. 

The last aspect of this model that is vehemently followed by the university and that is spectacularly reflected in their teaching norms. In case when the student are having issues beyond the scope of the university’s support, be it in academic concerns or non-academic concerns, a broad based behaviour management system is implemented by the school. After the implementation of the system, the university tries to understand the nature of the problem that the students are facing. For instance, I faced acute issues in making analysis of the future prospect of the industry.

Theoretical Frameworks Applied

The teachers implemented behaviour management in my case by highlighting that my research should focus on interrelating how the six major trends like digital future, silk highway, more from less and so on have been determining factors for the industry.  The data attained by the implementation is used for suggesting intervention strategies to the student (Goodfellow et al. 2016). This might include arranging a face to face session for a particular student after the class or making a psychological analysis regarding why a student is not able to understand the key concepts related to the any particular lesson trait.

3. Recommendation

            The education analysis and researchers in the university should engage in studies to develop the graduation expertise program so that more extensive topics can be included in the framework. In order to achieve this, an advisory body is to be formed for suggesting what other components can be helpful for the better understanding of the concepts related to the study by the students.

The funders and the other stakeholders related to the educational setting should make more prompt investment so that the students can be supported to visit practical settings and engage in live collaborative framework so that they have a better accomplishment of understanding the key concepts.

4. Conclusion

            This self-reflective report analyses the outcome of the study course and also undertakes a deep delved study to assess the real time relevance of the course work. The teachers undertake a close knot study framework for ensuring that all the students have proper understanding of the key concepts in the course. A theoretical framework based learning approach helps the students to understand and relate to the learning outcomes. Besides, a practical framework is also necessary to understand how the educational theories work in the atmosphere of real work. As an impact, the students learn in a most unique and professional manner.

Reference List and Bibliography

Bohanec, M., Robnik-Šikonja, M. and Kljaji? Borštnar, M., 2017. Decision-making framework with double-loop learning through interpretable black-box machine learning models. Industrial Management & Data Systems, 117(7), pp.1389-1406.

Goodfellow, I., Bengio, Y., Courville, A. and Bengio, Y., 2016. Deep learning (Vol. 1). Cambridge: MIT press.

II, A.G.O., Mikolov, T. and Reitter, D., 2017. Learning Simpler Language Models with the Delta Recurrent Neural Network Framework. arXiv preprint arXiv:1703.08864.

Jia, Y., Shelhamer, E., Donahue, J., Karayev, S., Long, J., Girshick, R., Guadarrama, S. and Darrell, T., 2014, November. Caffe: Convolutional architecture for fast feature embedding. In Proceedings of the 22nd ACM international conference on Multimedia (pp. 675-678). ACM.

Komodakis, N., Xiang, B. and Paragios, N., 2015. A framework for efficient structured max-margin learning of high-order MRF models. IEEE transactions on pattern analysis and machine intelligence, 37(7), pp.1425-1441.

Sohn, K., Lee, H. and Yan, X., 2015. Learning structured output representation using deep conditional generative models. In Advances in Neural Information Processing Systems (pp. 3483-3491).

Stocker, M., Burmester, M. and Allen, M., 2014. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework. BMC medical education, 14(1), p.69.

Thon, M. and Jaeger, H., 2015. Links between multiplicity automata, observable operator models and predictive state representations: a unified learning framework. The Journal of Machine Learning Research,

Tokui, S., Oono, K., Hido, S. and Clayton, J., 2015, December. Chainer: a next-generation open source framework for deep learning. In Proceedings of workshop on machine learning systems (LearningSys) in the twenty-ninth annual conference on neural information processing systems (NIPS) (Vol. 5, pp. 1-6).

Yamins, D.L. and DiCarlo, J.J., 2016. Using goal-driven deep learning models to understand sensory cortex. Nature neuroscience, 19(3), p.356.

Cite This Work

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My Assignment Help. (2020). Reflective Analysis Of Learning Experience In THT3112 Course | Hospitality Industry Essay.. Retrieved from https://myassignmenthelp.com/free-samples/tht3112-global-tourism-and-hospitality-futures/environment-of-contemporary-tourism.html.

"Reflective Analysis Of Learning Experience In THT3112 Course | Hospitality Industry Essay.." My Assignment Help, 2020, https://myassignmenthelp.com/free-samples/tht3112-global-tourism-and-hospitality-futures/environment-of-contemporary-tourism.html.

My Assignment Help (2020) Reflective Analysis Of Learning Experience In THT3112 Course | Hospitality Industry Essay. [Online]. Available from: https://myassignmenthelp.com/free-samples/tht3112-global-tourism-and-hospitality-futures/environment-of-contemporary-tourism.html
[Accessed 13 July 2024].

My Assignment Help. 'Reflective Analysis Of Learning Experience In THT3112 Course | Hospitality Industry Essay.' (My Assignment Help, 2020) <https://myassignmenthelp.com/free-samples/tht3112-global-tourism-and-hospitality-futures/environment-of-contemporary-tourism.html> accessed 13 July 2024.

My Assignment Help. Reflective Analysis Of Learning Experience In THT3112 Course | Hospitality Industry Essay. [Internet]. My Assignment Help. 2020 [cited 13 July 2024]. Available from: https://myassignmenthelp.com/free-samples/tht3112-global-tourism-and-hospitality-futures/environment-of-contemporary-tourism.html.

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