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Projects and synoptic modules are designed to be based on student-centred learning and often provide a link between the knowledge and skills gained during academic study and the world of work. They are becoming increasingly popular in UK higher education for several reasons:

• They can require an integrated overview of key course issues at the end of a programme.
• They allow students to practice skills needed in their working life.
• They sometimes provide a (cheaper) alternative to dissertations.

Because synoptic modules require integration of issues, knowledge and skills gained in compulsory (and sometimes elective) modules, many students, who do not always realise how core modules relate to each other can benefit from doing a synoptic module. The emphasis of a synoptic module is generally on critical analysis, synthesis, applying information and developing transferable skills, and often focuses on graduate learning outcomes with an emphasis on reflection and preparation for life beyond university.

A synoptic module usually has two main elements:

1. It looks back, i.e. integrates previous knowledge and skills. 
2. It looks forward, i.e. requires practice of transferable skills and prepares students for issues and problems that they might encounter in the professional world.

Project modules have been introduced in response to the need to ensure that graduates leave with skills relevant to the workplace or to widen the assessment experience of students. Some programmes are introducing project modules as alternatives to dissertations.

Example of a Synoptic Module

from the Welsh School of Hospitality, Tourism & Leisure Management, University of Wales Institute, Cardiff)

The Synoptic Paper is a compulsory module for Level 3 students on the BA (Hons) Tourism Studies, and optional on the BA (Hons) Tourism Management.

The aim of the module is to permit the student to demonstrate the ability to contextualise, integrate and synthesise tourism knowledge across all three levels of the study programme. Students are encouraged to supplement knowledge, skills and abilities acquired from taught modules with prescribed seminal texts and experiential learning derived from some or all of the optional
elements of the degree: field study visits, both residential and day; work experience; and the Socrates exchange programme.

There are 10 hours of student-led seminars and 90 hours of student-centred learning.

Assessment is by a 3-hour closed-book written examination.

The learning outcomes aim to allow students to:

1. Critique key seminal texts within the subject category of tourism studies.
2. Reflect upon, and critically appraise, knowledge gained from Levels 1, 2 and 3, making links across previously discrete units of study.

Indicative Content
Explorations of discipline contributions to tourism knowledge: Economics, Statistics, Geography, Sociology, History, Business and Management Issue-based reviews; Heritage, Urban Tourism, Sustainability, Marketing and Image, Tourist Behaviour.

Key Text:  Cooper, C. (2003) Classic Reviews in Tourism, Channel View

Also see:

HLST has hosted various Assessment Standards Workshops which have explored the differences between dissertations awarded first and 2:1 grades, 2:1 and 2:2 grades and the marginal pass standards. Position Papers are available that detail the outcomes of these workshops. 

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