What do tourism, transport and travel students want from course content?

type and breadth of course contenttourism, transport and travel

Students in tourism, transport and travel want breadth that maps to progression, applied tasks that mirror industry, and predictable delivery and assessment. Across the National Student Survey (NSS) category on type and breadth of course content, sentiment trends positive with 70.6% Positive; within the UK CAH subject area tourism, transport and travel the mood is more mixed at 51.8% Positive, with placements featuring in 5.0% of comments and remote learning rated poorly (index −31.2). These benchmarks frame the analysis below and point directly to where programmes can strengthen quality and relevance.

How do students assess the value of course content?

Feedback emphasises range with depth. Students welcome a curriculum that combines a coherent theoretical spine with applied components they can recognise from the workplace. They ask for visible structure and choice, so teams should publish a simple content map that shows how core and optional topics build across years, and timetable options to protect genuine choice. Text analysis shows strong demand for targeted topics such as customer service management and logistics planning; embedding these through case and project formats makes the breadth tangible. Breadth tends to land particularly well with flexible delivery, which helps mature and part-time learners to engage on equal terms. Annual content audits that close duplication and gap loops, plus a lightweight refresh of readings, datasets and cases each term, keep programmes current.

What do students expect from practical experience?

Students consistently ask for applied learning they can use. Placements, fieldwork, live cases and trips are welcomed when they include clear briefs, supervision and on‑site feedback. Programme teams that co‑design activities with employers and align them to learning outcomes build stronger links between classroom and practice. Career guidance and progression pathways amplify this, helping students see how modules relate to roles.

How should curriculum structure and intensity support learning?

Pacing matters. Condensed delivery can rush complex topics; modules with manageable workload and time for analysis support understanding and application. Students also react strongly to operational reliability. Where remote learning trends negative and timetable changes disrupt study, a single source of truth for schedules, named ownership of course communications, and a short weekly update stabilise expectations and reduce noise.

How well do programmes prepare students for industry?

Alignment with professional practice improves readiness. Bringing industry professionals into guest teaching and live projects provides timely insight, while co‑mapping on‑the‑job tasks to module outcomes strengthens work‑based routes. Assessment expectations need to be unmissable: annotated exemplars, checklist rubrics and clear turnaround standards typically lift perceptions, and they directly address concerns where marking criteria sentiment sits at index −43.3.

Where do research opportunities add value?

Research-active learning deepens understanding and builds analytical confidence. Working with real datasets, service reviews and sector cases helps students connect theory to behaviour and operations. Institutions can widen access by scaffolding methods training early and offering supervised mini‑projects within modules as well as capstones.

What is the right balance between theory and practice?

Students respond best when each term blends formats that show ideas in action. Lectures and seminars should connect to labs, studios or project work, with simulations and live briefs that let students test and refine decisions safely. This balance supports employability without sacrificing conceptual learning.

How can curriculum content stay relevant and engaging?

Contextualise globally and locally. UK‑specific sustainable tourism and transport policy cases, alongside international exemplars, make learning immediately usable. A quarterly refresh of readings, datasets and tools sustains currency in fast‑moving areas, while optional pathways enable students to specialise without losing breadth.

What adjustments to learning environments work?

Hybrid delivery still requires strong scaffolding. Where in‑person practice is constrained, targeted simulations, virtual site visits and industry‑hosted online workshops help. Students value transparency around any delivery changes; explain what changed and why, and keep channels open for quick fixes to scheduling and organisation.

What should providers do next?

• Publish a breadth map and protect option pathways through timetabling.
• Co‑design applied learning and placements with employers, and align tasks to module outcomes.
• Stabilise delivery with a clear communications rhythm and a single timetabling source.
• Make assessment criteria and standards explicit, with exemplars and rubrics.
• Run annual content audits and termly refreshes to maintain currency and close duplication.
• Provide equivalent asynchronous materials and signposting so flexible learners can access the same breadth.

How Student Voice Analytics helps you

• Track student sentiment on type and breadth of course content over time, segmented by cohort, mode and site, with exportable summaries for programme and module teams.
• Drill from institution to school and discipline, comparing like‑for‑like peer clusters for tourism, transport and travel.
• Generate concise, anonymised briefs showing what changed, for whom and where to act next, ready for Boards of Study, annual programme review and student‑staff committees.
• Surface representative comments on placements, delivery operations and assessment clarity so teams can prioritise improvements that matter to this cohort.

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