The aim of this paper is to explore the process of developing a model for applied dissertations in taught postgraduate tourism programmes. Findings suggest that applied dissertations afford students the opportunity to engage in learning through and for work. Secondly, as learning demands the direct incorporation of external agents and knowledge, applied dissertations emerge as complex adaptive systems: a series of dynamic, fluid and complex interrelations. Finally, the paper explores the ways in which applied dissertations encourage students to become reflexive practitioners as they review and learn from their experiences. © Journal of Hospitality, Leisure, Sport and Tourism Education.
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