Course Outline and Assessment 2013
BA Tourism Management BA Event Management
Dr Andrew Clegg / Dr Wendy Sealy Dr Jorge Gutic
Tourism, Events and Destinations: Impacts and Sustainability
BML111: Tourism, Events and Destinations: Impacts and Sustainability
Tourism, Events & Destinations: Impacts and Sustainability
Tourism, Events & Destinations: Impacts & Sustainability Introduction
The aim of this module is to introduce students to the economic, social, cultural and environmental impacts of tourism and events within the context of specific destination environments. The module will also introduce students to the concept of sustainability in relation to tourism and event management, and consider the factors influencing the development of the sustainability agenda within the tourism and events industry.
Learning Outcomes
Knowledge and Understanding: On successful completion of this module students will be able to: •
Identify and assess the various impacts associated with tourism and events development, for example on economies, the environment and host communities
•
Define the concept, meaning and application of sustainability in relation to the tourism and events industries
Module Content
•
Work co-operatively with others
•
Communicate effectively in written and verbal form
•
Seek, handle and interpret information
•
Demonstrate appropriate IT Skills
The specific learning outcomes for each session are provided on a weekly basis, and can also be accessed, along with lecture notes, via the BML111 Moodle homepage. The key themes in the module will be introduced through a series of lectures, videos and class-based activities. The inclusion of case studies from a variety of environments or destinations areas will be central to these sessions.
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Module Content
Tourism, Events & Destinations: Impacts and Sustainability
Week 1: 23/1/13
Introduction to Tourism Impacts & Sustainability
Week 2: 30/1/13
Introduction to Sustainable Tourism
Week 3: 6/2/13
The Economic Impacts of Tourism 1
Week 4: 13/2/13
The Economic Impacts of Tourism 2
Week 5: 20/2/13
Reading Week
Week 6: 27/2/13 The Economic Impacts of Tourism 3 Week 7: 6/2/13 Social & Cultural Impacts of Tourism 1 Week 8: 13/3/13 Social & Cultural Impacts of Tourism 2 Presentation 1: Economic Impacts of Tourism Week 9: 20/3/13
Social & Cultural Impacts of Tourism 3
Week 10: 27/3/13 Environmental Impacts of Tourism 1 Week 11: 17/4/13 Environmental Impacts of Tourism 2 Presentation 2: Socio and Cultural Impacts of Tourism
Module Resources
Week 12: 25/4/13
Environmental Impacts of Tourism 3
Week 13: 1/5/13
Presentation 3: Environmental Impacts of Tourism
In addition to journals and textbooks available in the libraries, additional module resources are available online via the BML111 Moodle hompage. Reading lists, online publications, weblinks and statistics are available at www.tourisminsights.info and resources are also available online via Business Source Premium. You will be introduced to the resources available to you during the programme. While the text provide a useful starting point, students are encouraged to engage with case study material from journals as this is more upto-date. If you run into problems please do not hesitate to ask the library staff for assistance or you could ask the Tourism Management and Event Subject Librarian, Steve Bowman, for help.
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Tourism, Events & Destinations: Impacts and Sustainability
A number of relevant text to get you started include: HALL, M. (2009), Understanding and Managing Tourism Impacts: An Integrated Approach, Routledge, Oxon. HOLDEN, A. (2008), Tourism and the Environment, Second Edition, Routledge, London. MASON, P. (2008), Tourism Impacts, Planning and Management, Second Edition, Butterworth Heinemann, London. PAGE, S. (2011), Tourism Management - An Introduction, Butterworth Heinemann, Fourth Edition, Oxford WALL, G. AND MATHEISON, A. (2006), Tourism - Change, Impacts and Opportunities, Pearson, London. COOPER, C., FLETCHER, J., FYALL, A., GILBERT, D. AND
WANHILL, S. (2005), Tourism - Principles and Practice, Third Edition, Prentice Hall, London.
Self-Directed Activities
As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, around tourism issues covered during the module. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as they designed to encourage you to start reading and exploring the resources that you have to hand.
Assessment
The assessment for this module will consist of an individual case study presentation as part of seminar discussions (approx. 5 mins per student) (30%) and an individual briefing sheet report (1,750 word equivalent) (70%). In the event that you are unable to submit an assessment for any reason, please contact your module tutor as soon as possible. Please also refer to your student handbook for detailings relating to assessment extensions and mitigating circumstances.
Case Study Presentation
You will be assigned into small groups, each group taking a specific area of impact whether it be economic, social or environmental. As part of that group you must plan a co-ordinated series of presentations that the members of the group will present individually. This presentation must take the format of a news report for the BBC News 24 Fastrack Progamme. For example, your news report could look at the social impacts of tourism, and could include a series of reports looking at tourism and health, sex tourism, the loss of language, and host community attitudes to tourism. In addition, you may decide to focus your attention to a specific geographical area, for example socio-cultural impacts in the Pacific Rim.
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Tourism, Events & Destinations: Impacts and Sustainability
As a group, you are free to decide upon the nature of the presentations you give, but the presentations must provide a complimentary and detailed overview of the specific impact of tourism or events in question. You will be provided with a standard template, utilising the News 24 logos and colour scheme - which must be used throughout). Attention can also focus on the nature of the management responses that have been developed. Please note that
all the presentations must relate to a specific geographical area
or theme; presentations must also be discrete, and students will
be penalised for any repetition or overlap between the different
case studies. The presentation elements (in terms of fonts, font size and colour) should also be consistent throughout.
Each student must present for approximately 5 minutes. The presentation must provide a detailed account that draws authoritatively on the available academic literature. You should attempt to draw on examples from across the global tourism environment, as and where appropriate. The titles and focus of your presentation must be checked off by Dr Andy Clegg who is the primary context point for all assessment related enquiries.
The assessment criteria for the case study presentation include:
Appropriate choice of case study material
n
Structure of the presentation
n
Depth and knowledge of the subject
n
The use and quality of visual aids
n
Ability to convey information accurately and succinctly
n
The delivery of the presentation
n
The presentations will be delivered as part of the module programme, as outlined in this handbook. Students should make a note of their presentation date and plan their work schedule accordingly. Please give yourself plenty of time to rehearse your presentation. Also work together effectively to avoid any repetition.
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Briefing Sheet
Tourism, Events & Destinations: Impacts and Sustainability
In addition to your presentation, you must also produce a briefing sheet relating to a specific tourism impact or management response. The topic of the briefing sheet must be different to that which formed the basis of your presentation. Again, you can choose the specific content of the briefing sheet, and you will be expected to draw on the available academic literature, and case studies from across the global tourism environment. Examples of previous briefing sheets will be available via the BML111 Moodle homepage. The briefing sheet should consist of a double-side of A3, folded to make an A4 booket (I would advise using Publisher, using A3 as the default page size). If you need any guidance with the initial setup of your document and subsequent printing then please talk to Jenny Batstone in reprographics who will help you. There is no strict format for the design of the briefing sheet, and you are free to develop your own style and layout. Ultimately, your briefing sheet should provide a detailed and structured account relating to a specific tourism impact. You can include maps, illustrations, diagrams, and should aim to make your briefing sheet not only factually accurate but also visually effective. Your briefing sheet, should be designed and presented so that a reader with a limited appreciation of tourism management issues could understand the topic you are presenting. The topic for your briefing sheet must be checked by the module tutor, who will also be happy to provide guidance on content and presentation. Be creative, and demonstrate your IT competencies developed. The briefing sheet should also contain reference to some of the key academic literature. The assessment criteria for the briefing sheet/executive summary include:
Clear and logical structure
n
Clarity, conciseness and coherence of discussion
n
Evidence of case studies and reference to the academic
n
literature Effective use of tables, figures and illustrations
n
Quality of page layout and overall presentation
n
An example of a completed briefing sheet can be found on the BAM111 Moodle homepage. The briefing sheet must be submitt by 1pm on Thursday 16th May. An electronic copy should be submitted via Turnitin. Work will be available collection by the 1st June. p. 6
Tourism, Events & Destinations: Impacts and Sustainability
Resubmission In the unlikely event that you fail this module, the resit will consist of an extended briefing sheet (2,500 word) which must be on a different topic to your first attempt. If you have any problems regarding your work you should talk to your module tutor. Details relating to mitigation can be found in the student handbook which can be accessed via the BML111 Moodle homepage.
Student Support
Jorge, Wendy and I can be found on the top of floor of the Dome on the Bognor Regis campus. If you have any problems please do not hesitate to come and see us. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment (a.clegg@chi.ac.uk/tel: 812017) to guarantee that I am in to see you. To avoid any confusion with regards to the assessment Andy Clegg will be the main contact for any queries.
You can also contact me via Skype. My Skype username is: andyshelpline. I will try and reply to your emails as quickly as I can, but at a minimum please give me 24 hours. You are also strongly advised to check your emails and Moodle regularly regarding module updates etc.
Evaluation
At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly or talk to you student representative. The module evaluation form will be available online via the BML111 Moodle homepage. A copy of the evaluation form for 2011-2012 and the programme response is also available via the BML111 homepage.
Code of Conduct
The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others. In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process p. 7
Tourism, Events & Destinations: Impacts and Sustainability
for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention. To help illustrate these points, here are some behaviours that students and tutors have found distracting: n
Talking or whispering in lectures, outside times set aside for group discussion
n
Talking amongst each other when a guest speaker has been invited in to the session
n
Talking or whispering while other students are making points
n
Interrupting other students or the tutor while they are talking
n
Habitually arriving late or leaving early (without forewarning the tutor)
n
Sending and receiving texts
n
Mobile phones ringing (mobile phones should be turned off at the start of the session)
n
Using MP3 players
n
Playing electronic games
n
Surfing the net in class
Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.
Attendance
Students are reminded that attendance at all modules is compulsory. If you miss a session, for what ever reason, you should complete and submit a student absence form to the SEMAL admin office. This should be completed as soon as possible from the date of absence. You are reminded that persistent absence can potentially result in your deregistration from the module. The full University regulations regarding attendance can be found in your student handbook and can be accessed via the BML111 Moodle homepage. You are also asked to arrive punctually for your lectures.
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Undergraduate Assessment Criteria Class Marks/Overall Quality
Relevance
Argument (Reasoning)
Evidence
Structure and Presentation
Fail
Non-submission of work
Fail 1-9% Minimal quality
Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic
No practical, academic or intellectual application.
Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.
Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent, incorrect or inaccurate.
Fail 10-19% Very poor quality
Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.
Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.
Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.
Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent or incorrect.
Fail 20-34% Poor quality
Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time.
Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.
Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or nonacademic sources.
Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Points may not be made coherently or succinctly. Errors of vocabulary, syntax,spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between statements and sections may be difficult to recognise. References may be absent, inaccurate or incorrect.
Fail/PP 35-29% Weak quality
May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.
Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.
Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.
Weak presentation. Some aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. The relationship between some statements and sections may be difficult to recognise. Limited use of references and some may be inaccurate.
3rd 40-49% Acceptable quality
Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.
Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material
Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources.
Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.
2(ii) 50-59% Sound quality, competent with some limitation
Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be superficial. Completed to required time length etc
Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.
Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.
Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors.
2(i) 60-69% High quality, skilled work
Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.
Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.
Good range of relevant and recommended sources used in an imaginative and largely consistent way as supportingevidence. Use of some sources beyond recommended texts including more complex materials.
Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials. Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.
1st 70-79% Outstanding quality
Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.
A clear and consistent line of critical and evaluative argument, displaying the ability to develop oneâ€&#x;s own insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.
Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.
Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear. Referencing is accurate, appropriate and extensive.
1st 80-89% Outstanding quality
Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.
A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop oneâ€&#x;s innovative ideas from the work of others. Creative flair in theoretical and conceptual analysis.
Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.
Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.
1st 90-100% Exceptional or distinguised quality
Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.
Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of others. Creative flair in advanced theoretical and conceptual analysis.
Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.
Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style. Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and fluent organisation and development of materials. Highly articulate, coherent and succinct. Relationships between statement and sections are precisely made with great clarity. Referencing is accurate and appropriate. innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.