BML309 - module handbook

Course Outline and Assessment 2013

BA Tourism Management Dr Andrew Clegg

Sustainable Destination Management

BML309: Sustainable Destination Management

Sustainable Destination Management

Sustainable Destination Management Introduction

The aim of this module is to encourage students to reflect on the management principles and practices identified in earlier modules at Levels 1 and 2, and capitalise on their knowledge and expertise when thinking about the operational dimensions of preparing a sustainable and integrated destination management plan. This module has been designed around the Destination Management Handbook - A Sustainable Approach published by the Tourism Management Institute and the English Tourism Council in 2003. This module provides the culmination to the sustainability theme that runs through the Tourism Management degree programme; while BAM230 Sustainable Business Management provided a detailed examination of sustainability concepts and principles, this module is more specifically focused on the operational dynamics and practical realities of creating and managing a sustainable destination environment, and its links to other policy areas.

Learning Outcomes

Knowledge and Understanding: On successful completion of this module students will be able to: n Identify

and critically assess the main approaches to Sustainable Destination Management

n Critically

evaluate the basic principles and practices related to Sustainable Destination Management through applied project work

n Practically

apply the VICE model (Visitor, Industry, Community, Environment) and demonstrate how the objectives of sustainable tourism can be achieved and operationalised within the context of a destination environment

n Synthesise

good practice in sustainable destination management from a variety of destination environments

n Communicate n Work

co-operatively with others

n Demonstrate

planning, organisational and time management

n Demonstrate

appropriate IT skills

skills

BML309: Sustainable Destination Management

effectively in written and verbal form

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Module Content

Sustainable Destination Management

25/1/13:

Week 1: Introduction: The Competitive Destination

1/2/13:

Week 2: Destination Management Strategies [1]

8/2/13:

Week 3: Destination Management Strategies [2]

15/2/13:

Week 4:

22/2/13:

Week 5: Reading Week

1/3/13:

Week 6: Managing Destination Quality

8/3/13:

Week 7: Managing Destination Sustainability

Developing Tourism Partnerships: Community and Stakeholder Involvements

15/3/13: Week 8: Destination Management Organisations

22/3/13: Week 9: Fieldtrip/Guest Speaker (TBC)

29/3/13: Week 10: Destination Marketing and Branding 19/4/13:

Week 11: Destination Monitoring and Benchmarking

26/4/13:

Week 12: Managing Destinations in Crisis

[*The programme may change from the published itinerary due to timing of fieldtrips and availability of guest speakers]. The specific learning outcomes for each session are provided on a weekly basis, and can be accessed via the BML309 Moodle homepage. The main focus of this module will be on workshops and student-led activities, supported by a series of introductory lectures. Many of the key themes covered in this module will have been introduced at some point within the degree programme, and the sessions will encourage students to reflect on management principles and practices and apply them specifically in the context of sustainable destination management.

Please note that sessions with guest speakers and fieldtrips may run to 1pm. Precise timings for any trips will be provided during the module. I would ask that when we have guest speakers that you make attendance a priority please.

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Module Resources

Sustainable Destination Management

In addition to journals and textbooks available in the libraries, additional module resources are available online via the BML309 homepage on Moodle. Reading lists, online publications, weblinks and statistics are available at www.tourisminsights.info. Resources are also available online via Business Source Premium, and useful journals can also be found at Chichester Public Library and Chichester College. You will be introduced to the resources available to you during the programme. If you run into problems please do not hesitate to ask the library staff for assistance or you could ask the Tourism Management Subject Librarian, Steve Bowman, for help.

A number of relevant text to get you started include: RITCHIE, J.R.B. and CROUCH, G. (2003), The Competitive Destination - A Sustainable Tourism Perspective, CABI Publishing, Oxon.

SWARBROOKE, J. (1999), Sustainable Tourism Management, CABI Publishing, Oxon.

GODFREY, K. AND CLARKE, J. (2000), The Tourism Development Handbook, Cassell, London.

Students must also download a copy of the Destination Management Handbook (DMH) from Moodle homepage. Additional materials relating to the DMH have also been provided on Moodle.

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, and to explore specific 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.

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Assessment

Sustainable Destination Management

The assessment for this module will consist of a group consultancy report (50%, 1750 words per student), an individual presentation (approx 10 min; 30%), and an individual interview (20%).

Group Consultancy Report Students will be asked to prepare a group consultancy report around a specific destination development scenario. The specific briefs will be provided under separate documentation.

The assessment criteria for consultancy report are: n Ability

to work to guidelines outlined in a consultancy brief

n Ability

to carry out a subsequent investigation, using available

sources and relevant approaches n Ability

to produce a high quality report which is well structured,

exhibits cogent and critical arguments, conforms to a high standard of literary (and numeracy if relevant), and displays good referencing skills Application Process 1: Individual Presentation The individual presentation will be part of the application process for a related destination management related position. Information relating to the application process will be provided via separate documentation.

The assessment criteria for presentation are: n Structure

and delivery of the presentation

n Depth

and knowledge of the subject

n Ability

to convey information accurately and succinctly

n The

use and quality of visual aids

Application Process 2: Individual Interview The aim of this interview is to demonstrate your awareness of sustainable destination management, in relation to the chosen destination management post. It is envisaged that this interview will reflect the types of questions that you may get asked at interview.

Please note that a Destination Management professional will be attending the job interviews and that you should dress accordingly.

The assessment criteria for the individual interview are: n Evidence

of knowledge and understanding in relation to the

principles and practices related to Sustainable Destination Management n Clarity and conciseness of responses, in relation to the consultancy

report and presentation p. 5

Sustainable Destination Management

Resubmission In the unlikely event that you fail this module, the resit will consist of a research essay based on a specific destination management theme. 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 BML309 Moodle homepage.

Submission Dates

Key dates for your diary: n The

group consultancy report must be submitted by 1pm on

Wednesday 15th May. n The

individual presentations and interviews will take place over

Thursday 16th and Friday 17th May. Specific interview slots and times will be issued during the course of the module.

Student Support

I can be found on the top of floor of the Dome (Room 2.14) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. 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: 01243 812017) to guarantee that I am in to see you. You can also contact me via Skype. My Skype username is: andyshelpline. I will try and reply to your emails as I can quickly as I can, but at a minimum please give me 24 hours.

You are also strongly advised to check your emails 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. The module evaluation form will be available online via the BML309 Moodle homepage. A copy of the evaluation form for 2011-2012 and the programme response is available via the BML309 homepage.

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Student Conduct

Sustainable Destination Management

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 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 n Habitually

other students or the tutor while they are talking

arriving late or leaving early (without forewarning the

tutor) n Sending n Mobile

and receiving texts

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 (inc. Facebook)

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.

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Attendance

Sustainable Destination Management

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 BML309 Moodle homepage. You are also asked to arrive punctually for your lectures.

Working with Industry

When working with external clients you must remember that you are representing the University and I would like you to be professional and courteous at all times. Please liaise with your client in a timely manner, and respond to emails promptly. Please make sure that in any correspondance you add a signature to your email, with your position (Level 3 Undergraduate Tourism Management) and contact details. Please also dress professional for any meetings.

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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.