BML309 MODULE HANDBOOK 2016

Course Outline and Assessment 2016

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 4 and 5, 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 BML230 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.

Knowledge and Understanding:

On successful completion of this module students will be able to:

Learning Outcomes

BML309: Sustainable Destination Management

•

Identify and critically assess the main approaches to Sustainable Destination Management

•

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

•

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

•

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

•

Communicate effectively in written and verbal form

•

Work co-operatively with others

•

Demonstrate planning, organisational and time management skills

•

Demonstrate appropriate IT skills

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Module Content

Sustainable Destination Management

21/1/16:

Week 1:

Introduction: The Competitive Destination

28/1/16:

Week 2:

Destination Management Strategies [1]

4/2/16:

Week 3:

Destination Management Strategies [2]

11/2/16:

Week 4:

Developing Tourism Partnerships: Community and Stakeholder Involvements

18/2/16:

Week 5:

Reading Week

25/2/16:

Week 6:

Managing Destination Quality

3/3/16:

Week 7:

Managing Destination Sustainability

10/3/16: Week 8: Destination Management Organisations

17/3/16: Week 9: Fieldtrip/Guest Speaker (TBC)

24/3/16: Week 10: Destination Marketing and Branding 14/4/16:

Week 11: Destination Monitoring and Benchmarking

21/4/16:

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.

Module Content

If you are planning to work in the tourism industry an understanding of the principles and challenges of sustainable destination management is critical. Working in the context of the Destination Management Handbook and the VERB model, the aim of this module is to provide a detailed, critical, and applied overview of the practical considerations related to successful destination management. The module will also encourage you to reflect on accumulated knowledge and skills as the basis of a job interview. p. 3

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.

PEREZ, D. AND MARIA, F. (2011) Tourism and Hospitality Development and Management : Competitive Strategies and Policies for Tourism Destinations : Quality, Innovation and Promotion, Nova Publishing, New York.

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: •

Ability to work to guidelines outlined in a consultancy brief

•

Ability to carry out a subsequent investigation, using available sources and relevant approaches

•

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

Job Application - Presentation and Interview

Application Process 1: Individual Presentation The individual presentation will be part of the application process for a related destination management position, the details of which will be provided under separation documentation. To support this interview you are asked to prepare a 10-minute presentation, picking one of the following titles.

•

Title 1: ‘Destination Management - Challenges and Opportunities: Visitor Perspectives’

•

Title 2: ‘Destination Management - Challenges and Opportunities: Industry Perspectives’

•

Title 3: ‘Destination Management - Challenges and Opportunities: Community Perspectives’

•

Title 4: ‘Destination Management - Challenges and Opportunities: Environmental Perspectives’

Examples of previous presentations are available via the Moodle home page.

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Sustainable Destination Management

The assessment criteria for presentation are: •

Structure and delivery of the presentation

•

Depth and knowledge of the subject

•

Ability to convey information accurately and succinctly

•

The use and quality of visual aids

Application Process 2: Individual Interview Following the presentation you will be asked to attend a 10 to 15 minute interview, the aim of which 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 it is envisaged 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: •

Evidence of knowledge and understanding in relation to the principles and practices related to Sustainable Destination Management

•

Clarity and conciseness of responses, in relation to the consultancy report and presentation

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: •

The group consultancy report must be submitted by 1pm on Wednesday 11th May.

•

The individual presentations and interviews will take place on on Friday 13th May. Specific interview slots and times will be issued during the course of the module.

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Student Support

Sustainable Destination Management

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 2014-2015 and the programme response is available via the BML309 homepage.

Student 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 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.

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Attendance

Sustainable Destination Management

To help illustrate these points, here are some behaviours that students and tutors have found distracting: •

Talking or whispering in lectures, outside times set aside for group discussion

•

Talking amongst each other when a guest speaker has been invited in to the session

•

Talking or whispering while other students are making points

•

Interrupting other students or the tutor while they are talking

•

Habitually arriving late or leaving early (without forewarning the tutor)

•

Sending and receiving texts

•

Mobile phones ringing (mobile phones should be turned off at the start of the session)

•

Using MP3 players or equivalent

•

Playing electronic games

•

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.

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 Business School 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 de-registration 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 correspondence 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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Relevance

Non-submission of work

Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic

Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.

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.

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.

Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.

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

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.

Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.

Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.

Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.

Class Marks/Overall Quality

Fail

Fail 1-9% Minimal quality

Fail 10-19% Very poor quality

Fail 20-34% Poor quality

Fail/PP 35-29% Weak quality

3rd 40-49% Acceptable quality

2(ii) 50-59% Sound quality, competent with some limitation

2(i) 60-69% High quality, skilled work

1st 70-79% Outstanding quality

1st 80-89% Outstanding quality

1st 90-100% Exceptional or distinguised quality

Undergraduate Assessment Criteria

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.

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.

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.

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.

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.

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

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.

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.

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.

No practical, academic or intellectual application.

Argument (Reasoning)

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.

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.

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.

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.

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.

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.

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.

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.

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.

Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.

Evidence

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Structure and Presentation

Sustainable Destination Management

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Sustainable Destination Management

[

DESTINATION MANAGEMENT ACTION PLAN Vision To deliver authentic and distinctive destination experiences, with a clear focus on the needs of residents, visitors and the environment, which will contribute to a 5% growth, year on year, in the England tourism market by 2020.

Objectives 1.

To increase understanding among decision makers and stakeholders of the economic, social and environmental value of effective destination management.

2.

To increase the number of areas implementing co-ordinated and focused destination management, with the aim of improving the performance of local visitor economies and generating wider local benefits.

3.

To share best practice among strategic planners and practitioners to ensure high quality, integrated destination management strategies.

What is Destination Management?

Destinations are disparate and multifaceted places that are host to numerous stakeholders with their own specific needs. Experience shows that without continued collaboration and coordination, places do not evolve with a common purpose. To create a successful and sustainable visitor economy, all the components that make a successful destination need to be managed and integrated over the long-term, focusing on the needs of both residents and visitors. These components include: 

The things that attract people to the destination; the natural environment, heritage and culture, iconic buildings, retail, sport and leisure facilities, food, gardens, events and scenery. These make a place special, distinctive and capable of engendering civic pride.



The infrastructure that helps to reinforce and shape the sense of place and make it an easy place to visit; the quality of design, the signs, transport, parking and orientation, interpretation, public spaces and amenities.



The services that cater for the needs of visitors, and of residents, generating economic and social activity and increasing spending, including the hotels and bars, pubs, restaurants and galleries, the everyday events and the day-to-day services that make a place clean, safe and welcoming.

The elements of destination management are diverse and are often the individual responsibility of a range of public and private sector entities. Destination management is a process that ensures that the visitor experience is of the highest quality and continues to develop and adapt to meet the needs and expectations of visitors. This will achieve a sustainable return from visitor expenditure for the local economy.

Visit England (2011) Destination Management Action Plan, Visit England, London.

1 p. 10

Sustainable Destination Management

Objective 1: To increase understanding among decision makers and stakeholders of the economic, social and environmental value of effective destination management.

ACTION i.

Agree a common understanding of destination management among current leading practitioners and organisations who champion tourism management. This is the basis of the advocacy, competence and exemplar practice that follows.

ii. Make the case for why destination management is important both at a local level in creating better destinations and at a national level in realising the government’s growth targets for the industry.

LEAD PARTNERS (where appropriate)

VisitEngland

Destination Management Forum

PARTNER SIGN UP Local Government Association (LGA) English National Parks Authorities Association (ENPAA) Tourism Management Institute (TMI) British Destinations (BD) Tourism Alliance (TA) Association of Town Centre Management (ATCM) Historic Towns Forum (HTF) Action for Market Towns (AMT) LGA ENPAA TMI BD ACTM HTF AMT

OUTCOME OR SUCCESS MEASURE

An agreement of a common understanding of destination management by VE and the Destination Management Forum.

Agreement of a communications plan with the LGA on how to engage LAs and other stakeholders.

Implementation of the agreed communications plan.

Publishing a destination management portal.

Objective 2: To increase the number of areas implementing co-ordinated and focused destination management, with the aim of improving the performance of local visitor economies and generating wider local benefits.

ACTION i.

LEAD PARTNERS (where appropriate)

Establish and agree the components of good destination management. This will include a methodology which allows destinations to: 1) Assess their positioning of the visitor economy within the destination’s strategic context 2) Measure their performance; and, 3) Demonstrate their impact.

VisitEngland

ii. Establish a group of exemplar destinations based on agreed positioning and performance criteria. This group will: a. Own the destination management action plan for its three year duration; and, b. Help deliver the implementation of actions.

VisitEngland

This group will be part of the Destination Management Forum (either the main group or a sub group). iii. Publish a list of Destination Management Organisations that are working towards achieving all components of the performance and positioning matrix (action i). iv. Build on existing networks and events (for those who are engaged in destination management in its broadest context) in order to facilitate an improved understanding and adoption of the DM performance matrix.

PARTNER SIGN UP LGA ENPAA TA TMI BD ACTM HTF AMT Destination Management Organisations

Destination Management Forum Destination Management Forum

OUTCOME OR SUCCESS MEASURE

Publication of a performance matrix against which 4 organisations can measure themselves.

Establish group.

Significant progress made against the action plan objectives.

Details published on the VisitEngland corporate site.

LGA ENPAA TA TMI BD ACTM HTF AMT

Destination Managers better supported and able to learn from others experiences.

An increase in the events and networks discussing effective good practice.

A proactive approach to engage through a communications plan.

Objective 3: To share best practice among strategic planners and practitioners to ensure high quality, integrated destination management strategies.

ACTION i. Research existing resources for the management of places and destinations to:

LEAD PARTNERS (where appropriate) VisitEngland

 Identify the range of materials available and identify gaps.

Examples of materials could include the well-established Destination Management Handbook, Mosaic Place Making Toolkit or Living Places.  Identify case studies and examples to help improve the process of destination management, e.g. how to develop a destination management plan. ii. Develop a portal that will enable key resources to be sourced by those with a role in managing destinations. The portal will have two key themes – people and place:

VisitEngland

The ‘People’ section will host the wide range of materials that support the development of competencies and skills in the field of destination management to underpin understanding at a local level (e.g. the post graduate qualifications from TMI).

PARTNER SIGN UP LGA ENPAA TMI British Destinations ACTM HTF AMT

LGA ENPAA TMI British Destinations ACTM HTF AMT

The ‘Place’ section will be a platform that allows the sharing of information and resources around destination management (i.e. not just for the individual). This will include briefings on areas for growth potential that destinations can consider, e.g. the night time economy and/ or Purple Flag.

Better access to resources on how to manage destinations, assisting progress and creating more compelling destinations.

Improved use of tools and resources.

Publish a destination management portal on the VisitEngland corporate site.

Destination Managers better informed and supported.

Information easier to access at the local level.

Increase in number of those signing up and completing qualifications in destination management.

This will be an open source for anyone to access, amend and contribute towards. Managed in conjunction with key partners this resource will operate as a Destination Management Wiki. iii. Share the lessons from the transition pathfinder programme.

This programme is designed to facilitate the sharing of experiences during the evolving landscapes for management of the visitor economy at a local level.

5

OUTCOME OR SUCCESS MEASURE

VisitEngland

Visit Peak District Bath Tourism Plus Marketing Manchester Broads Tourism The “pathfinder peer” network

Improved take up of tools and resources.

Destinations supported through learning about other experiences of transition.

6

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Sustainable Destination Management

BML309: Sustainable Destination Management p. 12