BML313 Module Outline 2014

Rural Tourism

BML313: Rural Tourism

Course Outline and Assessment 2014

SEMAL Dr Andrew Clegg

Rural Tourism

Rural Tourism Introduction

Amidst economic restructuring processes, tourism has emerged as a vital component within the rural economy. Rural tourism therefore has considerable economic, social, cultural, political and environmental significance. The aim of this module is to examine the development, character, operation, impact and management of tourism in rural areas. Emphasis is given to the changing characteristics of tourism activity in rural areas, in terms of the demand and supply of the tourism product, and the impact of these changes on host communities and environments. Consideration will also be given to the emergence of the sustainability agenda in rural areas, the policy framework for rural tourism, the role of agriculture and farm diversification, and the way in which rural areas, communities and products are becoming increasingly commodified as part of regional marketing strategies.

Learning Outcomes

Learning Outcomes On successful completion of this module students will be able to:  Critically define and conceptualise the nature of the rural tourism product  Judge how the patterns and processes of demand and supply have influenced the development of rural tourism  Critically value the role of tourism in the economic, social and environmental development and wider restructuring of the countryside  Critically discuss the policy framework for rural tourism and the role of public, private and voluntary organisations involved in rural tourism  Critically assess the impact and management of tourism in a range of rural environments  Communicate effectively in written and verbal form  Work co-operatively with others  Interpret, evaluate and synthesise material applying reasoning, critical analysis and decision-making skills  Demonstrate appropriate IT and media-based skills

p. 2

Rural Tourism

Module Content

12/9/14:

Week 1: The Business of Rural Tourism: Definitions and Constructs

19/9/14:

Week 2: The Business of Rural Tourism: Supply and Demand

26/9/14:

Week 3: Induction Week: Self-directed activity

3/10/14:

Week 4: Developing Strategy for Rural Tourism

10/10/14: Week 5: The Business of Rural Tourism: Farming and Tourism [1] - Diversification 17/10/14: Week 6: The Business of Rural Tourism:

Farming and Tourism [2] - Gastronomic Tourism 24/10/14:

Week 7: The Business of Rural Tourism: Woodlands and Forests as Tourism Resources

31/10/14:

Week 8: READING WEEK

7/11/14: Week 9: The Business of Protected Landspaces

Guest Speaker: TBC 14/11/14:

Week 10: Rural Case Studies 1

21/11/14: Week 11: The Business of Access

Guest Speaker: TBC 28/11/14:

Week 12: Rural Case Studies 2: Managing the Visitor Experience - Queen Elizabeth Country Park

All sessions for BML313 will be taught in Dome 0.05. The specific learning outcomes for each session are provided on a weekly basis, and can also be accessed and downloaded via the BML313 Moodle homepage. Please note that on occasions sessions may run later in the afternoon to accommodation guest speakers or fieldtrips.

Precise timings for any trips or guest speakers will be provided during the module. If appropriate, students will also be asked to make a small contribution to fieldwork activity, and these monies should be promptly paid to the SEMAL admin office.

Module Resources

Module resources are available via the BML313 homepage on Moodle. Reading lists, online publications, weblinks and statistics are also available at www.tourisminsights.info. You will be introduced to the resources available to you during the module. If you run into problems please do not hesitate to ask the SEMAL Subject Librarian for help.

p. 3

Rural Tourism

Module Outline

Topic 1: The Business of Rural Tourism

Definitions and Constructs

The aim of this introductory session is to consider the very nature of rural tourism and the rural tourism experience. To do so we need to understand the broader definitions of rurality, and the wider socio-economic changes restructuring both rural economies and populations in the post-war period. The view afforded at the top of the Trundle helps to place this discussion in context so wrap up warm!

Learning Outcomes: • • • •

Identify and define the rural tourism product/experience Highlight the value of rural tourism Critically examine the definitions and representations of the ‘rural’ and ‘rurality’ Critically examine the wider rural social and economic context within which increasing demands for recreation and tourism are taking place

Topic 2: The Business of Rural Tourism

Supply and Demand

If we think about the business of rural tourism, the aim of this session is to examine the respective elements of both demand and supply.

What is the main resource base for rural tourism, and who are the key stakeholders? What factors are influencing demand for rural tourism? These aspects will be considered with reference to ways in which the demand for rural tourism has been conceptualised, and how typologies for rural tourists have evolved.

Learning Outcomes: • • • • • •

Identify the rural resource base and related stakeholders Evaluate the role and characteristics of SMEs and microbusinesses as part of the rural resource base Identify the demand for the rural tourism product, and the wider public attitudes towards the countryside Critically evaluate the factors influencing the demand and supply of rural tourism Discuss why an understanding of demand is so important Evaluate the ways in which the demand for rural tourism has been conceptualised, and identify typologies of rural tourist

p. 4

Rural Tourism Topic 3: The Business of Rural Tourism

Developing Strategy for Rural Tourism As with any business or organisation, strategic planning is essential to ensure the long-term and sustainable development of rural tourism. The aim of this session is to address the key policy and strategic planning issues facing rural tourism, with a specific focus on identifying the core elements of effective rural tourism policy.

Learning Outcomes: • • • • •

•

Critically evaluate the key elements/features of rural tourism policy Examine frameworks for rural tourism policy, and assess the role, nature and impact of rural tourism strategies Identify and evaluate state approaches to recreation provision in the countryside Chronologically outline the legislative framework for rural recreation Assess recent government approaches to rural tourism policy, and outline key changes relating to the delivery of rural policy frameworks Consider the impact and importance of related policy areas, and related stakeholders

Topic 4: The Business of Rural Tourism

Farming and Tourism [1] - Diversification The farming sector has undergone a significant transformation over the last 40 years; in an attempt to bolster falling farm incomes many farmers have diversified into tourism-based enterprises. The aim of this session is to assess the internal and external factors influencing the diversification process, and the very character of the farm diversification process.

Learning Outcomes: • • • • •

Assess pressures facing the farming industry, and encouraging farmers to diversify Examine/evaluate the terminology used when discussing farm diversification Critically discuss the conceptual framework for farm diversification with reference to external and internal drivers Discuss the importance of key policy initiatives supporting farm diversification Critically evaluate the key challenges and barriers facing farm diversification and farm tourism

p. 5

Rural Tourism Topic 5: The Business of Rural Tourism

Farming and Tourism [2] - Gastronomic Tourism Diversification of the rural economy has seen food and drink emerge as a core tourism product, whether it be through on-farm food processing, farm shops or the growth in popularity of farmers’ markets. The aim of this session is to identify the core products and providers, and to assess the factors that have influenced the development of this specific sector.

Learning Outcomes: • • • •

To identify the key products and providers in the food and drink tourism domain To evaluate the factors influencing the development of food and drink as a tourism product To examine national, regional and local frameworks and initiatives for developing food and drink as a tourism product To identify potential barriers to developing local produce

Topic 6: The Business of Rural Tourism

Woodlands and Forests as Tourism Resources Woodlands and forests are an integral part of the rural tourism experience, providing a valuable space for a range of different tourism enterprises, and recreational activities. The aim of this session is to examine the nature of the woodland and forest resource in the UK, the actual usage of woodland and forest environments, and the wider factors influencing their management.

Learning Outcomes: • • •

• •

•

Identify the character of the woodland and forestry product, and the value of woodland and forestry to tourism Examine the composition, location, ownership and functional characteristics of the woodland and forestry resource Discuss the benefits of woodland and forest recreation, and the visitor attitudes, and usage of the woodland and forestry resource Evaluate conceptual frameworks that contextualise approaches to managing the woodland and forestry resource Critically evaluate the factors influencing the development of the woodland and forestry resource, including management practices and government policy Refer, independently, to related initiatives including Community Forests, FORREC and the REACT Project

p. 6

Rural Tourism Topic 7: The Business of Rural Tourism

The Business of Protected Landscapes Protected landscapes, such as National Parks and Areas of Outstanding Natural Beauty (AONB), are an important part of the rural landscape. The aim of this session is to examine the development of protected landscapes in the UK, and consider the wider management remit of National Parks and AONBs. Consideration will also be given to the evident tension between landscape protection and the increasing emphasis being placed on these landscapes in terms of supporting the wider rural economy.

Learning Outcomes: • • • • •

Examine the historical development of the National Park concept in the UK Evaluate the institutional and legislative framework supporting National Parks Discuss the responsibilities and activities of National Park Authorities Critically evaluate case studies of approaches to tourism management in National Parks Critically evaluate the development of AONBs, the supporting legislative framework, and the wider management remit of AONBS, particularly in relation to tourism

Topic 8: The Business of Rural Tourism

The Business of Access

Walking is big business, and access is a key management function in rural areas. The aim of this session is to examine the factors influencing the access agenda and the legislative framework relating to access, and to consider examples of best practice in terms of access management.

• • •

• •

Critically evaluate factors influencing levels of access into the countryside, and key access issues Understand and use appropriate terminology when defining access, public rights of way and the Definitive Map Critically assess the legislative framework for access, and in particular the influence of the CROW Act and the Disability Discrimination Act Discuss different approaches to managing access for a wide range of users Refer (independently) to case studies of access projects, and be able to discuss how access is integrated in to other schemes discussed in the module

p. 7

Rural Tourism Topic 9: The Business of Rural Tourism

Managing the Visitor Experience

The aim of this session is to evaluate key visitor management issues in rural environments, and look at examples of best practice in terms of visitor management. To provide a context for this discussion this session will comprise a field trip to Queen Elizabeth Country Park to see how visitors are managed at a specific site.

Learning Outcomes: •

Critically evaluate key management issues in rural environments

•

Critically assess management tools in relation to the influencing of visitor behaviour, the rationalisation of visitor demand, and the redistribution of visitor activity

•

Discuss approaches to traffic management, and be able to make reference to examples of best practice

•

Critically evaluate approaches to developing a sustainable rural tourism product, with reference to specific case studies

•

Critically discuss frameworks for the management of rural tourism

p. 8

Rural Tourism

Indicative Reading

Here are a few titles to get you started - please also make reference to the available reading lists and resources on www.touirsminsights. info and on Moodle.

BUSHELL, S. (Ed.) (2007), Tourism and Protected Areas: Benefits Beyond Boundaries, CABI Publishing, Oxon.

BUTLER, R. (2000), Tourism and National Parks, Wiley, Chichester.

BUTLER, R., HALL, M. AND JENKINS, J. (1998), Tourism and Recreation in Rural Areas, Wiley, Chichester.

EAGLES, P.F.J. NAD McCOOL, S.F. (2004), Tourism in National Parks and Protected Areas: Planning and Management, CABI Publishing, Oxon.

FONT, X AND TRIBE, J. (1999), Forest Tourism and Recreation: Case Studies in Environmental Management, CABI Publishing, Oxon.

HALL, D. AND MITCHELL, M. (2004), New Directions in Rural Tourism, Ashgate Publishing, London.

HALL, D., KIRKPATRICK, I. AND MITCHELL, M. (2005), Rural Tourism and Sustainable Business, Channel View Publications, Clevedon.

PAGE, S. AND GETZ, D. (1997), The Business of Rural Tourism, Thomson Business Press, London ROBERTS, L. AND HALL, D. (2001), Rural Tourism: Principles to Practice, CABI Publishing, Oxon.

SHARPLEY, R. (1997), Rural Tourism: An Introduction, Routledge, London.

SZNAJDER, M. AND SCRIMGEOUR, F. (2009), Agritourism, CABI Publishing, Oxon.

TRIBE, J. ET AL. (2000), Environmental Management for Rural Tourism and Recreation, Cassell, 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, 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 student feedback resulting from these tasks will feature as an important part of the programme and, in particular, the surgery sessions. They are also designed to encourage you to start reading and exploring the resources that you have to hand. p. 9

Rural Tourism

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: 812017) to guarantee that I am in to see you. You can also contact me via Skype or Twitter - details are available on the Moodle homepage.

Evaluation

At the end of the module, you will have the opportunity to complete an evaluation form to comment on the overall structure, content and quality of the module. 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 hyperlinked via the BML313 homepage on Moodle. You can also make comments throughout the course of the module by using the comment and suggestion wall that has been embedded into the BML313 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. 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 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 p. 10

Rural Tourism  Using MP3 players  Playing electronic games  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 whatever reason, you should complete and submit a student absence form the SEMAL admin office. It is also courteous to let the module tutor know of any absence in advance or immediately after the session that was missed. 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. You are also asked to arrive punctually for your lectures. Students that are persistently late will be marked as absent.

p. 11

Rural Tourism

Assessment

Group presentation and defence of expression of interest application (40%) (approx. 10 min per student and Q&As from the funding panel); group podcast (60%) (approx. 5-7 min per student).

Funding Application As part of this assessment you will be required to assume the role of a rural enterprise or rural-based organisation, and submit an expression of interest application to the Three Harbours and Coastal Plan Leader Group for monies to support the development of a new rural tourism enterprise. As part of the expression of interest process, you will have to formulate a innovative proposal, that demonstrates how the new enterprise will benefit the local economy, using the objectives of the Leader Programme as a reference point. The expression of interest should also be based on a provisional business plan, demonstrate how the enterprise will take advantage of the local rural environment, and clearly articulate its intended market. Students will present their expression of interest application to representatives from the Three Harbours and Coastal Plan project selection panel, and subsequently defend their application in a Q&A session. Students will be provided with the required application forms which will provide the basis of their application. Additional assessment guidance is provided on Moodle.

Assessment Criteria •

Ability to work to guidelines and instructions outlined in the grant/ funding application

•

Structure and delivery of the presentation in relation to grant/ funding application

•

Depth and knowledge of the supporting evidence to support and justify grant/funding application

•

Ability to convey information accurately and succinctly

•

The use and quality of visual aids

p. 12

Rural Tourism Podcast You have been commissioned by DEFRA to produce a short series of podcasts that demonstrate best practice in terms of sustainable rural tourism development. Podcasts should highlight specific examples of rural tourism (e.g. food tourism/farm diversification/walking/cycling/ market towns/managing protected landscapes etc), making reference to live case studies from the rural tourism economy. Students will be given full support in the use of video equipment and guidance on video production. Additional assessment guidance is provided on Moodle.

Assessment Criteria •

Ability to work to production and content/investigative guidelines outlined in a consultancy brief

•

Evidence of appropriate case studies and reference to the academic literature to support the consultancy brief

•

Clear, logical and progressive structure

•

Clarity of commentary in terms conciseness, coherence and criticality

•

Submission Dates

Quality of editorial content and overall design elements

Key dates for your diary:  The expression of interest application presentations will take place on Monday 15th December. Exact details will be published nearer the time. A copy of your PowerPoint and any supporting notes should also be submitted in hard copy and electronically.

Please ensure that student numbers are clearly marked on all submitted documentation.  The podcast should be submitted by 1pm on Friday 19th December.

In the event that you fail this module, the reassessment will consist of a 3,500 word research essay.

The assessment criteria for research essay are:  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

p. 13

Rural Tourism Groupwork Both elements of the assessment are group projects and you are expected to work together collegiality, using the timetabled group meeting slot effectively throughout the course of the semester. You are asked to adhere to the following guidelines to ensure that each member of the group contributes fully to the group, and that individual contributions to the assessment are recorded.

Guidelines: 1. Each group should appoint a project manager.

2. Each group meeting should be formally minuted, with attendance clearly noted.

3. Action points for individual group members should be made at each meeting, and then subsequently monitored and updated.

4. Action plans should be submitted electronically to the module tutor after each meeting.

5. Anybody not contributing fully to the assessment process will be asked to attend a meeting with the module tutor to explain their lack of engagement. If a student demonstrates a persistent lack of engagement, then an individual mark may be awarded that is more representative of the individual contribution to the group effort.

6. The satisfactory completion of group meetings and the recording of action points is a required part of the assessment process and I ask that you take this task seriously and complete in a conscientious and appropriate manner, as it is designed to ensure effective groupworking, which is in your own interests.

p. 14