BML313:
Rural Tourism
Module and Assessment Guide 2017
Business School 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
7/9/17:
Week 1: The Business of Rural Tourism: Definitions and Constructs Understanding Rural
14/9/17:
Week 2: The Business of Rural Tourism: Supply and Demand
21/9/17:
Week 3: Induction Week: Self-directed activity
28/9/17:
Week 4: The Business of Rural Tourism: Developing Strategy for Rural Tourism
5/10/17: Week 5: The Business of Rural Tourism: The Business of Farm Diversification 12/10/17: Week 6: The Business of Rural Tourism: The Business of Gastronomic Tourism 19/10/17:
Week 7: The Business of Rural Tourism: Woodlands and Forests as Tourism Resources
26/10/17:
Week 8: READING WEEK
2/11/17:
Week 9: The Business of Rural Tourism: The Business of Protected Landscapes
9/11/17:
Week 10: Rural Case Studies 1
16/11/17:
Week 11: The Business of Rural Tourism: The Business of Access
23/11/17:
Week 12: Rural Case Studies 2
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 Business School 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 Business School Subject Librarian, Gail Graffham for help.
p. 3
Rural Tourism
Module Outline
Topic 1: The Business of Rural Tourism
Definitions and Constructs - Understanding Rural 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
The Business of Farm Diversification The farming sector has undergone a significant transformation over the last 60 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
The Business of 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 and cycling 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.tourisminsights. 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 and University duties do 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.
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 Using MP3 players / playing electronic games Surfing the net in class p. 10
Rural Tourism 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. On arrival at each scheduled/timetabled session you will be expected to ‘tap in’ to the SAM reader located near the entrance to the teaching room. It is your responsibility to register your attendance. Failure to register your attendance will be treated as non-attendance. If you miss a session, for whatever reason, you should complete and submit a student absence via ChiView - guidance on how to do this will be provided at the start of the module. It is also courteous to let the module tutor know of any absence in advance or immediately after the session that was missed. 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. You are also asked to arrive punctually for your lectures. Students that are persistently late will be marked as absent.
A record of your punctuality will also be captured via
the SAM system.
Links to Employability
In terms of enhancing your own employability, the aim of this module, through session-based activities, fieldtrips and guest speakers, is to enhance your understanding of the practical realities of developing and managing sustainable rural tourism. The range of topics covered in the module is intended to offer different perspectives on rural tourism, and the challenges and opportunities afforded by different rural environments, stakeholders and management approaches. The assessment also places an emphasis on the development of an alternative skills set. The podcast is intended to enhance your IT skills with an emphasis on media production - an area more destinations are now turning to as part of their marketing and business support activity. The podcast will also involve you talking to respective stakeholders, and is intended to increase your confidence when talking to businesses/industry.
p. 11
Rural Tourism
Podcast Guidance
Podcast You have been commissioned by the BBC to produce a special edition of Countryfile focusing specifically on sustainable rural tourism, and examples of best practice in areas such as food tourism, farm diversification, walking, cycling, market towns, managing protected landscapes and visitors, and business development. The programme should make reference to live case studies from the rural visitor economy, featuring interviews with businesses/ organisations. You will work closely with the commissioning editor (your module tutor) to finalise the content and focus of your podcast. Production and Assistance As part of the module you will be given full support in the use of video equipment and guidance on video production. There is no fixed format for the overall podcast and you are asked to be creative and innovative in terms of your overall presentation. The podcast must not simply be a PowerPoint movie, and I expect to see live video footage edited using iMovie, MovieMaker or Final Cut Pro. I do expect you to get out and about collecting examples, and this can come from the local area or further afield depending on the focus of your podcast. I can make recommendations and provide suitable contacts for you if required. I would like you to work in teams of three and you should aim to produce a podcast of approximately 15 minutes in length (100% equivalency). Please note that you need to work collectively to create the overall podcast and the same design format should be evident throughout. However, you will be assessed individually and therefore your own contribution should be discernible in the overall product. To this end, imagine that there are commercial breaks during your programme and that after each break a new presenter takes over. This format/arrangement can be discussed with your commissioning editior. This is a new form of assessment for you, and I will endeavour to provide as much assistance as I can. I would also like to think it is rather innovative and hope that you enjoy putting it together.
p. 12
Rural Tourism
Guidance on Assessment Criteria
Assessment Criteria for Podcast Your podcast will be assessed against University’s undergraduate assessment criteria, and in relation to the following criteria: • Ability to work to production and content/investigative guidelines outlined in a commissioning brief
It is critical that you schedule appointments for interviews
What makes a first? • I will expect you to work closely to the guidelines discussed
as a matter of priority; I would
with your commissioning editor, and in particular your podcast
strongly advise that you
should focus on identifying and discussing best practice in
have these completed by the
relation to your chosen area of rural tourism.
beginning of November. You need to remember that people
• You must aim to include a level of critical reflection throughout,
in industry are very busy and will
and identify the critical success factors underpinning delivery/
need as much notice as possible
implementation.
to see you. Don’t leave this to
• This is a live project and I expect to see you engaging with
the last minute, and then moan
industry partners and including video footage or audio
that no-one was available to talk
commentary in your podcast. Failure to include video
to you!
footage will have a significant impact on your overall grade as it is central to the podcast.
• Evidence of appropriate case studies and reference to the academic literature to support the commissioning brief
What makes a first? • Your podcast has to focus on an examination of best practice, and case studies can come from the local, regional, national and international tourism environment. • Your overall discussion should be suitably contextualised, and I expect to see reference to the academic and industry literature throughout. This is not about describing what has been done but instead focusing on the critical success factors. This can only be achieved properly via the inclusion of relevant case studies. • Avoid a case study by case study approach and use interviews to address key thematics in turn (i.e ask interviewees similar questions, and edit feedback accordingly).
p. 13
Rural Tourism • Clear, logical and progressive structure
What makes a first? • The podcast needs to be clearly structured, and you need to demonstrate clear progression in terms of your overall discussion. I expect to see a clear introduction which clearly introduces the overall aims and content of the podcast. You need to ensure that the aims referred to are referenced and met throughout the podcast. Again, the aims and content should reflect key thematics covered in the module and through your background reading. • Different sections should be clearly introduced and you might find it helpful to include summary sections as you progress • You also need to think about your intended audience. The content of the podcast needs to flow seemlessly between the different contributions. Ensure that there is a specific overall focus, and that each contribution has a number of specific aims - which again serve to highlight best practice but also allow an effective critique of delivery/implementaion. This is where working together effectively as a team will be important.
• Clarity of commentary in terms conciseness, coherence and criticality
What makes a first? • The overall discussion should be clear, concise and to the point. You should seek to provide the overall structure and focus through your own commentary, and seek to inject video of industry stakeholders where appropriate to support your own discussion. • If you use a number of case studies you must avoid adopting a case study by case study examination; you must start with an identification of the key thematics and use evidence to discuss each in turn.
p. 14
Rural Tourism
The goal is to produce a podcast that can be entered into the Creative Student Awards
• Quality of editorial content and overall design elements
What makes a first? • You are not media production students, and your final podcasts will be judged accordingly. However, with a good video camera, and the software we have available at the University you can easily achieve some excellent results. • You are advised to look at examples of previous podcasts that are available on Moodle. I will be looking for consistency in the overall design, and how well you have managed to use the available software to your advantage. I will expect to see design elements, text, images, and video footage integrated into your podcast. Please focus on video, image and sound quality. • You will be provided with support and guidance for these different aspects of the final production. • Please note that putting the final podcast together may take longer than you think, and good time management will be essential. Aspects of the design process can be discussed with your commissioning editor. Planning is essential. • Make sure you also make reference to the undergraduate assessment criteria on page 17.
Submission Dates
Key dates for your diary:
The podcast should be submitted by 1pm on Friday 15th
December. Please note that you are submitting one podcast file that contains all the required contributions. Your podcast should be saved and submitted as a mp4 or movie file on a DVD disk. Please do not save in a DVD format.
Resit Information
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. 15
Rural Tourism
Teamwork Guidelines
This is a team-based project and you are expected to work together collegiality, using the timetabled team 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 team contributes fully to the task at hand, and that individual contributions to the assessment are recorded. Guidelines: 1. Each team should appoint a project manager. 2. Each team meeting should be formally minuted, with attendance clearly noted. 3. Action points for individual team 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 team effort. 6. The satisfactory completion of team 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 team-working, which is in your own interests. 7. Time management is crucial to both assessments and you are advised not to leave the projects until the last minute.
Media Production
As part of this assessment you will need access to a video camera. These can be booked from the SIZ desk and I will show you how to use them properly. I would advise against using an a mobile phone as experience suggests that is does not produce the level of quality that is required for this assessment. I will also provide an introduction to the production software available at the University which you can use for this assessment. I would recommend using Macs which again are available on both campuses. I will be around to provide as much support as is necessary. But again planning essential - please do not leave this aspect of the production to the last minute. Editing the video can be fun but it does take a bit of time to do it properly!
p. 16
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
Rural Tourism
p. 17
Rural Tourism Reading Lists - Quick Links A range of reading lists are available via tourisminsights.info - use the QR codes provided to access these resources. > Farming, Food and Tourism
> Rural Tourism
> National Parks and Protected Landscapes
> Nature-Based Tourism
> Sustainable Tourism
> Green Business
These reading lists are intended as an initial starting point and you are encouraged to read widely drawing on the extensive resources available in the library.
p. 18
Rural Tourism
Domestic Leisure Tourism to England’s Countryside Volume & value of countryside leisure trips in England TRIPS TAKEN IN 2012
England’s countryside is a valuable part of the tourism economy.
HOLIDAYS worth
£
2.4BN
Source: GBTS
10
£
M 10 COUNTRYSIDE
BN
M 164 COUNTRYSIDE
SPENT ON TRIPS TO THE COUNTRYSIDE IN 2012
DAY TRIPS worth
Source: GBTS and GBDVS
Source: GBDVS
7.9BN
The recession has resulted in an increase in the number of holidays taken at home.
HOLIDAYS TAKEN IN COUNTRYSIDE DESTINATIONS
2009-12
£
Where in England do people go for countryside leisure trips?
12 higher %
than 2006-8
Source: GBTS
Who takes trips to the countryside? The profile of countryside visitors is slightly different to other destination types.
HOLIDAYS TAKEN BY OVER 45’s
6% 6%
20% 12%
13%
51% allholidays 56% countryside holidays
12% 10%
DAY TRIPS TAKEN BY OVER 45’s
12
%
8% 10%
12%
47% allday trips 59% countryside day trips
11%
12%
13
%
21%
Holidays & short breaks
Source: GBTS and GBDVS
20%
MORE AFFLUENT THAN THE AVERAGE
Source: GBTS and GBDVS
Day trips
ABC1 social grade take:
all trips
66%
countryside trips
71%
Source: GBTS
who travel to the countryside [Source: Visit England Countryside Visit England, London] What types(2013) of holidays andTourism, Those
day trips do they take?
Accommodation used for countryside trips is different compared to other holiday types
CARAVANS/CAMPS
33%
compared to
27%
across all holiday types
tend to stay away for longer than the average (4+ nights)
HOTELS
24%
compared to
40%
across all holiday types
40% compared to 34% overall
SELF-CATERING
16%
compared to
10%
across all holiday types
p. 19
Holidays & short breaks
Source: GBTS and GBDVS
Day trips
all trips
ABC1 social grade take:
countryside trips
66
71%
%
Rural Tourism
Source: GBTS
What types of holidays and day trips do they take? CARAVANS/CAMPS
Accommodation used for countryside trips is different compared to other holiday types
33
HOTELS
24
% compared to
27%
26%
40% compared to 34% overall
SELF-CATERING
16%
% compared
across all holiday types
Source: GBTS
Visiting friends & family
Those who travel to the countryside tend to stay away for longer than the average (4+ nights)
to
40%
compared to
10%
across all holiday types
across all holiday types
REASONS FOR TAKING DAY TRIPS Outdoor activities
16%
Going out for a meal
11%
Visitor attraction
8%
General day out
8%
Source: GBDVS
What do people think of the countryside? England’s countryside is varied in nature, and the opportunities and barriers for businesses in different types of areas reflect this.
How do visitors rate their experience of the countryside? Visitors to the countryside tend to be more satisfied with their destination experience than the national average. Safe and secure
C
DRAMATIC COUNTRYSIDE almost iconic escape the crowds and step outside modern life
RURAL COUNTRYSIDE picture-postcard view of England relaxing break in cosy cottages or manor houses
MARKET TOWNS shops, museums and other attractions for those less interested in nature
BARRIERS FOR BUSINESSES
lack of knowledge
A 70% Clean and tidy
C A 67% Welcoming and friendly
Source: other VisitEngland research
76%
73%
C A 68% Accommodation quality
C
72%
A 68% Opportunities to eat/drink local produce
62%
C A 57%
Public transport is a relative weakness for rural destinations. Businesses should ensure awareness of available transport options. Easy to get to by public transport
C
especially among younger groups Businesses should communicate the breadth of product offering and provide basic geographical information
77%
29%
A 40%
Ease of getting around by public transport
C
30%
A 41%
C Countryside trips
A All trips
% rating excellent / good
Source: VE Brand & Comms Tracker
SOURCES: GBTS The Great Britain Tourism Survey, measures the volume and value of domestic overnight tourism in Great Britain
GBDVS The Great Britain Day Visits Survey, measures the volume and value of tourism day visits in Great Britain
VE Brand and Comms Tracker Tracks measures relating to England holidays, visitor satisfaction, and VisitEngland marketing campaigns
Other VisitEngland Research Quantitative and qualitative consumer and tourism business research on topics relating to the tourism industry in England
p. 20
Rural Tourism Visit England (2010) - Rural Tourism Action Plan Objectives Objective 1: To diversify and modernise rural tourism products to generate business opportunities suited to local environments and communities and develop a more year round visitor offer. ACTION
LEAD PARTNERS
(where appropriate)
i. Develop existing and new visitor activities and experiences that are less weather dependent, appeal to visitors throughout the year and reflect and support the local area (i.e. not imported in).
ii. Develop traditional and new low impact and low carbon products and experiences in rural areas informed by consumer trends and behaviours (e.g. walking, cycling, Glamping, tepees, yurts, camping huts and shielings; slow tourism; outdoor concerts; museums and parks at night) and suited to local environments and communities. iii. Liaise with CLG to identify how the new National Planning Framework can facilitate wise rural tourism growth. iv. Identify best practice on the connection between planning and tourism at the local level, and community engagement in the planning process, to improve understanding and realise the growth opportunities. v. Identify underutilised or redundant rural assets and support and facilitate owners to realise their tourism potential ACTION(e.g. Eden Project).
PARTNER SIGN UP Activity providers (e.g. extreme sports, schools); Areas of Outstanding Natural Beauty (AONB); British Waterways; British Beer and Pub Association; Camping and Caravanning Club; Environment Agency; Tourism businesses; Farmers; Forestry Commission; Landowners; Local Authorities; National Trust; Natural England; National Park Authorities; Royal Society for the Protection of Birds; Rural Communities; Sustrans; ; The Caravan Club; The National Forest; Water Companies Tourism businesses; Third Sector; Tourism Associations; VisitEngland
DCMS
Local Government Improvement; Royal Town Planning Institute
LEAD PARTNERS
(where appropriate)
Department for Communities and Local Government (DCLG); Department for Culture Media and Sport (DCMS); Department for Environment, Food and Rural Affairs (Defra); National Park Authorities; Planning Authorities; VisitEngland Action for Market Towns; AONBs; Destination Management Organisations (DMOs); Local Authorities; Local Government Improvement and Development; Nation Park Authorities; Royal Town Planning Institute; Trade Associations AONBs; British Waterways; British Beer and Pub Association; Country Land and Business Association; DCMS; DMOs; English PARTNER SIGN UPHeritage; Historic Houses Association; Forestry Commission; Local Authorities; Ministry of Defence; National Park Authorities; National Trust; The National Trust; VisitEngland DCMS; Defra; Department for Business Innovation and Skills; DMOs; VisitEngland
OUTCOME OR SUCCESS MEASURE
Total increase in volume and value with a measurable increase outside of the peak season.
Increase in new products and experiences.
Increase in volume and value.
Planning approval rates for tourism based applications.
Impact of rural tourism from new developments using redundant rural assets. OUTCOME OR SUCCESS
MEASURE
Increased use of assets.
Number of developments supported by ERDF; EC5Rural Development Funding; RDPE or Regional Growth Fund that are not weather dependent. Increased evidence of ‘attract and disperse’ activities and impacts.
vi. Adapting the distribution of funding schemes to encourage the development of facilities that are less weather dependent.
DCMS; Defra; DBIS; VisitEngland
vii. Utilise ‘attract and disperse’ marketing to encourage urban and rural connectivity to help deliver growth and spread the benefits of growth (particularly important to grow business tourism in rural areas). viii. Partners at the local level to ensure that tourism businesses have access to skills, support and business advice in remote rural areas.
DMOs
Action for Market Towns; AONBs; DMOs; Local Enterprise Partnerships (LEPs); National Park Authorities; VisitEngland
LEPs; Local Authorities
Chambers of Commerce; DMOs; Federation of Small Business; LEPs; Local Authorities
Tourism business penetration levels. Business satisfaction. Business growth levels.
Objective 2: To increase consumer awareness, understanding and enjoyment of the products and experiences available in rural areas. ACTION
LEAD PARTNERS
PARTNER SIGN UP
i. Develop messages (through market research) that reflect the distinctive nature of England’s rural products and experiences throughout the year (for example the local food offer).
VisitEngland
AONBs; Historic Houses Association; Hidden Britain; Forestry Commission; Local Food Groups; National Park Authorities; Natural England; The National Trust; VisitEngland
ii. Increase the promotion of England’s rural products and experiences by including rural messages in England promotions nationally and internationally and using new media and viral marketing techniques to engage younger audiences.
VisitEngland
AONBs; DMOs; Historic Houses Association; Hidden Britain; Forestry Commission; National Park Authorities; The National Trust; The National Forest; VisitBritain; VisitEngland
ACTION iii. Identify target markets with a propensity to
LEAD PARTNERS VisitEngland (with
PARTNER VisitEngland;SIGN DMOsUP
OUTCOME ORvisitation SUCCESS Increase in levels and MEASURE spend.
iv. Work with wider broadcast and media partners (e.g. Countryfile; Coast; Time Team; Spring Watch) and large events (e.g. IronMan, Tour of Britain) to increase England’s exposure of rural tourism assets and capture more visits.
DMOs; VisitEngland
DMOs; Forestry Commission; Natural England; VisitEngland
6 value Increase in volume and of domestic visits.
v. Identify routes to market that support rural businesses and communities (which are small and dispersed), for example, supermarkets, on pack promotions, mountain bike and other outdoor sports magazines and publishers of travel guides. vi. Review and build on available sources of rural tourism performance and trends data.
VisitEngland
British Beer and Pub Association; DMOs; VisitEngland
VisitEngland
Tourism businesses; DMOs; Local Authorities
Country Land and Business Association; Defra; DMOs; Federation of Small Business; National Farmers Union
More robust, timely and accessible data to allow better business decisions. Increase in broadband coverage.
purchase rural tourism products and target them through marketing communications.
vii. Support efforts to increase quality broadband coverage in rural areas to deliver business growth and effective marketing and communication of the rural tourism offer.
(where appropriate)
(where appropriate) DMO support).
OUTCOME OR SUCCESS MEASURE
Perceptions and understanding increase.
Increase in visitation levels and spend. Increase in volume and value of domestic and international visitors.
Objective 3: To encourage rural communities and economies to benefit from the value of rural tourism p. 21 by taking ownership of the development, management, protection and conservation of rural assets and locations.
tourism performance and trends data. vii. Support efforts to increase quality broadband coverage in rural areas to deliver business growth and effective marketing and communication of the rural tourism offer.
Country Land and Business Association; Defra; DMOs; Federation of Small Business; National Farmers Union
accessible data to allow better business decisions. Increase in broadband coverage.
Rural Tourism
Objective 3: To encourage rural communities and economies to benefit from the value of rural tourism by taking ownership of the development, management, protection and conservation of rural assets and locations. ACTION
LEAD PARTNERS
PARTNER SIGN UP
LEAD PARTNERS
Action for Market Towns; Action with Communities in Rural England; Countryside Fund; Defra; DMOs; Hidden Britain; Local Authorities; Parish Councils; Rural PARTNER SIGN UPNetwork Community Councils
(where appropriate)
i. Increase local community ownership, support for and use of their rural tourism assets.
ACTION ii. Increase the number and geographic coverage of local solutions to manage the impacts of tourism, between business and environmental asset managers, enabling income from tourism (and visitors) to contribute. iii. Encourage destinations to have visitor travel plans in place and to work with businesses and accommodation providers to promote things to enjoy that require reduced travel.
iv. Destinations and public transport operators to develop ‘hubs’ from which there is a concentration of car free options with car parking (e.g. walks, cycle hire, bus and rail services). This would integrate with public transport, accommodation and other visitor experiences. v. Identify and share best practice in rural public transport that meets the needs of visitors and communities e.g. Smart ticketing; electric bikes; car clubs. vi. Improve business resilience to rising fuel costs by focussing business support and sustainable tourism initiatives on providing tailored advice on the importance of energy efficiency, opportunities to switch to alternative lower cost fuels, maximise the range of travel options and reduce food miles.
(where appropriate)
AONBs; Tourism Businesses; English Heritage; Forestry Commission; Historic Houses Association; Local Authorities; National Park Authorities; National Trust; Natural England; The National Forest; Third Sector DMOs; Trade Associations
Accommodation providers; Defra; Department for Transport; DMOs; Local Authorities; Transport Operators; VisitEngland; Visitor Attractions
AONBs; Tourism businesses; DMOs; Local Authorities; National Park Authorities; Ramblers Association; The National Forest; Transport Operators
OUTCOME OR SUCCESS MEASURE
Increase in number of community led developments and projects.
OUTCOME OR SUCCESS MEASURE
Number of schemes. Impact of schemes. 7 Geographic coverage.
Decrease in car volumes and distances / amount of use (mileage or hours) in identified locations.
Number of travel plans. Decrease in car volumes and distances / amount of use (mileage or hours) in identified locations. Increase in dwell time. Increase in awareness and application of rural public transport initiatives and solutions. Reduction in the % of rural tourism businesses reliant on expensive fuel sources - oil, non-mains gas.
VisitEngland; DMOs
Transport Operators; Local Authorities
Energy Companies
DMOs; Energy Saving Trust; VisitEngland
8
p. 22
Rural Tourism Rural Tourism Rural Tourism Although Althoughnow nowrather ratherdated datedLang’s Lang’s1994 1994paper paper entitled entitled‘What ‘WhatisisRural RuralTourism’ Tourism’still stillprovides provides now rather dated Lang’s 1994rural paper aaAlthough valuable overview in terms of defining valuable overview in terms of defining rural entitled ‘What is Rural Tourism’ still provides tourism. tourism. a valuable overview in terms of defining rural tourism. Please Pleaseread readthis thispaper papercarefully carefullyand andgive givesome some thought as to how it might be updated toto thought as to how it might be updated Pleaserural readtourism this paper carefully and give some reflect in the century. reflect tourism the21st 21st century.to thoughtrural as to how it in might be updated
reflect rural tourism in the 21st century.
[Source: Lane, B. (1994) What is rural tourism?, [Source: B. (1994) What is rural tourism?, Journal of Lane, Sustainable Tourism, Vol. 2, Nos. 1 & 2, [Source: B. (1994) What isVol. rural2,tourism?, Journal Sustainable Tourism, Nos. 1 & 2, pp. 7-21] ofLane, Journal pp. 7-21]of Sustainable Tourism, Vol. 2, Nos. 1 & 2, pp. 7-21]
p. 24
p. 24 23 p.
Rural Tourism Rural Tourism Rural Tourism
p. p.24 25 p. 25
Rural Tourism Rural Tourism
p. 26 p. 25
Rural Rural Tourism
p. 26 27
Rural Tourism
Notes
p. 27
BML313 Business School Dr Andrew Clegg Email: a.clegg@chi.ac.uk