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Session: 2022/23
Last modified: 06/07/2021 14:29:23
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Title of Module: The Future of Events |
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Code: TOUR11009 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Jenny
Flinn |
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| Summary of Module |
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The purpose of this module is to examine the impact of COVID-19 and other external environmental factors on the events industry and explore how to ensure its future survival, with a particular focus on the use of digital technology. The module will begin by examining the impact of external environmental challenges (such as the COVID-19 pandemic) upon the events industry and exploring the differing ways in which different types and genre of events around the world have sought to reimagine their offerings to ensure their recovery and future survival. The module will then consider the wider policy perspectives and operational challenges of delivering events as the industry emerges from the constraints of COVID-19 into a ‘new normal’.
Once an understanding of the current external environment has been gained, the module will examine the potential opportunities afforded in relation to the digital dimension of events, exploring the various ways in which transformational technology can be used to support and enhance the event experience. Finally, the module will consider the future of events and how event professionals and organisations can utilise digital technology to ensure their longevity in an ever-changing environment.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Develop a critical appreciation of the external (environmental, economic and social) factors currently impacting the global events industry
L2.
Critically analyse the governmental policies and operational challenges influencing the development and delivery of events
L3.
Develop a critical understanding of the importance of digital and transformational technology and the techniques needed for use in the events industry
L4.
Critically explore the ways in which digital technology can be applied to ensure future survival and development of the events industry in a hybrid environment |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical understanding of the external factors currently impacting the global events industry and demonstrate a critical awareness of potential issues which may influence the future of the events industry. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply knowledge and use the necessary skills to identify the practices that will influence the future development of the events industry undertaking research that will capture the complexities of the area and demonstrate creativity in the solution of future issues. |
| Generic Cognitive skills |
SCQF Level 11.
Critically analyse and evaluate governmental policies and the operational challenges of delivering events in the current environment and develop creative and original responses to ensure the future viability of the events industry. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Collect, interpret and report complex data pertaining to the role and application of digital and transformational technology in the future of the events industry and communication these using appropriate methods to a range of audiences and stakeholders with different levels of expertise and knowledge. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Take responsibility for ones’ own work and demonstrate leadership in making an identifiable contribution to ensuring the future viability of the events industry. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The emphasis of learning activities at Level 11 is on encouraging a high level of learner autonomy supported by appropriate directed learning resulting in critical analysis, synthesis and evaluation. Students are introduced to the core concepts via recorded lectures which examine a range of critical concepts and theories relevant to contemporary events. A series of recorded 'conversation' lectures contextualise the broad concepts by exposing students to a variety of practical settings and current research in the field. Tutorials enable students to further contextualise this learning via the use of case studies and discussion tasks. Learning is also supported via the Virtual Learning Environment, directed readings and additional resources. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 48 |
| Independent Study | 128 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Martelli A.(2014), Models of Scenario Building and Planning: Facing Uncertainty and Complexity, Palgrave-MacMillan, Basingstoke
Yeoman, I., Robertson, M., McMahon-Beattie, U., Backer, E., Smith, K. (2014) The Future of Events & Festivals. Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Briony Sharp |
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| External Examiner | Chantal Dickson |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Portfolio of written work (40%) |
| Presentation (60%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In accordance with the University’s Single Equality Scheme every effort will be made to accommodate any equality and diversity issues brought to the attention of the school. The learning activities in this module include a spoken presentation for which appropriate support can be provided as required.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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