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Session: 2022/23
Last modified: 30/03/2021 10:51:24
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Title of Module: Tourism Planning and Policy |
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Code: TOUR10017 |
SCQF Level: 10
(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: | Masood
Khodadadi |
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| Summary of Module |
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The growth of global tourism is very much dependent on effective policy and strategic planning. Informed tourism policy and planning is born of creative, strategic and resourceful individuals and agencies. Governments, the private sector, international organisations, academic institutions, and non-for-profit agencies play an important role in developing sustainable tourism policies that transcend the economic benefits and embrace the environmental and cultural interests as well. This module aims to develop; strong research, analytical and technical skills, appreciation of theoretical frameworks, concepts, methods and approaches required for successful tourism planning/policy.
- Develop critical understanding of the relationship between tourism and government policy
- Gain critical understanding of the impact of national and international organisations on tourism planning and policy
- Develop critical understanding of contemporary tourism policy issues
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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.
Evaluate the relationship between tourism and government policy in a range of different contexts
L2.
Critically appraise the impact of national/international organisations on tourism planning and development
L3.
Critically evaluate contemporary tourism policy issues |
| 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 10.
Demonstrate a critical understanding of the role and development of tourism planning and policy.
Demonstrate critical understanding of the contemporary policy issues. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Investigate the impacts of a range of factors in developing sustainable tourism policy/planning. Identify the implications of these issues and recommending propositions for the future.
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| Generic Cognitive skills |
SCQF Level 10.
Critically evaluate and synthesise ideas, concepts, information and issues, drawing on a range of sources in coming to particular conclusions regarding international tourism planning and policy.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate effectively and appropriately in speech and writing.
Interpret complex primary materials and make effective use of information technology applications to present documents in an appropriate form.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work with others to prepare research information associated with the analysis of tourism policy/planning.
Work both individually and in groups in practical tutorial based activities
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| 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: | Tourism Management Students Only |
| 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 10 is on encouraging a high level of learner autonomy supported by appropriate directed learning resulting in critical analysis, synthesis and evaluation. Formative assessment is included in the delivery of this module. This is primarily developmental in nature and is designed to give feedback to learners on their performance and how it can be improved.
For this module:
Lecture/Core Content Delivery hours (12) include interactive learning experiences; discussion; debates; critical analysis of case study material - both written and recorded.
Tutorial/Synchronous Support Activity hours (24) include weekly activities involving peer discussions; research and review of academic papers.
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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 | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 36 |
| 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:
Edgell, D. L. Swanson, J. R. (2019). Tourism Policy and Planning. Routledge: Oxon.
Andriotis, K., Stylidis, D., & Weidenfeld, A. (Eds.). (2018). Tourism Policy and Planning Implementation: Issues and Challenges.
Hall, C. M. (2007). Tourism Planning: Policies, Processes and Relationships. Pearson: Harlow.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Moodle.
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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 | Heather Anderson |
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| External Examiner | C Carruthers |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment: Individual Written Assessment worth 100% of the final mark. |
(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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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
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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