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Session: 2022/23
Last modified: 09/04/2021 13:25:39
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Title of Module: Tourism and Sustainability |
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Code: TOUR09026 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Kalyan
Bhandari |
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| Summary of Module |
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This module provides overview on the issues of tourism and sustainability. It introduces the concept of sustainability and sustainable development in the context of tourism and examines how they are important for both emerging and established destinations. Students will critically evaluate a destination in references to the triple bottom-line principle of sustainability. The module provides students to develop awareness of tourism’s responsibility towards society with references to international destinations.
- Concept of sustainability
- Sustainable development in the context of tourism
- Triple bottom-line principle of sustainability
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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.
Demonstrate an awareness of the interaction between tourism and sustainability in the global context.
L2.
Critique and evaluate the issues and principles of sustainability and social responsibility in the context of tourism.
L3.
Critically analyse how the problems of unsustainable practices within tourism can be meaningfully overcome. |
| 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 9.
Demonstrate a critical understanding of the key characteristics of sustainable tourism and the models associated with such forms of tourism
Understand issues at the forefront of current thinking on the ways in which destinations have developed
Illustrate knowledge of the reasons for tourism developments and the implications for sustainability in the future |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Investigate a range of practices to identify the effects of tourism on sustaianble development on a specific destination
Identify the implications of these effects and suggest propositions for the future. |
| Generic Cognitive skills |
SCQF Level 9.
Critically evaluate and synthesise ideas, concepts, information and issues, drawing on a range of sources in coming to particular conclusions about the development of tourism.
Use problem-solving techniques to assess the ways in which destinations and tourism sectors across the globe might improve their sustainable development. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use standard and more complex applications to present and display data on sustainability.
Interpret complex primary materials and make effective use of information technology applications to present documents in an appropriate presentation format. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Work with others to prepare research information associated with the analysis of sustainable issues in tourism.
Develop awareness of individual and collective responsibility for effective performance within a team. |
| 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 module will be taught by a combination of classroom lectures and seminars. The emphasis of the learning activities at this level is on enquiry based learning. This module requires students to engage with on-line and traditional learning materials in an independent and individual way. This material will be supported by group tutorials with tutors becoming facilitators providing encouragement and support to enable the students to take more responsibility for what and how they learn. |
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 | 6 |
| Independent Study | 57 |
| Asynchronous Class Activity | 25 |
| 100
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:
Mowforth, M and Munt, I. 2015. Tourism and Sustainability. London: Routledge
Edgell, D.L. 2020. Managing Sustainable Tourism: A legacy for the future, 3rd Edition. London: Routledge.
Fennell, D.A. and Cooper, C. 2020. Sustainable Tourism Principles, Contexts and Practices. Clevedon: Channel View Publications
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 | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Multiple choice questions worth 20% of the total module mark.
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| Individual essay worth 80% of the total module 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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