This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 29/04/2021 10:40:24
|
Title of Module: Heritage & Cultural Tourism |
|---|
|
Code: TOUR09033 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Kalyan
Bhandari |
|---|
| Summary of Module |
|---|
Heritage and culture are important concepts to understand the tourism phenomenon. This module draws on a range of academic disciplines to critically analyse practices in heritage and cultural tourism introducing to students to both historical and contemporary debates about culture, power relationships, and social changes and how they underpin the development of tourism products. The module aims to discuss the conflicts and tensions between the concepts of heritage, culture and tourism. Using international case studies students will be able toi develop a critical approach to the niche of heritage and cultural tourism as well as enhance the awaress regarding the importance of these concepts to the development of the tourism industry.
- Develop awareness of the role played by heritage and culture in the tourism industry
-
Develop a critical approach to the concepts of heritage and culture
- Understand the growth and development of heritage and culture tourism nowadays.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
To critically analyse the role played by heritage and culture in the tourism industry
L2.
To evaluate the growth and development of heritage and culture tourism within the natural and built environments
L3.
To review the place of culture and heritage in post-modern societies
L4.
To discuss and evaluate the relevance of heritage and culture in an international and globalised world |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate an understanding of the role and development of heritage and cultural tourism.
Demonstrate a critical understanding of a range of the principles, concepts and debates in the area of heritage and cultural tourism
Exhibit knowledge of the international case studies of this niche segment and its links to natural and built environments.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge and skills in making a comparative analyses of cultural and heritage tourist products that have been developed in different social and historical contexts. |
| 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 regarding heritage and cultural tourism. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a wide range of skills to communicate effectively and appropriately in speech and writing.
Present information on mainstream topics in heritage and cultural to a range of audiences.
Make effective use of information technology applications to support and enhance work.
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Take initiative and demonstrate autonomy in undertaking activities related to the the subject area of heritage and cultural tourism.
Be able to work with others to for a range of activities that include preparing information associated with the analysis of critical issues regarding heritage and cultural tourism.
Reflect on the relationship with other modules and considering their personal and career development within the niche market.
Seek guidance where appropriate, manage ethical and professional issues in accordance with current professional and/or ethical codes or practices.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
The emphasis of learning activities at Level 9 is on enquiry based learning. Students will be encouraged to exercise a high level of learner autonomy and at the same time will also be supported by appropriate directed learning on topics that require critical approach, synthesis and evaluation. 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.
Students will be able to further develop their understanding via interactive extra material to be made available on the moodle VLE and engagement with guest speakers. |
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 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
The following materials form essential underpinning for the module content and ultimately for the learning outcomes:
Dallen, T. 2011. Cultural Heritage and Tourism, An Introduction, Bristol: Channel View
Staiff, R., Bushell, R., and Watson, S. 2013. Heritage and Tourism: Place, Encounter, Engagement. Routledge: Abingdon
Bhandari, K. 2014. Tourism and National Identity. Heritage and Nationhood in Scotland. Bristol: Channel View
Bhandari, K. 2018. Tourism and Nationalism in Nepal. London: Routledge
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.
|
|
(**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)
|
| Engagement Requirements |
|---|
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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure |
[Top of Page]
Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Marketing, Innovation, Tourism & Events |
|---|
| Moderator | Masood Khodadadi |
|---|
| External Examiner | C Carruthers
|
|---|
| Accreditation Details | |
|---|
| Version Number | 1 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 30% Online Multiple Choice Class Test |
| 70% Individual Essay |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|