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Session: 2022/23
Last modified: 07/03/2022 16:03:28
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Title of Module: Politics and Policy in Events and Tourism |
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Code: TOUR11006 |
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: | Masood
Khodadadi |
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| Summary of Module |
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Events and tourism are amongst the most important tools for political and economic change around the globe. Considering past and recent calls for boycotts by tourists of countries with undesirable political regimes, the use of events/tourism to initiate political discussions as well as increased pressure for fair trade and the use of events/tourism for economic transformation it is easy to understand the huge impact that tourist activity and the events/tourism industry has on political change. Hence it is important to have a better understanding of how political factors influence policy making in events and tourism.
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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.
Identify and critically analyse the impacts of political change, human rights, terrorism and foreign policy issues on events and tourism strategies.
L2.
Critically analyse the roles and functions of international governmental, non-governmental and sectorial organisations in events and tourism.
L3.
Identify critical elements influencing the policy making process in events and tourism
L4.
Critically analyse events legacies and impacts on government policy and strategies |
| 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.
Developing a critical understanding of a variety of global/regional/local issues related to international events/tourism politics, policy, impact and legacy. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying knowledge gained from internal and external speakers to disseminate to other students
Applying knowledge gained from personal research and disseminating this to other students via oral presentation |
| Generic Cognitive skills |
SCQF Level 11.
Ability to analyse the international and global political environment
Ability to analyse government policy and impacts on events/tourism
Ability to analyse event legacy and impacts on policy
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Using and comprehending a variety of advanced Communication, ICT and Numeracy skills while undertaking international policy/legacy research and analyzing data.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Developing an ability to make research and provide original work |
| 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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| Students are introduced to the core concepts via recorded lectures which examine a range of critical concepts and theories relevant to contemporary events. Tutorials enable students to further contextualise this learning via the use of case studies and discussion tasks. In class learning is 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 | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 152 |
| 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:
Butler, R. and Suntikul, W. (2017). Tourism and Political Change (2nd edition), Goodfellow Publishers.
Foley, M. McGillivray, D. and McPherson, G. (2011). Event Policy: From Theory to Strategy, Routledge.
McGillivray, D. Turner, D. (2017). Event Bidding: Politics, Persuasion and Resistance. 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) |
Yes
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Kalyan Bhandari |
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| External Examiner | C Dickson |
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| Accreditation Details | |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay, 40% of total mark |
| Individual Case Study Report, 60% of total 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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Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School. The module has been designed to reflect increases in the diversity of the student body and in this respect, the approach is ‘learner centred’. Staff are expected to work alongside students and learning support staff to personalise the delivery of the module, which offers students the opportunity to celebrate difference in personal, academic and employability skills and, through problem based activities, students are encouraged to explore and share diverse experience of learning and skills development.
Additionally, students of different nationalities are encouraged to work together, both during tutorials and for written submissions, to introduce benefits from diverse cultural backgrounds, in order to achieve and deliver continuous assessment work.
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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