An independent portfolio of 3000 words (100%) will assess all Learning Outcomes.

In the context of tourism and events management students need to be acutely aware of their responsibility for good practice in the field. A key strength of fieldwork is that it requires students to project a range of practical, organisational and intellectual skills onto a `real-world' tourism and/or events issue. The purpose of this module is, therefore, to provide students with the opportunity to demonstrate a detailed understanding of tourism and events management from the point of view of a number of different destinations, organisations and stakeholders by studying it first hand. Furthermore, it enables students to apply knowledge and skills gained through the lecture-based modules to `real-world? tourism and events study. The module also focuses on a holistic approach to tourism and events development, emphasising the interconnected nature of economic, environmental and socio-cultural dimensions. In addition to viewing the subject material from a different perspective, the module offers opportunities to develop insights into project management practices both in the UK and overseas and to consider the cultural issues arising from multi-functional and/or multi-national teams.

The `out-of-classroom' activities organised into a series of visits and the residential provide a tangible bridge between local, national or international concerns. They will also provide students with knowledge and understanding of selected observational and field-based methodologies and techniques used in collecting, analysing and presenting tourism and events information. As well as introducing specific case studies and examples relevant to various themes relating to tourism and events management, the module will provide students with the skills needed to describe and explain the results of their practical work and relate these to existing bodies of tourism and events knowledge. Other topics will include an examination of the concepts and characteristics of specific tourism and events organisations, products, structures, operations and interactions with, and impacts on the built and natural environment; the identification and formulation of research questions or problems to enable students to observe and comment on tourism and events developments and to conduct field-based research.

Details of specific visit locations, activities and the content of the residential field trip will be included in the module handbook annually.

1. APPLY SELECTED PRACTICAL AND FIELD-BASED METHODOLOGIES AND TECHNIQUES TO COLLECT INFORMATION WITHIN SPECIFIC CONTEXTS OF TOURISM AND EVENTS MANAGEMENT
Application
Enquiry
Knowledge & Understanding

2. USE STRUCTURED QUESTIONS TO GUIDE INDIVIDUAL OBSERVATION AND RECORDING EXERCISES Application

3. EXPLAIN, EVALUATE AND PRESENT THE RESULTS OF PRACTICAL FIELDWORK AND RELATE THESE RESULTS TO EXISTING BODIES OF TOURISM AND EVENTS MANAGEMENT KNOWLEDGE
Analysis
Communication
Enquiry
Knowledge & Understanding

Library
The Internet

Specific sources of information and reading lists appropriate to the visits and residential fieldtrip will be issued during the first meeting with each student cohort.

FOR INTERNATIONAL COLLABORATIVE PARTNERS ONLY

Bladen, C., Kennell, J., Abson, E. & Wilde, N. (2012) Events Management: An introduction. Abingdon: Routledge.

Bowdin, G., Allen, J., O’Toole, W., Harris, R. & McDonnell, I. (2010) Events Management. Third edition. Taylor and Francis.

Page, S.J. (2015) Tourism Management. Fifth edition. Abingdon: Routledge.

The learning strategy for this module is based around students committing a total of 150 hours of activities towards achieving the learning outcomes. These will be split between 39 hours of direct contact with a tutor and 111 hours of directed, guided and self-study, together with preparation for and completion of the assessment tasks. Learning support material will be provided for the module.
The module will draw upon a mixture of activities including lectures, web-based activities, case study analysis, relevant videos and in-class discussions, individual and group problem solving and self-directed learning.