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TLH302 Assessment / January 2019 intake

Canvas & JIRA Deadline: Tuesday 14th May 2019 at 14.00

Module Leader: Blerton Hyseni

Learning outcomes

Knowledge

1. An ability to express the rationale for visitor industry planning

2. An ability to use and evaluate standard techniques and approaches to strategic visitor
industry development.

3. An ability to apply the principles and practice of marketing at the strategic level.

4. An ability to draw upon a range of approaches when formulating appropriate strategies.

Skills

5. Have a working knowledge of the practical constraints associated with strategic planning
for tourism in a mixed economy.

Assessment

100% of the marks for this module are allocated on the basis of a written assignment. Some
of the activities organised in class involve you working in groups to develop skills and
knowledge that feed into the assignment. In addition, you are encouraged to visit the site that
the assignment is based on and you are free to do this in groups. You may also find it helpful
to discuss the themes involved in the assignment in groups. However, the final written
assignment is an individual piece of work and you must write it individually. You must
take care to avoid plagiarising from other members of the class.

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(4000 words (+/- 10%)) (All learning outcomes covered) – 100% of module mark

Scenario
Broadstairs is a beautiful town on the East Kent coast, between Margate and Ramsgate. The
town has seven beautiful sandy bays, a characterful high street, pretty parks and plenty of
things to see and do. However, with the rise of package holidays and low cost airfares
making foreign travel much more accessible and affordable, Broadstairs has been struggling
to compete. The local authorities though, are keen to come up with a tourism plan that will
help Broadstairs coastal area to build on their heritage and take advantage of new
opportunities to develop strong economies and communities for the future. Their long-term
ambition is to see Broadstairs thriving, with a vibrant, creative and sustainable economy
based on strong local businesses that meet the needs of residents, visitors and investors in the
town. Therefore, your task is to:

Part 1

A. Examine the benefits of producing tourism strategic plans for a coastal area and
illustrate that with an example of a destination that has benefited from it. (academic
and other sources must be used)

B. Evaluate the importance of Collaborative Planning in tourism and justify why this
approach would be useful for Broadstairs coastal area. Discuss the pros and cons of
this approach.

Part 2

C. Compile a brief tourism strategy with clear vision and objectives, which will
address the current issues and challenges that Broadstairs is facing.

D. Describe how your vision and objectives could be implemented and identify
the key stakeholders in charge of delivering those objectives.

E. Evaluate how your strategy is going to benefit the residents and visitors
socially and economically.

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You can use maps, images, diagrams, tables and other figures to help communicate
what you want to say. Label all figures. The report must be 4,000 words
(+/- 10%).

Presentation

You must use Times New Roman point 12 and double line space your essays. Never
underestimate the difference good presentation makes and always proof read your essay.

Assessment Regulations

For further information regarding Assessment Regulations, extenuating circumstances or


extensions and academic integrity, please refer to your Programme Handbook on the
University of Sunderland in London information page on Canvas.

Reading List

There are a number of textbooks that will provide valuable background, and you should
search through journals that are available. I have indicated where Ebooks are available.

General textbook sources on the planning and development of tourism and leisure

Broadhurst, R. 2001 Managing environments for leisure and recreation, London: Routledge

Collier, T. 1995. Business Planning in the Leisure Industry. London: Pitman.

Dredge, D. and Jenkins, J. 2007 Tourism Planning and Policy. Milton: John Wiley.


Dredge, D. and Jenkins, J. (2011) Stories of Practice: Tourism Policy and Planning. Surrey
England Ashgate.

Dredge, D., & Jamal, T. (2015). Progress in tourism planning and policy: A post-structural
perspective on knowledge production. Tourism Management, 51, 285-297

Edgell, D.L. 2013. Tourism policy and planning: yesterday, today and tomorrow, 2nd ed.
London: Routledge.

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Godfrey, K. and Clarke, J. 2000. The tourism development handbook: a practical approach
to planning and marketing. Andover: South Western Learning.

Gunn, C.A. and Var, T. 2002. Tourism planning: basics, concepts, cases, 4th ed. London:
Routledge.

Hall, M.C. 2007. Tourism planning: policies, processes and relationships, 2nd ed. Harlow:
Prentice Hall.

Hasse, J and Milne, S (2005) Participatory Approaches and geographical Information


Systems (PAGIS) in tourism planning, Tourism Geographies 7 (3), 272-289

Medlik, S. 1995. Managing Tourism. Oxford: Butterworth Heinemann


Moutinho, L. 2011. Strategic Management in Tourism, 2nd ed. Wallingford: CABI


Publishing.

Moutinho L, and Sanchez, V.A (2018) Strategic Management in Tourism, 3rd ed.
Wallingford: CABI.

Journals

Journal of Heritage Tourism (via SwetSwise)

Annals of Tourism Research(via Sciencedirect)

Current Issues in Tourism (via SwetSwise)

Journal of Tourism and Cultural Change (via SwetSwise)

Journal of Cultural Heritage (via Sciencedirect)

Tourism Management (via Sciencedirect)

International Journal of Intangible Heritage (Open Access: http://www.ijih.org)


Tourism Geographies (via SwetSwise)

Tourismos (Open Access: http://www.chios.aegean.gr/tourism/journal.htm)

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Please make use of the variety of Journals available to you through the library using
DISCOVER.

Submission guidelines
There are currently two steps that you need to follow to ensure that you successfully
submit your work for marking. Your submission links will become available
approximately 3 weeks prior to your submission deadline, along with detailed instructions on
how to submit your assignment, but in the meantime please feel free to also watch this
Assignment Submission Instructions video.

Grading

You will be marked in accordance to the University of Sunderland assessment criteria


attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument
and Structure, Critical Evaluation, Presentation, Reference to Literature.

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Assessment Criteria

Categories

Grade Relevance Knowledge Analysis Argument and Critical Evaluation Presentation Reference to Literature
Structure

86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level
100% of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are
fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling
evaluation, originality, and elegance of argument, interpretation or discourse.

76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is
expected that the work will be outstanding in the majority of the category as cited above or by demonstrating particularly compelling evaluation and
elegance of argument, interpretation or discourse.

The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is
70 – expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and
75% elegance of argument, interpretation or discourse.

Directly relevant A substantial Good analysis, Generally coherent and May contain some Well written, Critical appraisal of up-
Pass

to the knowledge of clear and logically structured, distinctive or with standard to-date and/or

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requirements of relevant material, orderly using an appropriate independent spelling and appropriate literature.
60 –
the assessment showing a clear mode of argument thinking; may grammar, in a Recognition of
69%
grasp of themes, and/or theoretical begin to formulate readable style different perspectives.
questions and mode(s) an independent with acceptable Very good use of
issues therein position in relation format source material. Uses a
to theory and/or range of sources
practice.

Some attempt to Adequate Some Some attempt to Sound work which Competently Uses a variety of
address the knowledge of a analytical construct a coherent expresses a written, with only literature which
50 – requirements of fair range of treatment, but argument, but may coherent position minor lapses includes some recent
59% the assessment: relevant material, may be prone suffer loss of focus and only in broad terms from standard texts and/or appropriate
may drift away with intermittent to description, consistency, with issues and in uncritical grammar, with literature, though not
from this in less evidence of an or to narrative, at stake stated only conformity to one acceptable format necessarily including a
focused passages appreciation of which lacks vaguely, or theoretical or more standard substantive amount
its significance clear analytical mode(s) couched in views of the topic beyond library texts.
purpose simplistic terms Competent use of
source material.

40 – Some correlation Basic Largely A basic argument is Some evidence of a A simple basic Some up-to-date and/or
49% with the understanding of descriptive or evident, but mainly view starting to be style but with appropriate literature
requirements of the subject but narrative, with supported by assertion formed but mainly significant used. Goes beyond the
the assessment addressing a little evidence and there may be a derivative. deficiencies in material tutor has
but there is a limited range of lack of clarity and expression or provided. Limited use

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significant material of analysis coherence format that may of sources to support a
degree of pose obstacles for point. Weak use of
irrelevance the reader source material.

35 – Relevance to the A limited Heavy Little evidence of Almost wholly Numerous Barely adequate use of
39% requirements of understanding of dependence on coherent argument: derivative: the deficiencies in literature. Over
the assessment a narrow range of description, lacks development and writer’s expression and reliance on material
may be very material and/or on may be repetitive or contribution rarely presentation; the provided by the tutor.
intermittent, and paraphrase, is thin goes beyond writer may
may be reduced common simplifying achieve clarity (if
to its vaguest paraphrase at all) only by
and least using a simplistic
challenging or repetitious
terms style

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.

30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
34% evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in
some of the indicators.

15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the
Fail

qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak

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in several of the indicators.

0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the
qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be
weak in the majority or all of the indicators.

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