Modulebook ITP M1 2020-2021

Introducing the Tourism Profession
Module 1
Module Book
BA & AD Tourism Management
International Tourism Management
NHL Stenden University of Applied Sciences
2020 – 2021
NHL Stenden University of Applied Sciences Module Co-ordinator

Tourism Management Lina Dafesh
Postbus 1080 lina.dafesh@nhlstenden.com
8900 CB Leeuwarden
Tel: 0031 088 99 17000 1
Preface
Welcome to the first module of the first year of your journey in the Tourism Management
programme. ‘Introducing the tourism profession’ (ITP) is a module that will provide you with an
overview of the tourism industry and the tourism manager.
Envision, Engage and Empower!

As you have just started your journey, this is a module where you will hopefully envision your
future as a tourism professional and what role you will have in this. We hope you will engage
your fellow students in discussion and thus learn from each other. Each student has something
valuable to share. Also, we would like to empower you as students to take lead of your own
self-management towards becoming the best tourism professional you can be!
During your first 8 weeks, you will be introduced to tourism from a professional perspective. A
professional understands tourism as a complex phenomenon that has positive as well as
negative impacts on people and places. Some controllable and some not, such as the most
recent COVID-19 crisis that has impacted tourism worldwide.
The challenge of a tourism manger is not only to develop strategies to balance the positive
impacts and the negative ones, but more importantly to see that the positive impacts exceed
the negative ones and to try to make the most out of the threats that influence the sector. To
achieve this balance, there is a need to understand the different facets of the tourism industry,
including, history, policy and planning, consumer behaviour and marketing, technology and the
future, and the role of ethics and good practice. Tourism is not important only because it is one
of the leading industries in the world (World Tourism Organization -WTO), but also because it
is an agent of goodwill (Edgell, 1999) and has the potential of bringing people together (John
Paul II). WTO's Tourism 2030 Vision forecasts that international arrivals are expected to reach
over 1.8 billion by the year 2030 (Figure 1).
Figure 1. UNWTO Tourism Towards 2030: Actual trend and forecast 1950-2030 Source: Gaval, I. (October 6, 2016), The
Economic Benefits of Sustainable Tourism, accessed October 31, 2017, https://ecobnb.com/blog/2016/10/economic-
benefitssustainable-tourism/
Teaching sustainable tourism has always been one of our core values, after the impact of
COVID-19 it has become even more important for the vulnerable communities to strive for
tourism that is responsible for all parties. Within this module, but also within the wider offerings
of our programme, we strive to take you to that level where managing tourism sustainably
becomes the norm.
2
It is important to stress the relationship between theory and practice. You will learn about
tourism theories, models, as well as participate in practical assignments. In this module you
will be introduced to major tourism themes and concepts. These will be dealt with in the form
of lectures, tasks, workshops and assignments. Besides the ITP component of module 1, you
will also have English classes, Management Skills workshops and meet with your study coach.
We hope that you will very much enjoy your first module here, that you will be inspired and
that, by the end of the module, you will envision yourself more vividly in the tourism industry.
Have fun!
Kind regards,
Lina Dafesh
3
Table of Contents
1. Introduction ......................................................................................................................6
1.1 Competencies of the Tourism Manager .................................................................................... 6
1.2 Qualifications of a Bachelor Degree ......................................................................................... 7
2. The Curriculum Rationale of Tourism Management ......................................................8

2.1 Educating the future managers of the Tourism Industry ........................................................... 8
2.2 The future needs of the tourism industry. ................................................................................. 8
2.3 ITM core values ......................................................................................................................... 9
3. Year 1 Rationale ‘Articulation of PPP(P) .......................................................................10

3.1 Foundation Phase Objectives ................................................................................................. 11
3.2 Foundation Phase Learning Outcomes .................................................................................. 11
4. Structure and Organisation ...........................................................................................13

4.1 The Module Rationale ............................................................................................................. 13
4.2 Place of the Module in the ITM Curriculum ............................................................................. 13
5. Online communication & online tools...........................................................................15

5.1 NHL Stenden email ................................................................................................................. 15
5.2 Start page NHL Stenden - Intranet ......................................................................................... 15
5.3 Blackboard & Online lectures (Blackboard Collaborate & PowerPoint) .................................. 16
5.4 Progress .................................................................................................................................. 17
5.5 Microsoft Teams ...................................................................................................................... 17
5.6 Academy of Leisure & Tourism SharePoint environment ....................................................... 18
6. Aim and outcomes .........................................................................................................19

6.1 Module Themes and Core Problems ...................................................................................... 19
6.2 Educational Methods............................................................................................................... 19
6.3 Overview of Contact Hours ..................................................................................................... 20
6.4. Literature ................................................................................................................................. 20
7. Assessment ....................................................................................................................21
8. Lectures ..........................................................................................................................22
9. PBL & The Tourism Hub Session ..................................................................................24

9.1 Session contributions and presence ....................................................................................... 24
9.2 Replacement assignment ....................................................................................................... 24
9.3 Tasks ....................................................................................................................................... 25
Session 1. Introduction to each other and to PBL ................................................................................. 26
Session 2. Starting up Task 1 ............................................................................................................... 27
Task 1. Why do we travel? .................................................................................................................... 28
Task 2. Crisis in tourism ........................................................................................................................ 29
4
Task 3. Nature and profit – a quandary for tourism ............................................................................... 30
Task 4. Songs for the Unsung ............................................................................................................... 31
Task 5. Money makes the world go around .......................................................................................... 32
Task 6. Sustainable leadership ............................................................................................................. 34
Task 7. The Future ................................................................................................................................ 36
10. Destination analysis (group assignment) & Tourism Hub sessions.........................38

10.1 Subsidiary learning outcomes ................................................................................................. 38
10.2 The basics of Design Based Education .................................................................................. 38
10.3 The Group Assignment ........................................................................................................... 39
10.4 The Tourism Hub Sessions (THS) .......................................................................................... 39
10.5 Assessment of the group assignment ..................................................................................... 41
10.5 Deadlines, handing in and resits ............................................................................................. 42
10.6 Grading Sheets ....................................................................................................................... 43
11. Tourism Sector Analysis (Individual Assignment).....................................................45
12. Management Skills .......................................................................................................49

Introduction to the workshops ............................................................................................................... 49
Literature................................................................................................................................................ 49
Competence .......................................................................................................................................... 50
Subsidiary Learning Outcome ............................................................................................................... 50
Assessment ........................................................................................................................................... 51
Replacement assignment ...................................................................................................................... 51
Rules for replacement assignments Management Skills ...................................................................... 56
Appendix .............................................................................................................................57
Example of PBL minutes ....................................................................................................................... 57
Procedure of Reporting students (as mentioned in the TER 2020-2021) ............................................. 58
Overview of outcomes & assessments ................................................................................................. 59
Weekly overview and planning .............................................................................................................. 60
5
1. Introduction
1.1 Competencies of the Tourism Manager
The Tourism Management programme falls under the domain of the Bachelor of Arts. As a
consequence, the programme needs to comply with the Domain Competencies of the Bachelor
of Arts. All competencies that shape the programme are described in detail in the professional
training profile. This profile serves a multiple purpose. It serves to establish a match between
education and the labour market and it provides prospective employers with explicit information
about the ‘exit qualifications’ of the HTRO study programmes. Furthermore, it provides
education institutions with guidelines in order to design their curricula. The professional training
profile has been developed in close consultation with the industry. The professional training
profile also plays an important role in the provision of information to students and prospective
students. Due to the large number of study programmes, it becomes increasingly difficult for
prospective students to make the right choice. The student, as a critical consumer, wishes to
be informed about the ‘exit qualifications’ of the study programme and wants to find out how
these are reflected in the curriculum. In everyday contacts with the professional field, the
professional training profile is also important in terms of providing information. Furthermore,
the profile plays an important role in accreditation processes. It serves as an assessment
framework for accreditation by the NVAO (Dutch-Flemish Accreditation Organisation). The BA
(Bachelor of Arts) domain comprises a large number of study programmes. HTRO bears a
relation to a number of these study programmes. The professional training profile also serves
as an instrument to position the HTRO study programmes in relation to other study
programmes. The distinguishing capacity towards other study programmes must be clear.
In the past couple of years, several developments occurred. Although these developments did
not have any influence on the current professional training profile, we cannot ignore the
society-wide discussion on competency-based learning that has been pursued in recent years.
Once again, education institutions critically examined the way their education is organised and
delivered (in terms of didactics). In addition, developments in the industry and changing
insights of education institutions, have necessitated a revision of the professional training
profile. Although the developments concerned are not all that drastic, a number of matters are
receiving more attention now than they did five years ago. The insights held by the education
institutions with regard to these matters have changed, in such a way that these developments
are more explicitly expressed in the current professional training profile. Finally, the way in
which the competencies are presented in the current professional training profile is different
from the competency profile of 2004. The 2004 profile encompassed a set of 21 competencies,
whereas in the current profile this number has been reduced to 10. The concept of
competency-based learning is central to this professional training profile, and this is interpreted
as a joint responsibility of the industry, the education institutions, and the students themselves.
The profile sets out 10 competencies for HTRO. The first six of these are BA competencies,
also referred to as domain competencies, including two generic HEO (higher economic
education) competencies, have been defined jointly for all study programmes that lead to the
BA degree. The last four competencies have been uniquely established by the four HBO
institutions as characteristic of the Manager in Tourism & Recreation, which sets the profile
apart from other profiles within the BA domain. The competences represent the final
qualifications (end competences) which (starting) managers need to master, thus those which
incoming students need to attain during their 4 years of study.
6
1 Developing visions of external changes and trends and building relationships,
networks and coalitions.
2 Analysing policy issues, translating policy objectives and alternatives into actions
and preparing decision-making processes.
3 Applying Human Resource Management practices and knowledge in keeping with
the organisation’s strategy.
4 Setting up, managing and improving business and organisational processes.
5 Analysing financial and legal aspects, internal processes and the business’ or
organisation’s environment in order to enhance cohesion and interaction.
6 Developing, implementing and evaluating change processes.
7 Social and communicative competencies (intrapersonal, organisation): independent
and enterprising.
8 Self-managing competencies (intrapersonal, practitioner or professional).
9 Balancing between People, Planet and Profit.
10 Initiating, creating and marketing products and services.
Table 1 Overview of International Tourism Management Competences 2014
1.2 Qualifications of a Bachelor Degree

The next step in the process of developing the ITM programme is to clarify and justify the HBO-
Bachelor Degree level. For this, ITM uses the set of internationally acknowledged Dublin
Descriptors:
1. Knowledge and understanding
2. Applying knowledge and understanding
3. Making judgments
4. Communication
5. Learning Skills
The final qualifications (end competencies) are formulated at Bachelor’s level and linked to the
Dublin Descriptors, since they are literally derived from the domain competences of the
Bachelor of Arts. Furthermore, the specific competences were assessed and formulated at the
end level of a starting professional. To be able to fulfil the level required of the end
competences, these need to be translated into learning outcomes, then subsidiary learning
outcomes and objectives for all components in the module.
At a more operational level the Dublin Descriptors are assimilated in all blueprints of the
programme. For each period (module) the subsidiary learning outcomes, thus also the
assessments, are linked to the Dublin Descriptors.
Competences Dublin descriptors Introducing the

Tourism Profession
1. Developing visions of external Knowledge and X
changes and trends and building understanding (1)
relationships, networks and coalitions. Applying knowledge and
understanding (2)
Making judgments (3)
7. Social and communicative Communication (4) X
competencies (intrapersonal,
organisation): independent and
enterprising.
8. Self-managing competencies Learning skills (5) X
(intrapersonal, practitioner or
professional).
7
9. Balancing between People, Planet Knowledge and X
and Profit understanding (1)
Applying knowledge and
understanding (2)
Communication (4)
2. The Curriculum Rationale of Tourism Management

2.1 Educating the future managers of the Tourism Industry
“Tourism and the travel industry is essentially the renting out for short-term let’s of other
people’s environments, whether that’s a coastline, a city, a mountain range or a rainforest.
These products must be kept fresh and unsullied not just for the next day, but for every
tomorrow” (Lord Marshall at the British Airways Tourism for Tomorrow Awards, 1994, in
Leunen, 2007).
2.2 The future needs of the tourism industry.

Assumptions about the future needs of the industry have been determined at national level
and have been set down in the new Competence Profile for the Tourism Manager (PCP, 2014).
This profile is the product of extensive discussions between the various HTRO programmes in
The Netherlands (NHL Stenden, NHTV Breda, InHolland and Saxion), representatives of the
tourism industry (ANVR, HISWA, RECRON, Horeca Nederland), and with reference to the
advice and approval of the various HTRO advisory boards who also confirm the international
applicability and transferability of the profile, its industry relevance and its academic
responsibilities.
Additionally, NHL Stenden ITM’s interpretation of the Professional Competence Profile has
identified the principal needs of future tourism managers as being the following:
• Greater consideration for balancing people, planet and profit (Weaver 2010; Soteriou &
Coccossis, 2010; Jamal, Camargo, Sandlin & Segrado, 2010; Cetinski & Sugar 2009;
Roberts & Tribe 2008).
• An approach which focuses on developing self-confidence, a flexible attitude and a flexible
skills base: “Tourism forcefully expresses a demand for flexibility and mobility of personnel.
The demand for flexibility is apparent through the growing pressure on personnel to possess
a greater degree of various skills…” (Vujic, Becic & Crnjar, 2008).
• Highly skilled people who get things done. ITM’s graduates should be doers as well as
thinkers and must be service-minded and entrepreneurial (based on comments from the
ITM Advisory Board). The future managers of the industry will need to seek opportunities
for themselves and the markets they serve.
• The ability to bring different stakeholders together in cooperative networks in order to
measure, indicate and balance different interests in the long term (Bornhorst, Brent Ritchie,
& Sheehan, 2010; Yilmaz & Gunel, 2008).
• Developing the individual as an effective and valued member of a team. Group decision
making, negotiation and respectful dialogue are extremely important qualities to be
developed in the future tourism manager, especially given the growing international and
intercultural dimensions of the industry and, indeed, the growing need to take account of
others’ interests (Vujic, Becic & Crnjar, 2008; 207).
Competences that fit the specific character of tourism, with particular attention for the drivers
of change, being responsive to changes in the environment and acting as agents of change
within organisations, has the capability to assess and employ modern communication
technology at operational, tactical and strategic levels of business, has thorough knowledge
8
and understanding of the market(s), and the changing role and behaviour of the consumer,
and has the capability to function in an international context (ANVR, 2013).
2.3 ITM core values

The ITM2014 curriculum has well-structured cultural, social and moral dimensions, designed
to confront the student with questions about what responsibilities the tourism manager has to
have, and the attitude and integrity required to sustain these. These elements seek to
contribute to an open and responsible society. Explicitly, these values are addressed in ITM’s
attention to such themes as sustainability underpinned by the implementation of AISHE
guidelines (DHO Curriculum Scan, 2008) and which focus on the human dimensions of tourism
development. It is essential that the principal responsibilities of the industry are addressed in
the training of aspirant tourism managers. Students must develop a keen sense that their
decisions and actions have an impact on the world’s ecological and cultural resources and that
they have to act within acceptable limits. The ITM2014 curriculum seeks to enshrine the
principles of Responsible Tourism (Goodwin, 2011) in the educational activities and in the
training of the industry’s future leaders and decision-makers. ITM acknowledges its
responsibility to help to make a difference to the future of tourism and in recognition of NHL
Stenden’s vision of ‘serving to make it a better world’ (World-wise, 2013, p. 8), and has revised
the curriculum with this to the fore. Thus, the concept of Responsible Tourism is regarded as
one of two core values - the other being Professionalism. (In the Curriculum of 2010,
Professionalism and Sustainability were presented as the two core values. These remain valid
but with the concept of sustainability being more assertively and more purposefully expressed
as Responsible Tourism.) These core values are embedded throughout the curriculum in order
to create a broad understanding and ability among students to think, act and reflect
appropriately and professionally in all aspects of activity, and are required to be made
explicit in the work of the students.
To carry these core values to the heart of the students’ experience of the curriculum, ITM has
devised the following mission:
Mission
The education of future tourism managers who, through mastery of practical
competencies, have the ability to work in an international context and, through bridging divides
between economics, ethics and ecology, contribute to the further success and sustainability of
the tourism industry.
Vision
ITM’s commitment to delivering on this mission is expressed in the team’s stated vision:
ITM seeks to be visible as a strong community of staff bound by shared values and
clarity of purpose, working together - professionally and academically - with creativity on
inspiring and facilitating the development of international professional tourism specialists at
Associate, Bachelor and Master levels, and building strong and mutually beneficial links with
industry and the wider community, and in so doing, making a direct contribution to NHL
Stenden’s vision of ‘serving to make it a better world’.
Thus, the ITM mission is wholly consistent with the NHL Stenden view: “Stenden considers
this as its task: to appeal to, and stimulate, the potential curiosity of the student. We want to
challenge students to get the best out of themselves” (WorldWise, 2013, p. 21).
ITM aims to achieve this through specific attention to the following elements:
1. Offer an internationally oriented programme that allows its graduates to start a tourism
management career anywhere in the world.
9
This implies emphasising the importance of the core values of the programme and on making
these clear through the production of professional products, attention to professional attitude
and conduct, and on explicit demonstrations of attaining the required professional
competences applicable to entry level management functions.
2. Achieve an optimal balance between the needs of the industry and those of the individual in
attaining academic level.
This implies providing a solid grounding in research skills and delivering professional
competences in a verifiable form.
3. Unleash its full potential and raise its international profile, to be a competitive and attractive
programme.
“To ensure that tourism education meets the increasing challenges of a globalised tourism
industry, there is a need for greater collaboration and discussion between tourism educational
professionals, as well as industry practitioners and policy makers” (Wang, Huyton, Gao &
Ayres, 2010, p.59).
3. Year 1 Rationale ‘Articulation of PPP(P)

Within the Foundation (Discovery) phase, students start with a general introduction that offers
a broad overview of the most significant issues involved in the tourism industry. The phase is
characterised by understanding the nature, role and relationship between the Markets
(People), Organisation (representing the motivation for Profit – or, more inclusively ‘benefit’)
and Resources (Planet) that are involved in the tourism industry. The dynamics that exist
between these entities may be expressed as Value (an exchange of value takes place between
an Organisation and a Market), Commodification (the relationship between tourism
Organisations and Resources) and Product (the basis of relationships forged between
Markets and Resources).
Thematic Structure Year 1
Organisation
Markets Product Resources
Figure 2: Rationale of 1st year
For the student, the first year is an orientation year into the tourism industry to general
service/experience management concepts and to the educational method of PBL and DBE.
The student will also develop personal and professional development skills (Study Coaching),
10
including cultural intelligence skills, and professional communication, English language,
computer and research skills. The orientation includes understanding the place of tourism in
relation to hospitality, leisure and other service industries.
The student acquires an overview of tourist activities in the module Introducing the Tourism
Profession. Organisations and Personnel is a foundation module in management and
Tourism Marketing provides a detailed introduction to understanding tourists. The Tourism
Product provides some in-depth attention to destinations. Together, the modules build a
sound basis for understanding tourism as a system.
3.1 Foundation Phase Objectives

The first year of the tourism programme provides the student with an understanding of:
• tourism, as an economic activity and as a socio-cultural phenomenon, and its

relationships with other industries;
• management, organisations, communication processes and structures;
• marketing, tourist motivations, decision-making, marketing planning;
• stakeholders in tourism development on a national and an international level
• sustainability, directions in sustainable practice, impacts and implications of
tourism development;
• processes to identify and categorise tourism resources and development
potential;
• Business English norms and usage;
• Intercultural sensitivity issues;
• Self-management and reflection; personal development planning.
3.2 Foundation Phase Learning Outcomes

Below the learning outcomes of year 1 are described. The 4 modules also have subsidiary
learning outcomes.
By the end of the first year…
- The student demonstrates an understanding of the external factors, private and public
sector and can draw conclusions on the effect these have on the tourism industry (ITP).
- The student is able to describe the internal and external influences on an organisation, in
order to foresee future developments concerning the culture, ethics, leadership and
motivation within the company, to keep the organisation in a state of survival (O&P).
- The student is able to understand, formulate and present marketing plans aimed at bringing
tourism offerings successfully to market (TM).
- The student is able to create a well-targeted tourism product (TP).
- The student can use the correct business English language for conducting and participating
in formal and informal meetings or PBL sessions with confidence; reduce a longer text to
maximum 20% of its length in a well-written and well-constructed summary; use appropriate
professional vocabulary and business terminology as well as correct grammar (English 1).
- The student can use business communication at B2 level in various professional situations
(English 2).
- The student can write a well-structured critical academic assignment (at B2 level), using
sources from desk research (English 3).
- The student can interpret (changes in) a balance sheet and shows an understanding of the
bookkeeping process by making journal entries, (sub)ledger accounts and the 8-column
financial statement for a small service or trading company (BE 1).
11
- The student can perform (within very structured problems) cost and profit calculations,
based on the distinction between fixed and variable costs and the distinction between direct
and indirect costs, and interpret the results for decision making (BE 2).
- The student is able to explain and apply basic qualitative research methods including
research design, data collection, data analysis, and interpretation and the student is able to
present these elements in a research report (Research 1).
- The student can demonstrate an understanding of the key concepts of intercultural
communication by applying these to their own culture and that of others (ICS).
- The student is able to evaluate his/her own personal and professional development and to
steer this development by determining what needs to be improved and how this could be
done (Study coaching year 1).
- The student demonstrates mastery of the Body of Knowledge expected by the end of the
first year (Progress test year 1).
1st year Modules Rationale of 1st year

Organisations & Personnel
Organisation
Markets Resources
Product
Tourism Marketing Tourism Product
Figure 3: Relationship between modules in the 1st year
12
4. Structure and Organisation
4.1 The Module Rationale
This introductory module aims to provide the student with a basic understanding of the
structure of tourism. It provides a general overview of the industry, with emphasis on the socio-
cultural, economic, and environmental importance of tourism, the variety of destinations and
patterns of tourism, and the motivation for travel, as well as the structure and organisation of
the domestic and international tourism industry. The comprehensive nature of this module can
help students learn about and appreciate the complexity of the tourism industry, including
concepts and definitions of tourism, tourist behaviour and impacts, tourism policy and planning,
and tourism and technology. The comprehensive nature of this module serves as the
foundation for the whole curriculum. The other modules of the curriculum are, therefore, more
theme-focused.
4.2 Place of the Module in the ITM Curriculum

This is the opening module of the BA and the AD Tourism Management programme. It provides
a broad but detailed introduction to the scope and form of the tourism industry and develops a
student’s understanding of the principal parties involved in tourism. The content of the module
has been determined through selecting what is of greatest importance to a basic knowledge
and understanding of the industry and this is built upon in subsequent modules.
Module 1 Module 2 Module 3 Module 4

Introducing the Organisations & Principles of Tourism Evaluating a Tourism
Tourism Profession (A): Personnel (A): Marketing Product
Destination Analysis Company Analysis
3EC
6EC 3EC
3EC Tourism Product
Design & Development
3EC
Introducing the Organisations & Tourism Marketing Plan Research 1: Qualitative
Tourism Profession (B): Personnel (B): Research
Tourism Sector Analysis Principles of
Management 6EC
3EC
3EC
6EC
Study Coaching 1 BE1: Book Keeping BE 2: Management Progress Test Year 1
3EC 3EC Accounting 3EC
3EC
Business English 1 Business English 2 Academic Writing Intercultural Sensitivity
3EC 3EC 3EC 3EC
Table 2: The ITM BA programme year 1
Module 1 Module 2 Module 3 Module 4

Introducing the Organisations & Principles of Tourism Innovating a Tourism
Tourism Profession Personnel (A): Company Marketing Product
Analysis 3EC 3EC
Destination analysis (A) 3EC Tourism Product Design &
6EC Development
3EC
Introducing the Tourism Organisations & Tourism Marketing Plan Research 1: Qualitative
Profession (B): Tourism Personnel (B): Principles (Excel 2) Research
Sector Analysis of Management 3EC
3EC 6EC 6EC
13
Study Coaching 1 BE1: Book Keeping Competence in Practice Progress Test Year 1
(Excel 1) 3EC
3EC AD: 70 items
3EC
3EC
Business English 1 Business English 2 Academic Writing Intercultural Sensitivity
3EC 3EC 3EC
3EC
Table 2: The ITM AD programme year 1
14
5. Online communication & online tools
The communication tools we use at NHL Stenden have always played an important role within
our education, as a lot is offered online and many of our communication happens online. After
the COVID-19 crisis online tools have proven to become even more important. Below you will
find a selection of the tools you will be using and what you will be using them for. Please note
that any IT related issues (technical problems) should be addressed to
serviceplein@nhlstenden.com or you can visit them in the Rengerslaan 10 building.
5.1 NHL Stenden email

After your registration is complete, you will receive an email on your private
account with details on how to create a password for your nhlstenden.com
email. This email and newly created password is your log-in for all IT tools at
NHL Stenden.
Please note that as a student you have the responsibility to be contactable by the
school at short notice. In many cases the NHL Stenden email account is the only tool that
lecturers and administrative staff can use to contact you. Moreover, it is the only guaranteed
and stable form of communication between NHL Stenden and its students. Therefore, you are
expected to check your NHL Stenden email account regularly.
5.2 Start page NHL Stenden - Intranet

Any technological tools can be reached via the start page of NHL Stenden. To mention a few:
schedules, Blackboard and Progress. The direct link to this start page is:
https://start.nhlstenden.com/.
When going to Office 365, you are able to download Microsoft Office on your own computer
and make use of all the software you need. This video is a nice short explanation:
https://www.youtube.com/watch?v=_0U_QSgYirQ&feature=youtu.be
15
5.3 Blackboard & Online lectures (Blackboard Collaborate & PowerPoint)
Blackboard is an e-Education Platform (https://blackboard.nhlstenden.com/). Blackboard

includes, among other things; announcements, documents and discussion boards. To log onto
Blackboard you have to use your NHL Stenden email and your password.
In order to be able to view announcements and access documents from a particular course or
organisation, you have to enrol via Blackboard. This is done as follows:
- Go to the ‘@NHLStenden’ on the top menu
- Type in the name of the programme (or a word that appears in this name) under ‘Course
Search’ or ‘Organisation Search’. On the list below you can see whether something is a course
or a programme.
- Then click on ‘Enrol’.
The first thing you will have to do on Blackboard is enrol for the module you are in and for the
below mentioned courses and organisations;
- Course: Introducing the Tourism Profession 20/21 September 2020
All announcements and documents for this module.
- Course: TM CIP Competence in Practice
Announcements concerning compulsory extra-curricular activities by
coordinator Christiaan van der Ham.
- Course: Fieldtrips Tourism Management
Announcements and documents concerning Fieldtrips by coordinator Ms.
Renate de Boer.
- Course: Progress Test ITM
All information concerning the progress test is published here by coordinator
Ms. Sarah Seidel.
- Course: ITM Management Skills
For all necessary information regarding all management skills in year 1 and 2.
- Course: Exam Committee Academy of Leisure & Tourism
All information in terms of regulations regarding testing and assessment
requests
- Organisation: Tourism Management Student Information
Group lists can be found here as well as general TM information for all TM
students of all years
- Organisation: Stura Tourism Management
The team of students for students, offering useful information, announcements
and documents.
These are programmes applicable to all Tourism Management students and will be necessary
throughout the entire Tourism Management course. Once you continue with the next modules,
you are required to enrol for those courses as well.
Alongside, you also need to enrol on Blackboard for the English course and the Study
Coaching course. However, further announcements on these aspects will be communicated
to you by the coordinators.
16
Moreover, Blackboard is also where you will have some of your online lectures. This happens
in Blackboard Collaborate. Under the ‘Introducing the Tourism Profession’ course on
Blackboard you will find the option ‘Online lectures (live)’ on the left side menu. Once you click
on this you will see all the sessions/lectures that have been created. The lectures provided live
via Blackboard Collaborate will be given according to the time slot indicated in your schedule.
These lectures are also recorded, in the picture below you can see the option ‘recordings’
where all the recorded lectures can be found and viewed once more.
Some lectures will be provided via a voice over in the PowerPoint presentation. These
lectures can be found under ‘Lectures’ in the Introducing the Tourism Profession course. You
are free to watch these lectures whenever you want. To play the voice over, open PowerPoint,
go to ‘Slide Show’ and then to ‘From beginning’.
5.4 Progress
Progress is where you can
check your results and
where you have to enrol for
the modules and for the
tests.
All first year students are automatically enrolled for their first year. However, before the end of
this academic year you will have to enrol on Progress for your module planning of year 2. A
message will be published on Intranet and Blackboard informing you until when you can do
this.
You always have to enrol for the tests. This is done via Progress. To enrol for a test, you should
click on ‘enrolling’ (‘intekenen’) on the menu shown above.
We strongly advise you to make a print of the enrolment, for the module planning as well as
for the tests. Should any technical problems occur, you will always have proof.
5.5 Microsoft Teams

Hopefully some of our classes will be provided in school, but most of them will still be online.
For some students the entire module will be provided online, as they’re not able to come into
17
school. For the online classes you will have this module, you will be using MS Teams. You will
be added to an MS Teams group by your lecturer. You all have access to this software via
Office 365. You can reach your Office 365 via start.nhlstenden.com and then download Teams
onto your laptop, phone or table (you can work in the web app or download the windows
version). Besides Teams, you can also download Microsoft Office onto your laptop via Office
365.
It’s important to secure a stable internet connection (with Wi-Fi it might be an idea to use a
cable instead if you’re sharing a household with others that are also using the internet).
5.6 Academy of Leisure & Tourism SharePoint environment

Each academy has its own SharePoint environment. Tourism Management is part of the
‘Academy of Leisure & Tourism’. The SharePoint environment shares general
announcements, as well as important documents such as the Academic Calendar, the annual
test schedule; the Teaching & Exam Regulations and the Study Guide.
18
6. Aim and outcomes
The aim of the module is for the student to understand the complexity of the tourism industry
and what it entails. A basis is formed to be able to go deeper into the topics to be dealt with in
the modules to come. Moreover, the creation of curiosity and an ‘eagerness to learn attitude’
towards the programme is created. Also the student is provided with ‘tools’ to be able to
manage in the modules (e.g. writing a report, searching for information).
The following module learning outcome applies to ITP: The student demonstrates an
understanding of the private and public sector and external factors and can draw conclusions
on the effect these have on the tourism industry.
In order for you to reach this module learning outcome, we have three subsidiary learning
outcomes, which are each tested separately (described in chapter 7). The following subsidiary
learning outcomes apply to ‘Introducing the Tourism Profession’:
- The student demonstrates an understanding of the influence of stakeholders and
external factors on a tourist destination in order to make short term predictions.
- The student defends the short term tourism scenario of a tourist destination, influenced
by its stakeholders and external factors in a creative and inviting manner.
- The student demonstrates an understanding of a sector in the tourism industry, its
characteristics and necessary interactions with stakeholders in the provision of tourism
products and services.
6.1 Module Themes and Core Problems

As an introductory module, this module focuses on the following core themes:
• Consciousness towards sustainability and it being something we cannot do without
• Balancing the 3 P’s
• Past (history of tourism)
• Present (external environment analysis and its influence on tourism)
• Future (trends in tourism)
• Stakeholders in tourism (focus on government)
• Intermediaries in tourism
• The tourism professional in the tourism industry
• Peer assessment (giving and receiving feedback)
Core problems
• What does analysis of a problem entail?
• How can you be a professional team worker?
• What is an inquiring mind?
• How to develop your career as a tourism professional?
• How to adjust from consumer to manager?
• How to work in an interdisciplinary world?
• How to deal with (cultural) diversity?
• What are the impacts of tourism on society, environment and economy?
6.2 Educational Methods

Lectures
The lectures are centred on core themes of the tourism studies. Their function is to provide
you with a bag of knowledge about the field of tourism, to be able to actively participate in class
discussions, be prepared for the more focused modules of the curriculum and for the progress
test. For some lectures reading is required. More information concerning the lectures is given
in chapter 8.
19
Problem Based Learning and Tourism Hub
During the Problem Based Learning sessions (PBL) you will discuss several tasks from the
tourism industry, each task has a specific interest and orientation. Furthermore, during the
Tourism Hub sessions, you will be working on a group assignment, where you will identify
factors affecting a chosen tourist destination and identify its potential for tourism in the future.
Both methods, PBL and the Tourism Hub are student centred and part of social constructivist
learning, meaning that you take an active role in your learning process, resulting in your
remembering what you’ve learned, rather than forgetting it after having passed this module.
Moreover, besides applying knowledge, the knowledge gained during PBL and Tourism Hub
sessions is essential for the Progress Test!
Assignments (group and individual)

Besides the aforementioned group assignment, you will also have an individual assignment.
This assignment is focused on a type of tourism, rather than a destination. The module (group)
assignment is explained in detail in Chapter 10 and the individual assignment in Chapter 11.
Management Skills
The workshops Management Skills focus on different skills a manager needs to acquire. In the first
module the main theme of the workshops will be on your role in PBL classes, how to communicate
effectively, and how to deal with cultural differences. Chapter 12 includes all workshop information.
Please note that you need to prepare for each workshop, including the first one!
6.3 Overview of Contact Hours

Introducing the Tourism Profession Contact hours Self-study hours
(45 min) (60min) EC
PBL 24 36
1 x 3 hrs per week x 8 weeks
Tourism Hub 24 36
1 x 3 hrs per week x 8 weeks
Workshops 10 20
Library, APA and Tourism Resources
Lectures 56 20
Consultation hours (not compulsory) 5 -
Management Skills 2 x 2 hours and 1 x 3 hours 7 10
Word Workshop 1 x 2 hours 2 -
Group Assignment (Presentation & report) 4 18
TOTAL 132 120
16.5 (45 min/ week 15 hours /week
(132/8) (120/8)
Total EC’S 9
6.4. Literature
On your booklist, there is an introductory book which you will use during this module and in
other parts of the ITM curriculum. The book is Page, S.J. & Connell, J. (2020) Tourism: A
Modern Synthesis, 5th Edition, Routledge/CRC Press (ISBN 9780367437367) (earlier editions
are also possible)
During this module you will use it for PBL and for lectures. It is also important for the Progress
Test. A few copies of this book are available in the study landscape. However, this is a
compulsory book for the Tourism Management course. Students are required to have their
own copy.
20
7. Assessment
The module consists of two entries (parts) which will appear on your Progress results overview.
The two entries are:
- “Destination Analysis” and Management Skills (6EC)
- “Tourism Sector analysis” (individual assignment) (3EC).
To pass the ITP module, you will need to get a 5.5 per entry (see below) which will be rounded
off to a 6. This grade is according to a scale from 1 to 10 with 10 being the highest. A grade
lower than a 5.5 means you failed that subject and you will have to do a resit. When an entry
is a 5.5 or higher you will receive the related credits. For Management Skills you will not receive
a grade, but it is a pre-condition that you receive a ‘pass’ in order to obtain the credits for the
‘Destination analysis and Management Skills’ entry. Please note that for the group assignment
you cannot compensate, this means on both the fair and the report you have to get a 5.5 or
higher to pass.
Subsidiary Learning Assessment Assessment Subsections Weight Credits

Outcome Description Form
The student demonstrates an Destination Report & Tourism Destination Analysis 75 % (cannot be 6 EC
understanding of the influence Analysis Fair Report compensated)
of stakeholders and external
factors on a tourist destination &
in order to make short term
Destination Analysis 25 % (cannot be
predictions.
Tourism Fair compensated)
The student defends the short Management Homework and
Skills Management Skills Conditional
term tourism scenario of a presence
positive
tourist destination, influenced
by its stakeholders and
external factors in a creative
and inviting manner.
Demonstrates an Tourism Sector Report Individual report 100% 3 EC
understanding of a sector in Analysis
the tourism industry, its
characteristics and necessary PBL, Tourism Hub Conditional
interactions with stakeholders and Workshops positive
in the provision of tourism attendance
products and services.
Total EC for ITP 9 EC
Further details on the assessment of each part can be found in the below mentioned chapters:
Destination Analysis (group assignment) Chapter 10
Tourism Sector analysis (individual assignment) Chapter 11
Management Skills Chapter 12
21
8. Lectures
All the lectures will be provided online, except for the introduction lecture. The lectures will take
place online according to your schedule. Most lectures will be offered online via Blackboard
Collaborate and a few via MS Teams. In the overview below you can see which platform is
used. Occasionally, it might happen that a lecture is provided as PowerPoint slides with voice
over, as the lecture couldn’t take place on the scheduled time. How to attend the online lectures
and/or view the recording or PowerPoint voice overs, is mentioned in chapter 5
(communication tools).
In the table below you can see a list of all the lectures for this module. For some lectures we
advise you to prepare and read a chapter from Page & Connell (2014). There are quite some
lectures offered in this module, some can be directly linked to a task or to an assignment.
Others discuss more general disciplines which are important for building a strong base of
tourism knowledge, but cannot be immediately traced back to an assignment in the module.
Overall, this knowledge is also assessed in the Progress test.
Week 1
Lecture Lecturer Platform
Welcome lecture, ITM programme introduction Dr. K. Miller On campus
Introduction lecture (LINT). Introducing the structure and Mrs. L. Dafesh PowerPoint voiceover
organisation of the module (sent to you via
email)
Management Skills 1 (LMAN1). The management skills Mr. J. Kobelski MS Teams
programme is explained as well as the topic of intercultural
management.
Study information (LINFO). You will be informed on ICT Mrs. L. Dafesh; Ms. Bb Collaborate
tools at NHL Stenden (progress, blackboard, intranet, NHL Renate de Boer;
Stenden email). Fieldtrip information and the Competence in Mr. Christiaan van
Practice points der Ham
Week 2
History and evolution of tourism (LHIS). The evolution and Dr. K. Miller Bb Collaborate
development of tourism.
(preparation: Page & Connell (2014) ‘The evolution and
development of tourism’ chapter 2)*
More information on the module (LIMA). Information lecture Mrs. L. Dafesh & Bb Collaborate
on the module, the tourism fair, and Office 365 Mr. J. Wenzel
Sociology (LSOC). Basics of Sociology and its relation to Ms. M. Gluth MS Teams
tourism
Week 3
APA referencing (LAPA). Information on how to apply APA Mr. K. Gridnevskiy Bb Collaborate
referencing and sourcing and its role in the programme.
Basics of Sustainability (LBSUS). The rise of the Ms. A. Folmer Bb Collaborate
sustainability concept and the basics of Sustainability.
Music Tourism (LMUT). Lecture on the relevance of music Ms. L. Dafesh MS Teams
in the tourism industry.
Film Tourism (LFILM). Lecture on the effects film have on Mrs. L. Dafesh MS Teams
the tourism industry.
Resource for the Tourism industry lecture (WRU). Oil, water, Mr. J. Wenzel Bb Collaborate
sand and sun. What are relevant natural resources and
what does the tourism industry consume. An awkward
22
exercise for future tourism managers. Somewhat a
workshop, but also a lecture.
Week 4
Progress test (LPROG). Introduction of Progress testing. Ms. S. Seidel Bb Collaborate
Cruise Tourism (LCRUI). Lecture on the developments in Mr. P. Nonhof Bb Collaborate

the cruise tourism industry.
The Tourism Industry (LTIN). The different intermediaries in Ms. M. Viola Bb Collaborate
tourism and their role in the industry (preparation: Page &
Connell (2014) ‘Travel intermediaries: tour operators and
travel agents’ chapter 7)*
Week 5
Sustainable leadership (LSUSL). Sustainable leadership, Ms. S. Seidel Bb Collaborate
your personal contribution to a sustainable society and
corporate social responsibility (CSR)
Heritage Tourism (LHERT). Basics of heritage tourism. Dr. K. Miller Bb Collaborate
Adventure Tourism (LADV). Basics of adventure tourism. Mr. K. Gridnevskiy Bb Collaborate
APA referencing (LAPA2). More information on how to apply Mr. K. Gridnevskiy Bb Collaborate
APA referencing and sourcing and its role in the
programme.
Week 6
Public sector (LPUB). The role of the public sector in Ms. M. Bergsma MS Teams
tourism (preparation: Page & Connell (2014) ‘The role of the
public sector in tourism’ chapter 13)*
Social Media (LSOME). Social media developments, their Mr. M. van der Bb Collaborate
effect on the industry and how the private sectors makes Meer
use of it.
ETFI lecture (LETFI). The European Tourism Futures Dr. A. Postma Bb Collaborate
Institute of NHL Stenden (scenario planning)
Business Tourism (LBUS). Lecture on the developments of Mr. P. Nonhof Bb Collaborate
the MICE industry.
APA referencing (LAPA3). Final information on how to apply Mr. K. Gridnevskiy Bb Collaborate
APA referencing and sourcing and its role in the
programme.
Week 7
Technological Development in Tourism (LTECH). How did Mr. J. Wenzel Bb Collaborate
technology influence the tourism industry so far?
The Future of Tourism (LFUT). The future of tourism in Mr. J. Wenzel Bb Collaborate
general, relative to the students’ perspective (preparation:
Page & Connell (2014) ‘Information communication
technologies and e-tourism’ chapter 6)*
Trends in tourism (LTREND). The latest trends in the Mr. P. Nonhof Bb Collaborate
tourism industry are discussed.
Week 8
Volunteer Tourism (LVOLUN). Lecture on volunteer tourism. Ms. B. Nitsch Bb Collaborate
* Chapters are based on the 4th edition as indicated on the booklist, content of previous editions may differ
slightly.
23
9. PBL & The Tourism Hub Session
9.1 Session contributions and presence
PBL and the Tourism Hub sessions are important educational methods which are used to
obtain knowledge and skills during this module. You are required to be present and contribute
to the sessions. The 80% conditional positive rule applies to PBL and the Tourism Hub
sessions. This means that you have to be present 80% of the time in order to be able to obtain
your grade for the individual assignment.
Should you be arriving late, you have to notify a group member. If you arrive later than 5
minutes, with no valid reason, you will be noted down as absent. Obviously, you are still
allowed to take part in the session.
Please note that it is really important that you do not miss more than 20% of the sessions
unless you have a valid reason as it is difficult to keep up. That means that you can only receive
a replacement assignment if you are absent for a valid reason. If you are ill you have to call
the secretary’s office under 058-2441363 or email to secretariaat.LT@nhlstenden.com before
9.30 a.m. If during the day you become ill, you can pass by the Front Desk (room 2.25) or
email. If you miss more than 20% of the sessions with no good reason and you did not call,
then you will have to redo an assignment equal to 3 EC (which equals 84 hours of work).
Contribution to the sessions

As mentioned above, you are required to attend at least 80% of the sessions. During these
sessions it is important that all students contribute actively. This is a pre-requisite for successful
teamwork and functioning during these sessions. An active contribution means that you:
- share and activate your prior knowledge;
- generate new insight and discuss different options with the group;
- provide input in an effective manner (add to what has been said and give your
opinion on what has been discussed);
- use your own words to discuss and explain your findings;
- make use of examples when sharing your findings.
Online sessions
As many of the sessions will be online, please note that having your camera on helps with the
group process and group dynamics, so please keep in mind that the camera should be
switched on during the online sessions.
9.2 Replacement assignment

If you missed more than 20% of the sessions and you had a valid reason for missing the
sessions, then you have to request for a replacement assignment so that you can still obtain
your grade for the ‘Tourism sector analysis’ entry (the individual assignment).
So, once more, if you are ill, you have to call on that day that you have PBL or other classes
(058-2441363). Your phone call will be registered so that the Exam Committee or module
coordinator can request the details. If you do not call, you will not be granted a replacement
assignment. It is advisable to write down the name of the person you spoke to as well as the
day and time of your phone call.
Should you have to request for a replacement assignment or for a resit, please contact the
module coordinator within 3 teaching weeks after publication of the points on Progress.
Please consult the Teaching and Exam Regulations (TER) 2020-2021 for the exact procedure
to take in such a case.
24
9.3 Tasks
There are 8 PBL sessions in this module and 7 tasks. The first session is dedicated to the PBL
system, understanding the assignments and we kick off with a few first learning goals. During
the final PBL session you will round off the last task and give feedback on the group
assignment. The tasks that will be dealt with are mentioned in short below.
Task Major discipline Type of task

Task 1: Why do we travel? Tourism definitions and Explanation Problem
concepts
Task 2: Crisis in Tourism External factors. Crisis Explanation Problem
management
Task 3 : Nature and profit – a Environmental impacts of Explanation Problem
quandary for tourism tourism
Task 4: Songs for the Unsung Socio-cultural impact on Explanation Problem
locals (anthropology and
sociology).
Task 5: Money makes the world go Economics of tourism Explanation Problem
round
Task 6: Sustainable leadership Public sector and its Explanation Problem
involvement in tourism
Task 7: The future Tourism research Explanation Problem
The matrix below will help you plan and prepare for the tasks of the module. It gives you an
indication when you have to start (S) and when you have to report (R) on a task.
Task Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8
PBL intro S
The first learning goals S R
Task 1 S R
Task 2 S R
Task 3 S R
Task 4 S R
Task 5 S R
Task 6 S R
Task 7 S R
25
Session 1. Introduction to each other and to PBL
During this session, we will discuss the PBL system and provide you with some basic
knowledge on the theory of PBL. It is advised to have read through the PBL kit (which is
available on Blackboard). There’s also a video on Blackboard where PBL is explained. Your
tutor will lead the session and will stick to the following agenda:
1. Opening & getting to know each other.
2. Decide on communication tools

How will you communicate? Perhaps you want to create a group
3. Group discussion
• PBL & the Tourism Hub sessions
• Contribution during sessions
• Chairing the sessions and taking notes (minute maker, see appendix for example of
minutes)
• Overall assessments in ITP
4. Group agreements
Make clear group agreements, for both the physical and online classes.
5. Problem Based Learning

Have the following discussion on PBL. It’s important to have read the PBL kit beforehand.
What are your expectations of PBL (from you and from your peers?)
What is the difference from your previous education?
What do you think will be the biggest challenge?
What do you think the role of the tutor/lecturer is?
Briefly discuss the following topics (without looking them up on google!)

What is brainstorming?
What is mind-mapping?
What is the difference between a mind-map and a brainstorm?
What are the 7 steps of PBL?
After the discussion you are able to identify your existing knowledge on PBL and the knowledge
that is still lacking (in which case we ask you to review the information in the PBL kit once
more).
6. The first learning goals (preparation for next week)

Usually you will create your own learning goals. For next week we have set out a few basic
ones for you, to familiarise with the concept of tourism as well as with researching and reporting
on your findings. Next week we will start up task 1 according to the 7 steps of PBL.
For the next session, please research and answer the following questions:
1. What is Tourism?
2. What is Leisure and what is recreation?
3. What is the difference between Leisure and Tourism?
4. When are you a tourist? (describe factors that determine whether you are a tourist or not,
according to the WTO).
7. AOB (Any other business)
8. Closure
26
Session 2. Starting up Task 1
Once again an agenda is provided, as of week 3 no agenda is mentioned in the module book,
the chairperson will prepare and structure the session and create an agenda.
1. Opening (check in)
2. Minutes previous session

comments on the previous minutes
3. Announcements
4. Reporting back on the first learning goals

1. What is Tourism?
2. What is Leisure and what is recreation?
3. What is the difference between Leisure and Tourism?
4. When are you a tourist? (describe factors that determine whether you are a tourist or not,
according to the WTO).
5. Starting up task 1: Why do we travel?
6. Discuss any questions on ‘Tourism Sector Analysis’ the individual assignment
7. AOB (any other business)
8. Closure (evaluation/check out)

How did the session go? What went well? What can be improved?
27
Task 1. Why do we travel?
Explanation Problem task
Look at the following quotes, taken from a report by Amadeus (2018) with the title; The
importance of understanding travellers’ motivation.
Please look at the following 2 YouTube videos before the session of week 3.
How Coronavirus will force destinations to stop Over tourism
https://youtu.be/LJcXnTvppsc part 1
https://www.youtube.com/watch?v=v4HPjRgQURo part 2
28
Task 2. Crisis in tourism
The global COVID-19 crisis affected many sectors in the world, and one hit extremely hard is
the hospitality and tourism industry. Your daily lives were probably disrupted, some perhaps
more than others. We all have our stories, opinions and perhaps also predictions on where this
is all heading, as it is not over yet.
Overall, it is clear that this is an important discussion, as such a major event plays a big role
in shaping the future of the sector you will end up in. Let us discuss the impacts and the
different ideas that have been brought forward (including the videos you were asked to watch
as preparation for this session).
How Coronavirus will force destinations to stop Over tourism
Researching such a recent topic

The impact the corona crisis has had on tourism so far, as well as the impact it will have on
the future tourism industry, is one that has been reported on quite frequently in the past
months. The UNWTO has been publishing and updating a lot on the topic. You can view some
very interesting outcomes via the following link: https://www.unwto.org/international-tourism-
and-covid-19. The World Travel & Tourism Council has done the same: https://www.wttc.org.
Moreover, our own European Futures Tourism Institute also published, and is still publishing,
articles on this; https://www.etfi.nl/en. There are many more places to obtain information on
this topic. Browse and try to identify and gain more insight and report back on the learning
goals you’ve created.
29
Task 3. Nature and profit – a quandary for tourism
Read the following two articles, one is an industry article from time.com and the other is an
abstract from an academic article from the ‘Journal of Destination Marketing & Management’.
Furthermore, watch the movie on time.com (see the link below).
One of Thailand’s Most Beautiful Islands is Closing Before it's Ruined

Forever.
A top conservation official says tourism has resulted in

overcrowding and environmental degradation. An idyllic
Thai island has been so despoiled by tourists that local
authorities are being forced to close it to prevent further
damage.
Koh Tachai in Thailand’s Ranong Province was rated

last year by specialist website beachmeter.com as Thailand’s most beautiful island. However,
according to the Bangkok Post, the tourist-ravaged beaches of Koh Tachai will have to close
indefinitely from Oct. 15. Tunya Netithammakul, director general of the department of national
parks, wildlife and plant conservation, said that tourism had resulted in “overcrowding and the
degradation of natural resources and the environment.”
He told the Bangkok Post that the closure of the island was designed to give the land and
marine environments a chance to regenerate “before the damage is beyond repair”. He added
that beaches on the island were holding up to a thousand people — when no more than 70
could be comfortably accommodated — and were crowded with food stalls and tour boats. “If
it’s not closed now, we’ll lose Koh Tachai permanently,” he said (Time, 2016).
Lessons from Scotland: British wildlife tourism demand, product

development and destination management
Wildlife tourism can be an under-appreciated facet of a country’s domestic tourism portfolio.

Yet it is well documented that there has been incremental growth over the last ten years in the
range and volume of wildlife tourism worldwide. This fast growth has not just been in terms of
numbers of tourists, but also the tourism businesses and NGOs who provide access to wildlife
watching opportunities. This paper presents research on the British wildlife tourist and the
implications for destination marketers and managers. It reveals an independent wildlife tourism
market that combine an interest in wildlife watching with other traditional holiday pursuits such
as walking and sightseeing. It particularly highlights the importance of nature reserves, as focal
wildlife attractions, and implies the need for a strategic approach to wildlife destination
development and management in order to reap the potential economic benefits whilst
preventing disturbance to focal species and/or habitats (Curtin, 2013).
References:
Time. (2016) One of Thailand’s Most Beautiful Islands Is Being Closed Before Tourists Ruin It Forever.
Retrieved 1 June, 2016, from http://time.com/4336737/thailand-island-koh-tachai-similan-phangnga-
ranong-tourism-travelers/
Curtin, S. (2013). Lessons from Scotland: British wildlife tourism demand, product development and
destination management. Journal of Destination Marketing & Management, 2 (2013), 196-211.
30
Task 4. Songs for the Unsung
The following song is written by the Asian poet Cecil Rajendra from Malaysia. The song
describes the feelings of the locals on the impact tourism has had on their society and culture.
Communities express feelings and emotions reflecting different stages of response that may
change throughout time based on the significance of impacts due to tourist flows.
When the tourists flew in To always guide

the Finance Minister said the ‘lost’ visitor…
‘It will boost the economy Hell, if we could only tell them
the dollars will flow in’ where we really want them to go!
When the tourists flew in When the tourists flew in

the Ministry of Culture said the Minister of Interior said
‘It will enrich our life, ‘It will provide full
contact with other cultures and varied employment
most surely for the indigenous’
improve the texture of living’
When the tourists flew in When the tourists flew in

our island people the man from the Hilton said
metamorphosed into ‘We will make you
a grotesque carnival, a second Paradise;
a 2-week sick show for you, it is the dawn
of a glorious new beginning’
When the tourists flew in
what culture we had When the tourists flew in
flew out of the window our men put aside
we traded our customs their fishing nets
for sun-glasses and to become waiters
we turned sacred ceremonies our women became whores
Into ten cent peep shows
When the tourists flew in
When the tourists flew in local food became scarce
we could no longer prices went up
go down to our beaches but our wages stayed low
The hotel manager said
‘natives defile the sea-shore’ When the tourists flew in
the hunger and the squalor
When the tourists flew in were preserved
we were asked as a passing pageant
to be ‘side walk ambassadors’ for clicking cameras
to stay smiling and polite a chic eye-sore!
31
Task 5. Money makes the world go around
Before you start up the task, click on the following movie link first as introduction to the topic:
https://youtu.be/35KzDBaau7I
According to the World Travel Organisation, tourism is one of the biggest industries in the
World. “International tourism receipts represented in 2003 approximately 6 per cent of
worldwide exports of goods and services (as expressed in US$). When considering service
exports exclusively, the share of tourism exports increases to nearly 30 per cent” (WTO, 2010).
For many countries tourism receipts are the main source of income.
Discuss the two figures below and explain their connections:
Source: Cooper, 2008
32
33
Task 6. Sustainable leadership
Explanation problem and Action task
Part A:
Ms. Sarah Seidel held a lecture on Sustainable leadership. This lecture focuses on personal
values, your own role in society and the choices you make to shape your role. Moreover, CSR
is explained and discussed.
In 2008, Lina van Veen, by then master student at NHL Stenden, conducted a research
entitled: “A substantive theory about the pathway towards personal sustainable leadership”.
She interviewed several people who lead a sustainable business and asked them about their
motivation to engage with sustainability and CSR. She then confronted them with the ‘Three
Levels of Sustainability’ framework and asked their opinion on its inner level and the three care
dimensions. In this research some interesting statements were quoted. We would like to share
some with you and ask you to critically reflect on them:
“The essence is not to leave a liveable world for my children or my grandchildren. I

do not have any children, but I thoroughly understand that some individuals are
worried about their children’s future. It does not bother me. I feel very strongly about
sustainability, due to the fact that I am of the opinion that it is just a normal way of
life.”
“The essence of sustainability is, in my opinion, to deal with all existing matters in
such a way that it is preserved perpetually and, thus for all future generations.”
“I want a BMW, because having a BMW will increase my happiness.”
“I am convinced that one cannot solve social problems with individual behaviour, yet,
individual behaviour does contribute to the solution of social problems.”
“I am citizen of (name of a Dutch city). For this reason, I consider it to be important,

and moreover, pleasant, to do something with the intent to give (name of the Dutch
city) a push in the right direction.”
“We should not only take but also give back to nature. We depend on nature in
tourism and therefore we need to take care of it.”
“This stadium, ‘care for all’, sounds too idealistic to me. This stage leads one to
suspect that it is possible to reach some kind of ‘Buddha-stage’, meaning, that one is
exclusively engaged with everybody.“
34
Part B: Photo Collage
In order to get you thinking about your own responsibility in society we would like you to
prepare a photo collage with self-made and/or existing pictures. Take a look at your own
surroundings regarding sustainability, the environment, the people in your own town? Your
own household? Choose a theme, for example: the city of Leeuwarden; public transportation;
student housing; your own buying behaviour (including use and disposal); or maybe even NHL
Stenden; … You are free to choose what you will focus on. Take pictures of those things within
your theme in order to show what is not sustainable and discuss recommendations how things
should change. So please consider and present solutions for the different unsustainable
situations you have encountered. Ask yourself: who can take which actions to solve this
situation? In answering, please apply the Three Levels of Sustainability framework (see book
Three levels of Sustainability by Cavagnaro & Curiel, 2012).
The collage should be digital and you are free to use the tool you like. You can also look at the
online tool canva.com, which offers a lot of templates to work with. Please submit the collage
to your tutor and have it ready during the next session to present to your peers (most likely not
all will be able to present, but we would like to see and discuss a few).
Be creative, have fun and good luck!
35
Task 7. The Future
Action task
During the 1970´s, nobody would have believed you if you would have predicted that today people would
walk around with mobile mini computers which include all the functions of about 50 other devices, with
the calculation power of ALL microprocessors on the planet and more storage space than all digital
storage space on earth. In 1995 discussing the idea of having such a multifunctional device would have
made you a dreamer among your listeners.
Today, you cannot imagine a world without all your social media, homework supporting search engines,
and online dictionaries, automatic translation, millions of instruction videos on YouTube or the billions
of Wikis. You might have left your game console at your parents’ home, but kids today buy new stuff
that you might smile about, but actually contain the most advanced technology. Imagine that the first
email account of NHL Stenden University was installed in 1996, just two decades ago, and look around
you… can you imagine a world without internet?
Some say that kids born today will never learn driving because they will not need to drive on their own.
Robots and artificial intelligence take over millions of jobs.
On the other hand, with all the technological stuff around us, who controls technology. Paul Verillio, a
French philosopher says: 'history progresses at the speed of its weapons systems'. If we follow this
argumentation, we soon will hand over the control of our history to faster algorithms embedded in the
software of our financial markets, military systems, infrastructure controls etc..
The human mind can be very conservative in the sense of future developments. Maybe your mind is not
conservative concerning new things, let’s check…
Below, some observations, facts and expectations are described:

- Technology is a key driver influencing the tourism industry, for example without efficient
mass transport modes and cheap oil production methods, global mass tourism would not
exist.
- Earth temperature is increasing, that is a fact. Why? One says this, the other says that,
what is important? The world is getting warmer, is this bad for tourism? Maybe, maybe
not, as long as the weather is getting better in the north of Europe…What is bad for one,
may be good for someone else. Ever heard of Nuuk as a tourism destination…
- Western students spend more time on watching funny cat videos on Facebook than
reading journalistic news items.
- The rising sea level will influence the geomorphologic appearance of coastal areas.
Inhabitants of Kiribati, a pancake flat island atoll along the Equator in the southern ocean,
need to be relocated in the next ten years because of constant flooding.
- Armed conflicts, political instability and religious extremism make travelling to certain
areas very dangerous and tourism an easy target.
- India’s population is expected to exceed the Chinese population within the next 10 years.
- It is very difficult for a citizen of most non-European countries to visit friends in Europe due
to current visa regulations. Each day, economic refugees drown in the Atlantic Ocean
somewhere between Africa and Europe.
- Blind, deaf and other physical handicapped people receive implants and can see, hear,
move or communicate again.
- Japanese elderly homes use pet-robots for the entertainment of the elderly.
- Facebook bought a head-mounted display specialist without any current consumer
product on the market, operational losses included and a relatively small revenue of about
40mio US$. Facebook paid 12 billion US$. They expect VR to become a big thing… for
what?
Now it is up to you to describe your projection of the world you will live in in about 20 years. It
will be the year 2040. Today in 2020, you are maybe 20 years old, you will be about 40. Maybe
36
you have a family, some kids, a house and a job in the tourism industry based on some positive
scenarios. But maybe, the human race did not manage to maintain peace and did not learn
from history, ended up in huge conflicts or even worse another world war, the most negative
scenario. Maybe we are not on the safe side of the world anymore and many of us become
refugees because their homeland got unsafe. Things people believed to be static and secure
have changed earlier in history, they still change, and they will change. Let us be conscious,
educated and responsible humans to make sure to let the worst not happen.
Diary Entry: Dear Diary....

You write a diary entry of one random day in the future. You might work in the tourism industry
or not. You are maybe on vacation or again in your hometown for business; you might be
married; you might have many or no kids, or none of both. Just project whatever you would
like to be in the future into this day. It will be your very personal vision and imagination of how
your day in that future looks like.
Important to remember is: your personality, and basic character will not change that much.
You will still have certain preferences for certain candy and people will still be the same as
they were the same ten thousand years ago. But you will be 20 years older than today, more
independent, more experienced through the school of life, but it will still be you who sees the
world from your personal more grown-up perspective. It will not be you that changed so much,
it will be the world around you that will significantly change and impact your life.
Whatever you see and experience during that day in 2040, write it down on approximately two
pages. Just start with: Dear diary....
You should focus the scenario on current trends and developments which you think will
influence your life in general and tourism in specific.
Reporting back: Take the time to share your diary entries during class. If possible, read them
and share the product of your imagination with your fellow students. Enjoy each other’s views
of the future, as a nice final task of this module!
37
10. Destination analysis (group assignment) & Tourism Hub sessions
10.1 Subsidiary learning outcomes
Tourism is a complex industry. There are many different types of tourists, types of destinations
and different types of tourism. This assignment will broaden your view on the tourism industry
by focusing on a region and its potential for the future. You will study the past, present and
future of the region in regard to tourism. After conducting research you should be able to
present suggestions and arguments for the future tourism potential at your region and you
should present this creatively during a tourism fair in week 8. After successfully completing this
group assignment you can:
A) Demonstrate an understanding of the influence of stakeholders and external factors on
a tourist destination in order to make short term predictions.
B) Defend the short-term tourism scenario of a tourist destination, influenced by its
stakeholders and external factors in a creative and inviting manner.
In other words, these 2 subsidiary learning outcomes relate to the module learning outcome:
“the student demonstrates an understanding of the private and public sector and external
factors and can draw conclusions on the effect these have on the tourism industry”. All content
of the assignment is structured according to the 5 steps of Design Based Education
(empathise; define; ideate; prototype and test). The method itself and its 5 steps will be briefly
explained in the next paragraph.
10.2 The basics of Design Based Education

By working in Tourism Hub Sessions (THS), you will be working more towards ‘Design Based
Education’ (DBE). This form of education promotes action-oriented behavior, rather than
discussion-based work. It also responds to human needs and desires to drive innovation;
everything is done with the end user in mind. It forces radical collaboration and promotes cross-
disciplinary co-creation. It has a culture of prototyping (trial and error); it encourages you to
stay experimental and engage with the product. DBE strongly encourages the elicitation of
feedback as the driver of change and innovation. Visual thinking is encouraged and is used as
a support in the entire process. There are 5 steps identified in the DBE process, namely:
Step 1 Empathise: the first stage is to understand the challenge. This involves consulting
experts, observing, engaging and empathising with people to understand the experiences and
motivations. Studying the task as well as the end user belongs to this phase.
Step 2 Define: this phase is about clearly defining the task, you start to narrow down, based
on your previous research. You put together what you have created and gathered and you
bring it down to your main objectives in a human-centred manner.
Step 3 Ideate: here you continue to diverge and you start generating your ideas. This is when
you can start to ‘think outside the box’ to identify innovative and creative ways to tackle the
challenge and your main objectives.
38
Step 4 Prototype: here you start to make the ideas visual, you provide a mock up, a simple
concept of what you end product could look like (converge). This experimental phase is
essential in receiving the feedback you need to continue with developing your end product.
Feedback is preferably offered by a varied selection of people, including the end user.
Step 5 Test: based on the feedback in the prototype phase, the product can be brushed up.
However, as DBE is an iterative process, it shouldn’t be seen as a final product that cannot be
redefined if necessary. The test phase is the phase that allows you to present what you’ve
created.
The group assignment, which you will work on during the Tourism Hub Sessions and outside
of class, is created in the style of DBE. It roughly follows these phases and is therefore not
overly structured, but leaves room for you to play an active role in the process and especially
in shaping the sessions as well as your end product.
10.3 The Group Assignment

The aim of this report is that you gain insight into tourism, and the future of tourism, at a chosen
destination. You determine factors that influence the destination (external and internal factors).
This should be analysed in order to make conclusions for the future of tourism at this
destination. Your report should consist of a problem statement and assignment questions,
which you will create during and outside of the sessions. The problem statement includes the
main aim of the research. The assignment questions attempt to find an answer to this problem
statement. As a group, you are responsible to design relevant additional questions in order to
answer the created problem statement.
To find an answer to these assignment questions you should use secondary (academic)
sources (books, internet, brochures, government publications etc). You should aim to use at
least 4 books and 2 journals. Besides, NHL Stenden’s library has a full text online database
offering relevant and academic information. You will be introduced to this during the library
workshops. A few examples of useful data to be found online: Datamonitor Marketline, offers
external analysis of over 100 countries. There are numerous online journals with relevant
articles (science direct/sage) or even WTO statistics and much more. The library staff are very
experienced, knowledgeable and would like to help you as well.
Group effort
As a group you are all equally responsible for contribution during all the sessions, the final
report, the teaser and the presentation. Working in teams implies that you have to make clear
agreements. It is important to meet regularly with the group (outside of the sessions) and to
stick to the agreements. It is very important to start working in a precise and consistent manner
right from the start of the module.
Grading Sheets
It is important to take a good look at the grading sheets at the end of this chapter. Here you
will find the exact criteria on which you will be assessed, for both the report and the
presentation. Please have a look at the grading sheet for all the criteria of the report, before
you hand in the report.
Referencing
This report should be written academically. You should source all your information (APA style).
You will receive further information on this during various APA lectures and workshops.
Furthermore, a manual on APA is available online.
10.4 The Tourism Hub Sessions (THS)

Once a week, you and your PBL group will have a Tourism Hub session with another PBL
group and both tutors of these groups. During these weekly Tourism Hub sessions, you will
work in teams of about 4 students on this assignment, by following the 5 steps of DBE. The
sessions is led by the tutors. The information provided below is quite brief, but gives you an
39
indication of the content of the workshop per week. During the session more information is
given on what you have to prepare for the following week. Please note that it is our intention
to have these sessions on campus, as interaction is quite important in the DBE process.
However, in these uncertain times, we are not sure whether this is feasible. Moreover, some
students are forced to follow the entire module online, so it could happen that some students
will attend the session via MS Teams.
Week 1: Setting the stage: this is even a step before ‘Empathise’. During the first Tourism
Hub session, you will practice ways how to create your own team. As soon as these groups
have been created, you and your team will start to write a project plan for this assignment. You
will also choose a destination (which is a region or a city, not an entire country). Ideally each
group within the module analysis a different destination, but it is particularly important that the
groups in the same THS each have a different one, so be sure to share your choice during the
session. As soon as the regions have been determined, you will have to enrol on Blackboard
to your group (being enrolled in the correct group on Blackboard is important in order to receive
feedback and a final grade).
For next week: create a project plan with your group and provide the following information:
o Allocation of tasks: will you select one group leader to chair the meetings, will you
rotate? Will you be taking notes? Describe the contribution of the individual team
members. The individual responsibilities should be clear from the start;
o The planning and deadlines; who will do what and when is the deadline? Make this
visible (you can choose to use a Gantt chart for this or a clear timeline showing the
process);
o When will you meet? (meetings outside the hubs) Make a detailed planning for the
module;
o Agreements: be sure to make clear agreements about the way that you will work
together. Make agreements on the following items: meetings/ editorship/ absence/
sticking to deadlines / what in case a team member does not contribute? / after how
many warnings will you consult your lecturer? Discuss agreements in the team and put
them in the project plan.
o Group goal and individual goals: what do you want to achieve at the end of this
assignment, what is your group goal? What are the personal goals of each member?
Week 2: Empathise: the first phase is to understand the task. This involves researching,
consulting theory, experts, observing, engaging and empathising with the overall topic. In this
case, it is important that you try to understand the general concepts within the tourism industry
before you focus on your destination. We will experiment with external factors affecting
destinations in general and those involved within a tourism destination.
Week 3: Define: during this session we will end the Empathise step and start the next step:
Define. You will use the general knowledge obtained to look at your specific destination. Now
you start exploring the potential of your destination from different perspectives. Concepts
discussed before are applied and your findings are shared with your peers, in return you will
receive constructive feedback to continue in shaping your analysis. Slowly by slowly the focus
starts to emerge as you will start to focus on how you will structure your report.
Week 4: Ideate: this week’s session is mainly reserved for the Ideate phase. You share your
structure, your aim and questions and start thinking about the draft (prototype) you will be
creating. Try to get as much done, so you can present something during the next session and
get feedback on it.
Week 5: Ideate: you will present your results so far, in order to help you complete a draft
(prototype) by the end of week 6. You share ideas on how you will present your findings
(verbally and through the teaser) in week 8. You will focus towards getting your draft ready, so
40
that you can upload this on Blackboard (under group assignment in ‘Introducing the Tourism
Profession’) where you will be able to obtain constructive feedback from both your peers and
tutor.
Week 6: Prototype: you will discuss any final issues regarding the prototype you will be
uploading at the end of this week. You will have time to request for attention on issues that still
need clarifying or discussions that are still necessary moreover, there should be time for you
to work on your assignment within your group.
Week 7: Prototype & Group evaluation: you continue to work towards completing your
analysis, preparing for your presentation and teaser. But we will also evaluate the group
process quite extensively.
Week 8: Test: discuss with your tutors what needs to be addressed during the tourism hub of
this week (as this is reserved for a demand driven hub session).
Moreover, during this week you will have your presentation (where you will also show your
Teaser). Try to think of creative ways to present your findings (also look at the grading sheets
for the assessment criteria). The self-made teaser should not exceed 1 minute and it can be a
clip merely consisting of videos, pictures, text and music. It should illustrate the answer to your
main question, the aim of your research.
After the presentation, please upload your slides on Blackboard for feedback and grading.
Week 9: Test: the final Test of this assignment is the report. The deadline of your report will
be Monday of week 9 before 23.59 hrs. Please upload this on Blackboard (under group
assignment ‘Introducing the Tourism Profession) you have to do this twice, once for the
assessment and once for Ephorus (plagiarism check).
10.5 Assessment of the group assignment

You will receive a grade for both the report and the presentation (including the teaser).
Together both amount to one grade, they differ in weighting, the division is provided below.
Please note that both components have to have a minimum grade of 5.5 in order for you to
pass, thus you cannot compensate between the two. The tutor assesses both parts. Should
you disagree with the grade of the report, you can request for a second assessment via the
exam committee. The second assessment is then binding.
The Report 75%

The Presentation & Teaser 25%
Total 100%
All points awarded are for the entire group. However, the tutor is permitted to subtract points if
he/she has noticed that one of the team members has put relatively little effort into the work
and the contribution was not equal. This refers to the Teaching and Exam Regulations (TER)
2020-2021. Furthermore, the group is entitled to request for a differentiation in grading should
they have noticed a difference in contribution and quality.
To minimise the occurrence of group problems, it is important to create clear group rules early
on in the group process. However, should problems occur with a particular student, please
also be aware that, besides informing the tutor, this is also discussed with the module
coordinator and the student affairs coordinator (Mrs. Aly Boonstra). We also refer to the
appendix for more information on the procedure regarding reporting of students that repeatedly
do not contribute (well) in the group. This information has been copied from the TER 2020-
2021.
41
10.5 Deadlines, handing in and resits
The report and presentation are to be submitted on Blackboard in the assigned dropbox. The
report has to be uploaded twice, as it will run through a plagiarism check. As you are signed in
as a group, only one group members has to submit the report and the presentation slides (find
more instructions on Blackboard). If you fail the assignment, you are entitled to do a resit, to
improve and submit once more. The deadline for this will be communicated via Blackboard at
the end of the module.
42
10.6 Grading Sheets
Destination Analysis Group Report (75%)
Student names: 1………………………………………........................... Date:........................................................

2……………………………………………...................... Group:......................................................
3……………………………………………...................... Tutor:.......................................................
4....................................................................
The assignment group agreed to include the peer assessment factor
75% Outstanding 8.5-10.0 Good 7.0 – 8.4 Sufficient 5.5 – 6.9 To be improved 1.0-5.4
The introduction is engaging, states the The introduction states the The introduction states the There is no clear introduction or main
background of the main topic with all elements background to the main topic with background to main topic, but does topic, and the structure and the aim of
required (including the problem statement and all elements required, and previews not adequately preview the structure the report is missing. There is no link
assignment questions), and clearly previews the the structure and the aim of the and the aim of the report. There is no to the rest of the report as well as no
10% structure and the aim of the report. There is a report. There are some problems link between the preview of the logical order (general to specific).
Introduction
logical order from general to specific with the logical order (general to contents of the report and how they
specific). The link between the are linked to the problem statement.
problem statement and assignment
questions is not always clear.
The assignment questions, including the The assignment questions including The assignment questions including The assignment questions including
additional assignment questions, are developed the additional assignment questions the additional assignment questions the additional assignment questions
in a logical and subtle sequencing of ideas, are presented, but not perfectly contain a logical organisation. show no evidence of structure or
through well-structured chapters (including the structured. The IBC structure is However, the organisation of ideas is organisation.
IBC structure) and paragraphs. Transitions are recognisable; however, with some not fully developed due to a lack of
used to enhance the organisation of each mistakes. structure and links that is missing. Each paragraph fails to develop the
chapter. main idea including the links between
Each of the paragraphs has thoughtful supporting Each paragraph has sufficient detail Each paragraph lacks supporting detail the chapters. Relevant theory is
70% detail sentences that develop the main idea of sentences that develop the main sentences that would develop the missing which would support the aim
Body / APA each of the assignment questions by using idea of each of the assignment main idea of each of the assignment of the report.
relevant theory, and to link them to each other in questions by using relevant theory. questions. This is supported by the
order to answer the problem statement. inconsistent use of relevant theory. No adequate sources are used and
Mainly academic sources are used there is a significant incoherence with
A broad variety of academic sources is used as and presented in the reference list. Few academic sources are used and the reference list.
background information per assignment question there is somewhat incoherence with
and presented accordingly in the reference list. the reference list.
43
Outstanding 8.5-10.0 Good 7.0 – 8.4 Sufficient 5.5 – 6.9 To be improved 1.0-5.4
The conclusion is engaging and restates the main The conclusion restates the main The conclusion does not adequately The conclusions are incomplete and/
topic. It is focused on the aim and information is topic and focuses on the aim of the restate the main topic and is not or unfocused. No clear answer to main
well selected. It is a very clear follow up to the report. A clear follow up to the entirely focused on the aim of the aim is given.
introduction. introduction. report.
Conclusion and
20% Recommendations are missing.
Recommendations
Strong arguments are given based on the findings Fair arguments are given to back up The recommendations are not
of the assignment questions to back up the the recommendations conserving sufficiently based on arguments nor
recommendations considering their feasibility. their feasibility. considering their feasibility.
Destination Analysis Presentation (25%)
The students present their findings clearly and logically, they NOTES:
show creativity and are selective in the choice of image and
keywords on the visuals. It’s evident that the visuals are
Presentation supporting their message. The presentation is appealing and
it is clear what their aim was, and what their conclusion is.
Students elaborate their problem statement with a relevant NOTES:

selection of their arguments and with accurate explanations
and reasons. A precise selection of information is provided
to make a point, they are able to answer the questions
Arguments & answering
confidently and by providing clear examples related to
questions
extensive research.
All members take part in the provision of arguments (not

only the assignment question they wrote). They provide the
information enthusiastically and convincingly.
Teaser does not exceed 1 minute. It is informative and NOTES:
Teaser inspiring. Clearly shows researched potential of the
destination and its future (regarding the aim)
44
11. Tourism Sector Analysis (Individual Assignment)
Your first module is dedicated to provide you with a general overview of the different tourism
aspects that occur and develop globally. You may have already gained an impression during
a lecture or PBL task to understand that tourism is part of a networking industry where several
factors play an important role. It can contribute to a country’s economy, but also has socio-
cultural and environmental impacts on a destination.
However, in order to deepen your knowledge and understanding of the tourism industry, this
assignment provides you with the possibility to explore a particular type of tourism more. This
type of tourism could be based on your own interest, or on a sector that inspires you or could
be linked to your own travel experiences. Below, you can find several examples of types of
tourism, but you are free to choose one that is not on the list. Please check whether you are
able to find sufficient information before you start writing.
While studying about your particular choice of tourism, you should consider whether what
different forms are linked to it, is it a sub-form or a niche from another type of tourism or does
it have sub-forms belonging to it? You should also identify who the key players are in this
specific tourism field; basically, which parties play an important role in your tourism type? It is
interesting to find out to what extent they cooperate with each other or are interlinked. The
supply chain theory will be of some help to find this out as well and to understand the industry
of your type of tourism.
Check several academic, but also non-academic sources, in order to find out what kind of
products are offered to the consumer by those key players. Also, to link the PBL tasks and
lectures to this assignment, you should find out what the different target groups are that are
interested in your type of tourism. And finally, try to investigate with the help of the 3Ps (people,
planet, profit) which impacts your type of tourism has on a destination, and indicate what the
consequences are through critical reflection.
The objectives for this assignment are shortly summarised below:

- The student gains insight into a type of tourism and its different forms;
- The student is aware of the diverse key players within this type of tourism and the role
they play;
- The student can mention what products are offered to the consumer by the key players;
- The student can describe the different target groups evident in this type of tourism;
- The student can describe the supply chain to the type of tourism;
- The student critically describes the economic, environmental and socio-cultural
consequences of this type of tourism.
45
Within the field of tourism, every research entails a certain aim or main question which should
be answered with the help of objectives. For this assignment the main question is the following
problem statement:
What is the scope of (your chosen tourism sector)?
In order to be able to answer this question, the following assignment questions should be
covered in your assignment:
1. What is your type of tourism and what (sub)forms belong to it?

2. What major key players are active in your type of tourism (private & public)? (also
indicate companies, where they are based, what type of organisation)
3. How do the key players work together and what products do they offer? (supply-chain
applied)
4. What are the main target groups in your type of tourism and what are their
characteristics?
5. What innovations are evident in your type of tourism (trends)?
6. What are the consequences, for your type of tourism, regarding the 3Ps?
This assignment is an individual assignment which gives you the opportunity to manage your
research topic and time yourself. You can gain 3EC when passing the assignment which will
appear on your Progress overview under the entry: Tourism sector analysis.
Individual feedback
There are no additional workshops dedicated to the writing of this assignment which means
that the control is completely in your hands. However, you are welcome to ask specific
questions during the PBL sessions or the consultation hours. Furthermore, you can hand in a
draft of one assignment question to your tutor in week 4, in order to receive some feedback
halfway through the process.
In terms of the structure of the assignment please consider the following:
1. Cover
2. Title page:
Please mention a title of your report (not the problem statement), your name, your
relation number, the name of the tutor as well as the date.
3. Table of Content:
Please make sure that your report contains page numbers. The appendix does not
need any page numbers.
4. Introduction to the assignment:

Here you describe the context of the assignment and mention the problem statement
and assignment questions.
46
5. Body:
Each assignment question should form a chapter. The chapters are presented as
continuous report (i.e. not starting on a new page). Each chapter starts with an
introduction to the chapter on what it includes. Then you present the findings for this
particular assignment question and you end the chapter with shortly reflecting on the
main findings (short conclusion per chapter). Please also use academic sources for
your findings and apply the APA rules for in-text citations. For some questions,
especially the one about the key players, it might be easier to use an actual tourism
product to discuss the key players and the supply chain. It allows you to discuss things
in more detail.
6. Conclusion:
Please make sure that you do not just simply copy-paste the conclusions but that you
rephrase the sentences by highlighting the main findings. Please do not include any
new information. The information that you provide in the conclusion should clearly
come from the body of the report. Then, you are able to provide an answer to the
problem statement. If you have found some significant trends concerning your type of
tourism, you could even provide recommendations on how this type of tourism should
develop further. However, these recommendations should be feasible based on the
current market situation.
7. Reference list:
The reference list should be set up according to the APA rules by mentioning all
sources you have used in order to present your main findings in the body of the report.
8. Appendix:
If you have any articles or interviews you have used for your main findings, please
include them in the appendix. However, if you have any documents included in here,
you should refer to them in the body of the report.
Deadline Individual Assignment

The deadline for submitting the Individual Assignment is Friday week 8, (30 October 2020)
before 23.59 hrs. Please submit your report via the dropbox on Blackboard (twice, once for
assessment and once for the plagiarism check).
47
Grading Sheet: Individual assignment ‘Tourism Sector Analysis’
Student: ………………………………………........................ Date:........................................................ Group:...................... Tutor:.......................................................
Outstanding 8.5-10.0 Good 7.0 – 8.4 Sufficient 5.5 – 6.9 To be improved 1.0-5.4
The introduction is engaging, states the background The introduction states the The introduction states the background to There is no clear introduction or main topic,
to the main topic with all elements required background to the main topic with all the main topic, but does not adequately and the structure and the aim of the report is
(including the problem statement and assignment elements required, and previews the preview the structure and the aim of the missing. There is no link to the rest of the
Introduction questions), and clearly previews the structure and structure and the aim of the report. report. There is no link between the preview report as well as no logical order (general to
15% the aim of the report. There is a logical order from There are some problems with the of contents of the report and how they are specific).
general to specific. logical order (general to specific). The linked to the problem statement.
link between the problem statement
and assignment questions is not
always clear.
The assignment questions are developed in a logical The assignment questions are The assignment questions contain a logical The assignment questions show no evidence
and subtle sequencing of ideas, through well- presented, but not perfectly organisation. However, the organisation of of structure or organisation.
structured chapters (including the IBC structure) and structured. The IBC structure is ideas is not fully developed due to a lack of
paragraphs. Transitions are used to enhance the recognisable; however, with some structure and links that are missing. Each paragraph fails to develop the main idea
organisation of each chapter. mistakes. Each paragraph lacks supporting detail including the links between the chapters.
Each of the paragraphs has thoughtful supporting sentences that would develop the main idea Relevant theory is missing which would
detail sentences that develop the main idea of each Each paragraph has sufficient detail of each of the assignment questions. This is support the aim of the report.
Body / APA of the assignment questions by using relevant sentences that develop the main idea supported by the inconsistent use of relevant
60%
theory, and to link them to each other in order to of each of the assignment questions by theory.
answer the problem statement using relevant theory. No adequate sources are used and there is a
Few relevant and academic sources are used significant incoherence with the reference
A broad variety of relevant and where necessary Mainly relevant and academic sources and there is somewhat incoherence with the list.
academic sources is used as background information are used and presented in the reference list. Use of 1 book or journal.
per assignment question and presented accordingly reference list. Use of 1 book and 1 journal or 2 books.
in the reference list. Use of 2 books and 1 journal.
Minimum use of 2 journals and 2 books
The conclusion is engaging and restates the main The conclusion restates the main topic The conclusion does not adequately restate The conclusions are incomplete and/ or not
topic. It is focused on the aim and information is well and focuses on the aim of the report. the main topic and is not entirely focused on focused.
selected. aim of the report.
Conclusion / Fair arguments are given to answer the The conclusions are not sufficiently based on The answer to the problem statement is
Appendix Strong arguments are given to answer the problem problem statement. arguments to answer the problem statement. missing
25%
statement which are based on the findings of the
assignment questions.
All documents are included, and Significant elements of the documents are The organisation and structure of the
All documents are well-organised and included in the referred to in the report. missing. appendix is incomplete and sloppy.
appendix, and referred to in the report.
48
12. Management Skills
Management Skills module 1
Lecturers: Aly Boonstra, Christine Fenech, Christine Pratley, Jason Kobelski Olszewski
Module: Introducing the Tourism Profession
Subject: Basic Communication Skills
Duration: 2 x 90 minutes workshops
1 x 135 minutes workshop
1x 90 minutes lecture week 1.1
Introduction to the workshops

Everybody is different, has different insights, opinions, preferences and wishes. It is hard for a manager to
give room to these differences without getting bogged down in endless discussions and even arguments.
The same is true for Problem Based Learning (PBL), projects and group assignments: you have to be able
to ‘manage’ them. To this end you need to have command over several basic skills; practical matters like
being the chairperson, active listening and making decisions in a group. But also more elusive matters like
understanding what drives other people and how to get the most out of a PBL-group. You need to develop
these skills to be successful in your future career, in short to be a professional.
To summarise, the following is what we want you to know:

- The power of good listening;
- The power of being different and thinking differently;
- The power of doing things together with others.
Management skills: themes we focus on in this module
1 Communication Process Model

2 Self knowledge
3 Interpersonal and Intercultural communication
4 Effective Meetings
Literature
• Baney, J. (2004). Guide to Interpersonal Communication. Upper Saddle River: Prentice Hall, ISBN
0130352179. set book
• Blundel, R. (2004). Effective Organisational Communication. Harlow (England): Prentice Hall.
Blackboard
• Hunsaker, P.L. (2009). Management: A Skills Approach, A Customised Edition. Upper Saddle River:
Pearson Custom Publishing. ISBN 9781847767042. set book
• James, J. (2001). BodyTalk at Work. London: Piatkus. Blackboard
• Marcus, J.A. & Dam, N.H.M. van. (2007) Organisational Management, an International approach,
Groningen: Wolters Noordhoff. Blackboard
• Moust, J. H. C. (2001), Problem based learning: A student guide, Groningen: Wolters-Noordhoff,
Groningen. Blackboard
• Munter, M. & Netzley M. (2002). Guide to meetings. Upper Saddle River: Prentice Hall. Blackboard
• Thomas, D.C. & Inkson, K. (2009). Cultural Intelligence. Recommended book/ library
49
• Whetton & Cameron, Developing Management Skills. Library
Competence
7. Social and communicative competence (interpersonal and within the organisation)
Subsidiary Learning Outcome

The student demonstrates understanding of the basic theory of communication, chairpersonship and
the process of making group decisions by preparing assignments and participating in the workshops.
Objectives
1. The student is able to explain the Communication Process Model.
2. The student is able to describe the different duties a manager has to fulfil.
3. The student is able to explain the different tasks of a chairperson.
4. The student is able to demonstrate understanding of the process of active listening.
5. The student is able to explain the rules for giving and receiving feedback.
6. The student is able to describe several group roles.
7. The student is able to name the pros and cons of participative decision-making.
8. The student is able to describe the phases of the rational decision making process.
9. The student is able to explain why intercultural communication is important for future managers.
Content
The following themes and communication skills will be presented in the workshops:
• Being chairperson, summarizing, follow up questions;

• Active listening;
• Observation and interpretation;
• Professional attitude;
• Effective meetings;
• Teamwork;
• Making agreements and drawing up an agenda;
• Co-operation;
• Giving and receiving feedback;
• Group roles;
• Decision-making;
• Intercultural Communication
50
Assessment
Presence for all 3 workshops and a pass for preparation assignments are a precondition for the
assessment of the module assignment of ITP. Management skills will be assessed with a Pass or a
Fail.
• Presence in the workshops: 100 % attendance (3 workshops). You have to be on time.

• The preparation assignment must be printed and will be referred to during the workshops. It is
required that you use the template on Blackboard to prepare your homework. The tutor will
collect your assignments on a random basis, so all your homework needs to be brought to your
class every lesson.
• Questions about management skills in the Progress test will test your knowledge.
We ask you not to attend the workshop if you are not prepared, as you will slow down the group
process.
You will attend the workshops with your own PBL group. You cannot attend the training in another
PBL group.
Replacement assignment
If you have missed a workshop, you can ask the teacher whether you qualify for a substitute
assignment. In the situation that you have missed one workshop and you have not submitted a
replacement assignment, you will not get a ‘pass’ for presence. The exact rules can be found in the
appendix following the description of workshop 3.
Lecture 1 Management roles
In a lecture in week 1.1 you will get an overview of the management skills program as part of Tourism
Management. You'll learn what the intention and content of the programme will be for the coming two
years. You will also get an explanation of what we expect you to do in your preparation for lectures and
workshops.
The lecture is based on:

• Hunsaker, P.L. (2009). Management: A Skills Approach, A Customised Edition, Chapter 1
‘Management Skills and Managerial Effectiveness’ Harlow: Pearson Custom Publishing. (set book)
• Whetton, D.A. and Cameron, K.S.: Developing Management Skills, Chapter 1 ‘’The Critical Role of
Management Skills”
Workshop 1 How to be a good Chairperson-showing Leadership
As a manager, you are responsible for results. So you want to keep control over what happens in your
team. When you are an employee you wouldn’t like your boss deciding over every detail in your work. It
has been shown that employees in general come up with better solutions when they get more control
over their own job. As a manager you have to balance these two aspects.
It is easy to make a comparison with PBL-sessions and meetings for module assignments and projects.
When you are chairperson you are responsible for the way in which the meeting is conducted and if
enough progress is being made. This calls for strong leadership. At the same time, there has to be a good
atmosphere in the group and everybody must be able to contribute to the group. So as a chairperson you
51
need to stimulate your team members and make room for discussion. As members of a PBL-group you
depend on each other. To put a fine point on it: you are responsible for each other’s learning process.
Subjects
Being chairperson, co-operation, responsibility, being a manager.
Literature
• Blundel, R. (2004). Effective Organisational Communication, p. 306-307. Harlow (England):

Prentice Hall. At the end of the Module book/ Blackboard
• Hunsaker, P.L. (2009). Management: A Skills Approach, A Customised Edition, Chapter 14 ‘Creating
High-Performing Teams’, pp 297-301. Harlow: Pearson Custom Publishing (set book)
• Moust, J. Problem based learning, (p. 60). Module book/ Blackboard
• Munter, M. & Netzley M. (2002). Guide to meetings, Chapter 7: Verbal Facilitation. Upper Saddle
River: Prentice Hall. Module book/ Blackboard
Preparation assignment
• Study the literature and show that you use it when answering the questions. Your answers have
to be based on the literature. (see above). Please use the template provided on Blackboard.
• Assignments:
1. Tasks of a chairperson (manager of a team)

a. What are the tasks of a chairperson (manager of a team) in a meeting according to
Hunsaker? (Chapter 14: Conducting Effective Meetings)
b. Choose two tasks and explain them in your own words.
c. Which tasks are easy and which are difficult according to you? Explain.
d. What concerns you about being the chairperson?
2. Your preparation for being the chairperson

What is your preparation for assuming your role as chairperson of a PBL session? (Moust)
3. Responsibilities during the meeting (Munter/Netzley)

a. Why is paraphrasing during the meeting so important?
b. How can a chairperson deal with dominant group members?
4. Agenda (Blundell)
What do you have to take into account when you decide on the order of the agenda?
5. Getting acquainted with management duties

a. Turn to the Contents page of Hunsaker. The titles of each Chapter correlates to a
management skill. Which 2 of these skills appeal to you most?
b. Give 2 reasons why they appeal to you.
The preparation assignment must be printed and brought into the workshop.
52
Plan for the workshop:
• Introduction to management skills;
• Discuss roles and tasks of the chairperson;
• Practice and perform assignments;
• Discuss results and make a connection with the module assignment and PBL;
• Look ahead to next workshop and rounding up.
Workshop 2 Building Teamwork
It is easy to work with people who are alike. Understand each other is easier and the number of
conflicts will be considerably less. If people are very different irritation is more likely to arise. ‘How
can you say such a thing?’ ‘What a ridiculous idea!’ ‘I don’t want to work with him/her, since they
always need to do things differently.’ These are some thoughts we can have when we’re thinking about
people who are different.
In this workshop we will point out to you that opening up to different opinions and people is the key
to success. If you are able to incorporate different angles and different personalities, you can achieve
really innovative solutions.. A requirement for improving cooperation is understanding one another
better. To that end, the one thing you need to do is listen well.
When you are working together for an extended period of time, you need to make adjustments to the
way you cooperate. Usually evaluation and giving and receiving feedback receive little attention in
group work. In this workshop we would like to help you along the way to mastering these skills.
Subjects
Positive attitude to discussions, listening, summarizing and follow up questions, giving and receiving
feedback
Literature
• Baney, J. Guide to Interpersonal Communication, ch. 1 ‘Listening’, p 1 to 17 and ch.2 ‘Feedback’, p.
18 to 33, set book
• Hunsaker, P.L., Management: a skills approach, Chapter 3, ‘Interpersonal Communication’, p. 57-
66, set book.
• James, J., Body language at work, Meetings and team work p. 211 t/m 221, Blackboard
to be based on the literature. (see above) Mention the source. Please use the template provided
on Blackboard and Bring the Assignments for both Workshops 1 & 2 to class.
• Assignments:
1. Subject: Is Management for you?
Make the test on page 22 and 23 of Hunsaker ( Is management for you?).
a. Calculate your score.
b. Give comment on your score.
2. Subject: Barriers to communication and active listening

a. What are usually barriers to communication which might lead to misunderstanding?
Short explanation per barrier (Hunsaker, ch. 3)
53
b. What skills do you need to prevent these things from happening? (Hunsaker)
c. When do you have the feeling that someone is really listening to you? Support your
view with a description of the literature of Baney (p. 7-12).
3. Subject: Self-awareness and understanding others. In Baney you can find an explanation of the
Johari window.
a. Explain the Johari window.
b. What does it make clear to you?
4. Subject: giving and receiving feedback

a. Describe one situation in which you got feedback. Describe the situation in detail, for
example: who gave you these comments and what did the person say and do? You
may choose situations from the university, your family, friends, jobs and so on.
b. Was it according to Baney’s ‘Say This’? Give comment on every letter: SAY THIS.
c. How did you react to the feedback?
d. Compare your reaction with the ideas of Baney and Hunsaker about receiving
feedback.
5. Subject: body language

Scan the literature of James.
Mention two tips of James which you can use in meetings and explain why you choose these.
The preparation assignment must be printed and referred to during the workshop. It may also be
collected.
Plan for the workshop:

• Exercise: listening, summarizing and follow up questions;
• Practice and perform assignments;
• Practice giving and receiving feedback;
• Look ahead to next workshop and rounding up.
Workshop 3 The Role of the Tourism Manager
In the previous workshops we have promoted teamwork. ‘It is nice to be different.’ By now, you
probably know from experience that in everyday life things aren’t that easy. It can be difficult to voice
your opinion and make it count in a group. And no matter how well you make agreements at the
beginning of the cooperation, that doesn’t mean that everybody keeps them. What can you do about
it? What is the role of different cultural backgrounds? How do you handle such a situation?
The key to the solution is noticing what is happening within the group. Everybody has their own focus:
One person thinks it’s important to have a good atmosphere. Another puts more emphasis on the
result. Others zoom in on their own task, on those things they are responsible for. And then you
shouldn’t forget the students who are mainly interested in their own situation. Being a manager means
managing this group process. It could be the most important job for you as manager: keep an eye on
how things work out in the group.
Another theme of this workshop is the different roles you need to take on as a manager. In workshop
1 you have chosen which duties appeal to you the most. You now have to explain how a professional
manager operates according to yourself. You will do so in a collage.
54
Subjects
High-performing teams, contributing to the group, decision making, group roles and group processes,
intercultural communication
Literature
• Hunsaker, P.L., Management: a skills approach, Chapter 1 ‘Management Skills and Managerial
Effectiveness’ p. 4-10, chapter 9 ‘Creative Problem Solving’ p. 196-198 and chapter 14, ‘Creating
High-Performing Teams’, p. 274- 285. set book
• Marcus, J.A. and N.H.M. van Dam, Organisational Management, ‘The decision making process’, p.
276- 282. Blackboard
• Moust, J., Problem based learning, paragraph 2.1 - 2.4 p. 16 -22. Blackboard
to be based on the literature. (see above) Mention the source.
• Assignments:
1. Subject: Team mentality.
Make the test on page 274 of Hunsaker ( Do you have a team mentality?) and give your
interpretation.
2. Subject: Decision making in groups

a. Which advantages and disadvantages do you recognize in your group work?
(Hunsaker, chapter 9)
b. Read Marcus & Van Dam and describe the nature of the rational decision making
process in your module assignment group.
c. Look at the phases of the rational decision making process and analyse if and why you
skip certain phases.
d. Which recommendation for better decision making are you going to apply to your
meetings?
3. Subject: Team development

Give concrete examples in which phase of team development your group is at the moment.
Use the literature of Hunsaker, chapter 14.
4. Subject: Your behaviour in a group.

Study the differences in task-related and group-related communication (Moust) in a group.
Indicate if and how you use these different kinds of communication.
5. Subject: Management duties and skills.

Make a collage that shows us how you think a professional manager operates. Use the theory
of Hunsaker (chapter 1) to think about the phenomenon ‘manager’. You can use any kind of
material that you like. Just make sure that it fits on 1 A4 sheet of paper.
The preparation assignment must be printed and will be referred to during the workshop. It may also
be collected.
Content of the workshop

• Discuss the collages;
• Discuss using rational decision making;
• Discuss different roles and tasks in a group;
55
• Discuss Intercultural Communication;
• Rounding up.
Rules for replacement assignments Management Skills
All workshops management skills in a module are compulsory. Your preparation assignments have
to be sufficient.
We work with replacement assignments in two situations.
1. You missed one workshop for a reason beyond your control

If you have missed a workshop, you can ask the teacher whether you qualify for a replacement
assignment. In the situation that you have missed one workshop and you have not made a replacement
assignment, you will not get a ‘pass’ for the workshops.
2. Preparation assignment
If your teacher considers your preparation for the workshop insufficient or you did not print your
preparation assignment and bring it with you to the you can send a request for a replacement assignment
to your Management Skills tutor.
Ask your Management Skills tutor for a replacement assignment by e-mail. Use the form from
Blackboard: ITM Management Skills/ ‘Application replacement assignment’.
You can apply for a replacement assignment until four weeks after the module. The lecturer will set a
date for handing in the assignment.
1. You have missed one session: you will not get a ‘pass’ for presence. You can get a ‘pass’
by making a replacement assignment.
2. You have missed more than one session: you are not entitled to make a replacement
assignment.
3. You do not come to class with your preparation assignment. You can get a ‘pass’ by
making a replacement assignment. Handing in the preparation assignment later is not
allowed.
56
Appendix
Example of PBL minutes

During PBL you might be asked to take some minutes from the meeting and send them to your group
members so that everyone is informed of what happened and knows what to do for the next session.
Below you can find a rough structure which you can use for the minutes. This is based on a structure
used for business meetings.
PBL Group:
Date:
Absentees:
Chairperson:
Secretary/Minute maker:
Opening (check in)

Time the meeting starts
Announcements
Any announcements group members or your lecturers might have
Minutes from previous session

Remarks on the previous minutes? Questions? Rectifications?
Starting up task
It’s best to start off with the task, as you can postpone reporting back your findings, but you cannot
postpone starting up a task and creating learning goals for the next session.
Reporting back on task

Discuss the findings, summarise the main points and answer the previous problem statement
Any other business

Perhaps still something to add?
Evaluation
Occasionally it’s good to reflect on how the process is going, what’s going well and what can be
improved?
Closure (check out)

Indicate time you closed the meeting
57
Procedure of Reporting students (as mentioned in the TER 2020-2021)
Below the different steps are mentioned which will be taken if a student does not behave
according to the rules during team work. Incident 1 explains the procedure taken if a
student causes problems* for the first time. If the same student causes problems during
another module, then incident 2 is followed. Incident 3 is dealt with during the third time
the same student causes problems. If the student functions without problems for 4
consecutive modules, then the student will have a ‘clean’ record. This means that if
anything goes wrong after the 4 modules, the procedure will start again with incident 1.
Should a student be expelled from the group, then the student is allowed to use the
developed group product and continue from there on his/her own. However, the group
product, which the student is allowed to use, is only that product that has been developed
up to the first warning of the student. So, if the first warning was given to the student in
week 3 and the student is expelled from the group in week 6, then the student is only
allowed to take with him/her what has been developed up to week 3.
Incident 1
The tutor takes action (after discussion with the group and the module coordinator). The
student might be expelled from the group if it is proven that the student did not behave
well and according to the rules set out by the group in the beginning.
The tutor informs the student that his/her name will be mentioned to Mrs. A. Boonstra,
verbally and/or in writing
The tutor informs Mrs. A. Boonstra and writes down the situation.
Mrs. A. Boonstra gives a notice to the next tutor, verbally and/or in writing
An official letter is sent to the student and a copy is saved in the students’ file
If the student has special circumstances a meeting with Mrs. A. Boonstra will be arranged
Incident 2
Again the tutor takes the necessary action in the group as mentioned in incident 1.
The tutor informs the student that his/her name will be mentioned to Mrs. A. Boonstra,
this is done verbally and/or in writing
The tutor informs Mrs. A. Boonstra and writes down the situation.
Mrs. A. Boonstra and the management team of Tourism Management will meet with the
student and give the student an official warning with an explanation of the consequences.
The official warning is also given in the form of a registered letter sent to the student. A
copy is saved in the students’ file.
Mrs. A. Boonstra informs the next tutor of the student’s situation.
Incident 3
The student does not get a second chance in the group work, as soon as something goes
wrong (according to the group agreements) the student will be expelled from the group
immediately (this is discussed with the tutor and module coordinator).
The tutor informs the management team and Mrs. A. Boonstra and writes down the
situation.
The management team takes measures and sends the measures and consequences in a
registered letter.
* the definition of a student causing problems also depends on the rules the group sets out at the beginning.
Therefore it is important that a group of student makes clear agreements as the tutor will use the agreements
set within the group to make a decision.
58
Overview of outcomes
& assessments
59
Weekly overview and planning
It’s important to use an agenda to plan all your work and meetings. An overarching overview above can help to look ahead and plan, but in short term, day by
day and week by week, you’ll have to work with to do lists and plan when you will take on your tasks. Good luck this module!
Weekly Tourism Hub Sessions are on Monday and will be physical (but not for the online group). PBL is physical in week 1, 4 and 7. During the other weeks it
will also be online.
Week Monday Tuesday Wednesday Thursday Friday NOTES

1.1 31/8 1/9 2/9 3/9 4/9 PBL on campus this
Introduction (on week
campus)
1.2 7/9 8/9 9/9 10/9 11/9
1.3 14/9 15/9 16/9 17/9 18/9

week
1.5 28/9 29/9 30/9 1/10 2/10
1.6 5/10 6/10 7/10 8/10 9/10
Autumn break 12/10 – 16/10

week
1.8 26/10 27/10 28/10 29/10 30/10
Presentation group Deadline Individual
assignment in week 8 Assignment (upload
(according to group twice on Bb)
schedule)
1.9 2/11 3/11 4/11 5/11 6/11
Deadline Group
Assignment (upload
twice on Bb)
60

Modulebook ITP M1 2020-2021

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Modulebook ITP M1 2020-2021

Uploaded by

Copyright:

Available Formats

Introducing the Tourism Profession

NHL Stenden University of Applied Sciences Module Co-ordinator

Envision, Engage and Empower!

2. The Curriculum Rationale of Tourism Management ......................................................8

3. Year 1 Rationale ‘Articulation of PPP(P) .......................................................................10

4. Structure and Organisation ...........................................................................................13

5. Online communication & online tools...........................................................................15

6. Aim and outcomes .........................................................................................................19

9. PBL & The Tourism Hub Session ..................................................................................24

10. Destination analysis (group assignment) & Tourism Hub sessions.........................38

11. Tourism Sector Analysis (Individual Assignment).....................................................45

12. Management Skills .......................................................................................................49

1.2 Qualifications of a Bachelor Degree

Competences Dublin descriptors Introducing the

2. The Curriculum Rationale of Tourism Management

2.2 The future needs of the tourism industry.

2.3 ITM core values

3. Year 1 Rationale ‘Articulation of PPP(P)

Thematic Structure Year 1

Markets Product Resources

Figure 2: Rationale of 1st year

3.1 Foundation Phase Objectives

• tourism, as an economic activity and as a socio-cultural phenomenon, and its

3.2 Foundation Phase Learning Outcomes

By the end of the first year…

1st year Modules Rationale of 1st year

Figure 3: Relationship between modules in the 1st year

4.2 Place of the Module in the ITM Curriculum

Module 1 Module 2 Module 3 Module 4

Module 1 Module 2 Module 3 Module 4

5.1 NHL Stenden email

5.2 Start page NHL Stenden - Intranet

Blackboard is an e-Education Platform (https://blackboard.nhlstenden.com/). Blackboard

5.5 Microsoft Teams

5.6 Academy of Leisure & Tourism SharePoint environment

6.1 Module Themes and Core Problems

6.2 Educational Methods

Assignments (group and individual)

6.3 Overview of Contact Hours

Subsidiary Learning Assessment Assessment Subsections Weight Credits

Cruise Tourism (LCRUI). Lecture on the developments in Mr. P. Nonhof Bb Collaborate

Contribution to the sessions

9.2 Replacement assignment

Task Major discipline Type of task

1. Opening & getting to know each other.

2. Decide on communication tools

5. Problem Based Learning

Briefly discuss the following topics (without looking them up on google!)

6. The first learning goals (preparation for next week)

7. AOB (Any other business)

1. Opening (check in)

2. Minutes previous session

4. Reporting back on the first learning goals

5. Starting up task 1: Why do we travel?

6. Discuss any questions on ‘Tourism Sector Analysis’ the individual assignment

7. AOB (any other business)

8. Closure (evaluation/check out)

Explanation Problem task

How Coronavirus will force destinations to stop Over tourism

Researching such a recent topic

One of Thailand’s Most Beautiful Islands is Closing Before it's Ruined

A top conservation official says tourism has resulted in

Koh Tachai in Thailand’s Ranong Province was rated

Lessons from Scotland: British wildlife tourism demand, product