665399EEECD00FA1

Travel and Tourism
Marketing in Travel and Tourism:

An Introduction
[HIGHER]
Genevieve McCabe
abc
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of all
NQ support materials, whether published by LT Scotland
or others, are reminded that it is their responsibility to
check that the support materials correspond to the
requirements of the current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledge this contribution to the National
Qualifications support programme for Travel and Tourism.
This resource is based on the document ‘ Travel and Tourism: Introduction to Travel and
Tourism ‘ at Intermediate 2, product code 5642, which was published by the Higher Still
Development Unit in August 1999. Learning and Teaching Scotland acknowledges with
grateful thanks the commitment of the authors and other contributors in developing the
original resource.
First published 2005
© Learning and Teaching Scotland 2005
This publication may be reproduced in whole or in part for educational purposes by

educational establishments in Scotland provided that no profit accrues at any stage.
ISBN 1 84399 081 4
© Copyright Learning and Teaching Scotland

CONTENTS
Section 1: Introduction
Unit content 4
Unit outcomes, performance criteria and assessment 6
How to deliver the Unit 8
The learning environment 18
Opportunities for development of core skills 19
Opportunities for integration with other units 19
Visits and speakers 20
Section 2: Lesson plans 21

Lesson content
Teaching and learning methods
Section 3: Student guide 145
Appendices
Appendix 1: Education and industry links 150
Appendix 2: Using industry visits 155
Appendix 3: Coordinating organisations 160
MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER) 3

INTRODUCTION
SECTION 1
Unit content
This Unit is one of the two mandatory Units which, along with one
optional Unit make up the Travel and Tourism (Higher) Course.
The Unit is designed to develop a practical knowledge of the application

of marketing concepts and techniques in the travel and tourism
industry.
While the content outlined below is fairly wide ranging, tutors should
bear in mind that this is an introductory Unit and that, at this level,
overall understanding of day-to-day marketing operations and the
practical application of marketing techniques are more important than a
detailed theoretical knowledge. The main elements of the Unit include:
• the role and importance of marketing in a travel and tourism

business environment: definitions of marketing, comparisons with
other product marketing strategies, the intangible and variable nature
of the tourism product and the implications for marketing.
• market orientation: comparison with product or sales orientation,

the possible advantages of a market-led approach; e.g. business
growth and market share. Examples should be drawn from a range of
tourism businesses such as:
museums, gardens, events organisers, festival organisers, hotels,

specialist restaurants, wildlife and nature centres, tour operators,
travel agencies, airlines, visitor centres, managed countryside
areas, guided tour companies, information services, transport
operators, destination management companies, and entertainment
organisers who stage special programmes for visitors.
The above list is not exhaustive.
• market research techniques: a range of techniques applied to specific

and general research objectives; primary and secondary research;
qualitative and quantitative research; visitor surveys, interviews,
questionnaires, suggestion boxes; observation; use of data available
through Tourist Boards, local government, trade associations and
internal records.
4 MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER)

INTRODUCTION
• pricing strategies (not covered in depth): market trends in the local

area, related to the target market; seasonal and demand factors;
pricing policies of competitors; internal influences, overheads, and
profit margins; life cycle of the product/service.
• promotional techniques (including advertising, special offers and

other incentives, print, display, PR, sales promotions, exhibitions):
media and materials; their application and effectiveness, the target
market, marketing objectives, image, message, design, cost-
effectiveness, shelf life; distribution of promotional material and
information through a range of outlets and mechanisms including
tourist boards and tourist information centres (TICs); visitor facilities
and operators, e.g. accommodation providers, distribution agencies,
computer information services.
• the role of customer service in the marketing chain, the role of the
individual in marketing the organisation and the local area, robust
customer service strategies contrasted with the negative effects of
poor customer service. Examples of quality customer service
initiatives such as Investors in People, Welcome Host and Scotland’s
Best and their impact on promoting excellent standards of customer
service within tourism businesses.
• monitoring mechanisms: customer surveys, mystery shopper,

observation, suggestion boxes, staff meetings.
• the marketing function in practice. How travel and tourism

businesses organise themselves to carry out the marketing function:
structure of the organisation, marketing department-led, whole-
organisation approach. The marketing mix in practice; description of
the product, price, place, promotion and the markets of a particular
travel and tourism business.
• SWOT analysis: strengths, weaknesses, opportunities, threats.

Importance of a SWOT analysis.
• setting aims within tourism businesses; SMART objectives.
• evaluation mechanisms, including improvement/lack of improvement

in staff relations, increase/decrease in positive/negative feedback,
increase/decrease in revenue.

INTRODUCTION
Unit outcomes, performance criteria and assessment
General competence for the Unit
Developing a practical knowledge of the application of marketing

concepts and techniques in a travel and tourism business.
Outcome 1
Explain the role of marketing and its application in travel and
tourism.
Performance criteria
(a) Explain the concept and importance of marketing and market
orientation.
(b) Describe methods and purposes of market research techniques.
(c) Describe the component elements of the marketing mix.
Outcome 2
Explain the role of customer service as a marketing tool in travel
and tourism organisations.
(a) Explain the principles of customer service.
(b) Describe the business benefits of good customer service.
(c) Explain how quality customer service contributes to competitive
advantage in a travel and tourism organisation.
Outcome 3
Evaluate the marketing function in a travel and tourism business or
organisation.
(a) Identify the aims and objectives of the travel and tourism business
or organisation.
(b) Produce a SWOT analysis for the business or organisation selected.
(c) Analyse the marketing mix for the business or organisation
selected.

INTRODUCTION
Assessment
Guidance on assessment is provided in the National Assessment Bank

item for this Unit, where the recommended format for Outcomes 1, 2
and 3 is:
A report, based on coursework, which provides an analysis of the

marketing function in a travel and tourism business or organisation and
covers all outcomes and performance criteria.
Recommended entry
While entry is at the discretion of the centre, candidates will normally be

expected to have attained some of the following:
Standard Grade English at grade 2 or above

Course or units in Travel and Tourism (Intermediate 2).
Progression
This is a mandatory unit in the Higher Tourism course. Successful

students may wish to progress to Advanced Higher, and specifically to:
Marketing in Travel and Tourism (AH).
Credit value: 1 credit at Higher (6 SCQF level 6).

INTRODUCTION
How to deliver the Unit
Timing
• in the context of the course
If the student group has not previously completed Travel and

Tourism (Intermediate 2) units or the course, this unit should be
delivered either after, or concurrently with, the other mandatory unit
in the Higher course, the Structure of the Travel and Tourism
Industry. The sequence of delivery is important because an
awareness of the organisations and structures involved in the tourism
industry is necessary for the successful completion of the Unit.
• in terms of learning and teaching
Outcomes 1, 2 and 3 should be covered in approximately 14, 6 and

10 hours respectively. (Total 30 hours.)
• The remainder of the Unit time should be allocated to research and

write-up of the Report. The maximum time allowed for research
activity is 6.5 hours, though additional time will arise naturally from
coursework. The final write-up, under controlled conditions, is
allocated a maximum of 1.5 hours. (Total 8 hours.)
All course delivery timings are approximate and will depend on the
particular student groups and on centres’ own circumstances.
The assessment timings however are mandatory.
Unit Plan
The Unit Planner which follows is provided for guidance only; it

indicates a possible delivery approach. In particular it should be
remembered that it is recommended that part of the additional 40
hours allocated for Higher courses is used for visits and/or visiting
speakers. Two visits, scheduled to take place within the additional time
allocation, are therefore included in the Unit Planner.
The Unit Plan and the Lesson Plans which follow in Section 2 are divided
into 2-hour slots. Where local timetabling arrangements dictate longer
or shorter periods, adjustments can be made accordingly.

INTRODUCTION
Unit Plan – Where time for two visits is allocated from the additional 40
hours’ course time
Hours Outcome Key content Possible specific content and

teaching approach
1+2 All Unit induction Unit descriptor; delivery and
assessment arrangements.
O1 Introduction to Brainstorming – what is marketing,
concepts marketing vs. selling, definitions of
marketing, market orientation vs.
product orientation; the intangible
and variable nature of the tourism
product and the implications for
Market marketing. Preparation for visit.
orientation Marketing department-led, whole-
organisation approach. Inseparability
of tourism product/service.
Extra All Application of Visit to travel and tourism
hours marketing in organisation including/or speaker on
travel and the role of marketing within the
tourism organisation. Structure of the
organisations organisation, market research
techniques, marketing mix and
customer service strategies. See note*
3+4 Feedback from visit
Discussion of findings
Re-cap lessons 1 & 2
Advantages of a market-led approach
5+6 O1 The marketing Components of the marketing mix –
O3 mix application to known travel and
tourism organisations.
7+8 O1 Strengths, SWOT analysis.
O3 weaknesses, Application of SWOT analysis.
opportunities Issue of seasonality.
and threats
9 + 10 O1 Market Importance of MR. Finding out about
O3 research your target market. Customer surveys.
Field research. Primary and secondary
research. Qualitative and quantitative
data, uses of data obtained from
Tourist Boards, local councils, trade
associations and internal records.
11 + 12 O1 Pricing and Factors which affect pricing; length
promotion and intensity of visit, unique selling
point, the range of services provided,

INTRODUCTION
costs, competition, seasonal

variations, target markets, product life
cycle, image, what the market will
bear.
13 + 14 O1 Promotional Effectiveness of promotional
techniques techniques including printed and
contd. electronic messages (www).
Advertising, exhibitions, public
relations and special promotions.
Final decision Selected organisations checked against

on travel and a list of criteria for suitability. Strategy
tourism discussed for collecting data for the
organisation Report. Case Studies – organisations’
for individual marketing strategies exemplifying
students and content of Outcome 1. List of criteria,
research based on content of all outcomes,
activity examined to familiarise group with
the requirements of the selected travel
and tourism organisation. Group
work on individual case studies to
apply marketing principles. Question
and answer. Discussion on choice of
travel and tourism organisations.
Options discussed.
15 + 16 O2 Promotion Principal marketing campaign
techniques techniques used in travel and tourism.
cont.
Consolidation/
extension
exercise.
17 + 18 O2 Marketing Who can help in the marketing effort?
support
organisations.
Consolidation/
extension
exercise.
19 + 20 O2 Principles of The importance of customer service to
customer the tourism industry. Welcome Host,
service. IiP, Scotland’s Best. Benefits of good
Current industry customer service to the employee, the
initiatives. organisation, the local community and
Definition of the tourism industry in general in
customer service. Scotland. Critical analysis of customer
service practice in chosen tourism

INTRODUCTION
business or organisation.
Competitive advantage of providing
quality customer service.
Review of strategy for collecting data
about the chosen organisation.
Addressing issues likely to affect
compilation of the student reports.
Extra All Application of Visit 2.
hours marketing in
travel and
tourism
businesses.
21 + 22 O3 Good and bad Factors affecting the level of
service. service. SAQs.
Application of
customer service
principles and
practice to
chosen tourism
business or
organisation.
23 + 24 O3 Meeting Specific needs of travel and tourism
customer needs. customers.
25 + 26 O3 Business aims Mission statement or equivalent.
and objectives. Why have corporate aims and
Monitoring and objectives?
evaluation. SMART objectives.
Feedback from Setting appropriate objectives for a
visit 2. tourism business or organisation.
Project planner. Discussion about findings from visit 2.
SWOT analysis
contd.
27 + 28 O3 Setting aims and Visitor surveys, mystery shoppers,
business observation, suggestion boxes, staff
objectives. meetings, daily work checklists and
Monitoring and procedures, quantitative methods, e.g.
evaluation monitoring phone calls answered or
mechanisms. lost, waiting times.
Study of the different evaluation and
monitoring methods used by a variety
of tourism businesses and
organisations for, e.g. better staff
relations, improvements in:
timekeeping, retention, morale,
motivation, absence; uptake of

INTRODUCTION
training; increase/decrease in positive/

negative feedback, increase/decrease
in sales revenue, merchandise,
ancillary products and services:
increase/decrease in visitor numbers,
increase/decrease in bookings,
improvement/lack of improvement in
appearance of premises.
29 + 30 O3 Commence Analysis of chosen business or
work on Report organisation in terms of strengths,
weaknesses, opportunities and threats.
31 + 32 All Work on Review of strategy for collection of
projects. data.
Data collection. Amendments to strategy.
Review of data collected to date.
Addressing issues likely to affect the
compilation of the student Report.
Advice on organisation of data.
Report guidelines.
33 + 34 All Work on Organisation of data.
projects. Preparation for assessment.
Data collection
35 + 36 All Assessment
37 + 38 All Remediation
39 + 40 All Remediation
and resulting
reassessment
* Timing of first visit: The intention behind scheduling a visit at the beginning
of the Unit is to enable students to benefit from the learning experience of the
visit when considering the main components of marketing in Outcome 1, i.e.
to provide them with a ‘hook’ on which to hang marketing ideas and concepts.
In this way classroom teaching can be related to actual practice to

facilitate learning – it is much easier to understand and apply the
marketing mix and SWOT analysis, for example, if the student can think
of these in terms of a known travel and tourism organisation.
Similarly, a talk during the visit may provide an insight into market
research methods, pricing policies, etc., and will have the added benefit
of reducing the amount of classroom teaching required. Some teachers
may however prefer to cover a little more ‘theory’ first before the visit;
in which case, the visit can be scheduled later in the outcome, possibly
after hours 5 and 6.

INTRODUCTION
Approaches to learning and teaching
As in all vocational tourism Units, maximum use should be made of

authentic materials and access to industry specialists and site visits as
appropriate and feasible, within the limits of time and other centre
resources. Although two visits have been included in the preceding
Unit Planner, it is recommended that part of the additional 40 hours’
course time is used for this purpose, and where this can be
accommodated, additional time is freed up from the Unit plan to devote
to class-based activities and teaching. Where industry visits are not
feasible, case studies backed up with authentic materials, video or
multimedia packages may be used.
In all aspects of the Unit, a practical rather than a theoretical approach is

required.
Emphasis throughout should be placed on actual business practice, and

centre-devised case studies, examples, promotional materials, etc.,
should be gathered from a wide range of providers in the field.
Maximum benefit will be achieved through such a practical approach

and by taking advantage of opportunities for visits to, and talks from,
practitioners in tourism businesses and organisations, and from field
trips to promotional events. Student-centred activities should be used to
encourage the learner to participate in the collection, discovery,
evaluation and organisation of the materials required for write-up of the
final Report.
Group work incorporating discussions and diagnosis should be

encouraged throughout the delivery of the Unit. Visits to tourist
servicing organisations, e.g. a TIC, local tour operator, travel agency or
similar where students will be able to observe best practice in customer
service, market research and promotional methods, are recommended
as an appropriate teaching/learning method. After initial consultation
with the tutor and during the Report preparation stages, the approach
should be to allow the student a large degree of autonomy in the
research and collection of data with ongoing tutorial support provided
as appropriate. Both desk research and fieldwork may be necessary.
While the subject area is applicable to any tourism business or
organisation, centres may find it most suitable to concentrate on
tourism activity in the local area, i.e. within an approximate 30-mile
radius of where the student lives or works.

INTRODUCTION
Examples of appropriate teaching/learning approaches include:
• teacher exposition/lecture
• discussion
• question and answer
• case studies
• visits and speakers
• accessing the internet independently and in group sessions
• media watch – for PR approaches, advertising, etc.
• desk research – analysing trends and forecasting
• group/pair work on investigations and other activities
• direct sourcing of materials by students for use in compiling the final
Report.

INTRODUCTION
Frameworks for induction
The section which follows relates to Unit induction.
Hours Outcome Key content Possible specific content and

teaching approach
1+2 All *Unit induction Unit descriptor content; delivery and
assessment arrangements; OHP, H/O
Q&A/PowerPoint/VLE.
O1 Introduction Brainstorming – what is marketing,
to concepts marketing vs. selling, definitions of
marketing, market orientation vs.
product orientation; the intangible
and variable nature of the tourism
product and the implications for
marketing.
* A framework for Unit induction might include:
Introduction to Method
• what is to be learned • teacher input
• why it is relevant Unit descriptor
• how it will be taught student guide
• where learning will take place
Information about
• what is expected of students • teacher input
• homework Unit descriptor
• progress monitoring, assessment, and student guide
remediation
• practicalities – materials needed
• where to get help
• levels of prior knowledge • brainstorming/activity
Communication
• to allow students to ask questions • discussion and questions
• to reassure and promote confidence • student activity
and interest

INTRODUCTION
Student guide
The student guide will vary from centre to centre, but may contain some
common components such as:
• Unit descriptor or simplified version

• Guide to assessment (contained in National Assessment Bank items)
• Work and assessment schedule for the Unit
• Visits schedule
• Where to get help.
A sample student guide is contained in Section 3.
Materials for the staff induction pack are incorporated in the lesson
plans in Section 2.
Sample resources
Visits/Speakers Texts/Media* Materials

Visits to and/or WWW.scotexchange.net Individual company and
speakers from local www.visitscotland.com consortia advertising
tourism businesses materials
and organisations.
Field trip to a What’s On/events guides
promotional event, Marketing in Travel and
e.g. Scotland’s Travel Tourism – Middleton Travel brochures
Fair (usually April). (Heinemann)
Research visits made NTS/HS tickets, brochures
independently by
individual students. Tourism Marketing – Examples of special
Holloway and Robinson promotions, e.g.
(Longman) competitions, 2-for-1
tickets
Leisure and Tourism –
Kemp and Pearson Adverts
(Longman)
Special events publicity
Tourism in Action: Ten Case
Studies – Warnes Press releases
(Stanley Thornes)
Sample visitor surveys
Market Research in Travel
and Tourism – VisitScotland
(Butterworth-Heinemann) Marketing and
development guides

INTRODUCTION
Successful Marketing ASVA marketing guide

– Davies, Institute of
Management (Hodder ATB member newsletters
& Stoughton)
Travel trade guides
Welcome Host Xtra
(Contact: Scottish Enterprise) Students’ own files
Travel and Tourism Posters

Teaching (subscription
magazine including
photocopiable
classroom materials)
Contact: Authentically
English 0171 244 7301
* These texts are as suggested by teachers and lecturers currently delivering this
and related marketing Units. They are not recommended as set texts, but as
reference sources, mainly for staff use.

INTRODUCTION
The learning environment
Within centres
Students will benefit from an attractive and professionally presented

learning environment.
Rationale
• an attractive and practical classroom layout makes learning easier and

more enjoyable for both teacher and student. It will help to motivate
the students
• to allow open access during class time to the wide range of tourism
materials to which students must have access, and avoid the necessity
of having to transport large amounts of materials and equipment
between classrooms
• continuity of classroom accommodation is particularly desirable in
this Unit because of the need for ease of storage, and access to
tourism materials, required for the Reports
• access to IT resources such as PCs with CD-ROM and internet
connection are necessary for data collection
• resources can be used and maintained by all students following
various tourism courses in the centre.
Outwith centres
Because of the nature of the Unit, the learning environment in this case
is not confined to the classroom and may include visits to tourism
businesses and organisations. It may also include field trips to travel/
holiday fairs or other promotional events. Many schools and colleges
have staff with experience in establishing business links who will view
the task of setting up visits and speakers as an extension to an already
existing framework. For those with less experience, more guidance on
how to get the most out of visits and speakers is given in Section 2 and
in Appendix 2.
In addition to recognising the learning opportunities offered by such

visits, students should be made aware of the responsibilities which
participation in field trips entails. In particular, it should be made clear
that continued support from industry will depend to a great extent on
their conduct, enthusiasm and commitment to the tasks set. Schools
and colleges may have existing guidelines to ensure that student groups
make the most favourable impression when in contact with cooperative
businesses.

INTRODUCTION
Opportunities for development of core skills
It is likely that attainment of this Unit would lead to the automatic award
of:
• Critical Thinking at Higher

• Planning and Organising at Higher.
Opportunities for integration with other units
In terms of specific learning and teaching approaches, there is scope for

some integration of activities with:
• The Structure of the Travel and Tourism Industry

• Introduction to the Scottish Tourism Product.
This may be achieved chiefly through the suggested approach of using

industry visits and speakers to promote learning, and specific advice as
to how this may be managed is provided in Appendix 2.

INTRODUCTION
Visits and speakers
Two out-of-school/college visits are recommended to support students’

learning in this Unit:
1. To/by an organisation which demonstrates a customer-oriented

approach and whose marketing activities will provide a good
source of reference/case study material on which to base learning
activities.
2. To/by an information provider such as a TIC or travel agency or

another organisation where a large amount of tourist information
is collected and analysed and where there is evidence of
recognition of marketing mix variables and the marketing function
is well established.
Appendix 1 contains further information on education and industry

links.
Appendix 2 contains notes and visit record sheets to assist with pre-visit
planning along with an illustration of the possible format of a visit to an
organisation. Information obtained during these visits may be relevant
to other travel and tourism subjects.
Appendix 3 provides information on coordinating organisations who

can help with education and industry links, including a full list of all
education business partnerships in Scotland.

LESSON PLANS
SECTION 2
Lesson plans
Contents:
• Background reading
• Lesson plan proforma
• Detailed lesson plans and materials.
The outline lesson plans that follow are exemplars for guidance.
Teachers may use these as they are presented or may wish to adapt
them to incorporate their own tried and tested approaches. A template
is provided which can be photocopied and used to make up alternative
lesson plans.
Each outline lesson plan is accompanied, where appropriate, by:
1. overheads/PowerPoints
2. student activities
3. information sheets.
Teachers may wish to use all or only some of these and supplement
them with their own materials.
As teaching and learning styles differ, the activities are left open and can
be used in different ways according to teacher preferences and the
particular student group. They can, for example, be used as:
• individual exercises
• pair/small group work with whole group feedback sessions
• a stimulus for debate/discussion
• homework. Specifically, some tasks are designed to be set as
preparatory work for subsequent classes and, where this is the case,
this is indicated as ‘Work Out’ on the relevant lesson plan.
OHTs/PowerPoint pages are designed so that they can also be used as

handouts. Where there is no corresponding student activity the OHTs/
PowerPoints are intended for use during lectures.
More and more teachers are using PowerPoint as an effective way of

presenting information. It is straightforward to obtain handout material
from a PowerPoint presentation.

LESSON PLANS
Background reading
It is unlikely that students will require to do extensive background

reading, because of the availability of up-to-date information via the
world wide web(www). However, students should be made aware of the
availability of textbooks on the subject, particularly of specialist texts
dealing with marketing in travel and tourism.
There is no requirement envisaged for copies of text to be made for

circulation to the learner.
This applies to full-time, part-time and e-learning situations.

LESSON PLANS
Lesson plan
Course: Tourism (Higher) Lesson No.:
Unit: Marketing in Travel and Tourism: An Introduction (Higher)
Topic: Outcome and PC
Objectives: Detail of what is to be covered/achieved in the lesson
Resources
Essential resources are listed. You may also wish to add your own.
Admin
Left blank for teachers’ own use
Work In: Work to be handed in by students

Out: Work to be handed back to students/Work to be issued to
students
Left blank for teacher use

LESSON PLANS
Lesson plan
Topic:
Objectives:
Resources
Admin
Work In:
Out:

LESSON PLANS
Key points Teaching/learning method Materials Time

LESSON PLANS
Lesson plan
Topic: Unit Induction

Outcome 1 PC a: Introduction to concepts
Objectives:
1. Unit Induction
• Understand the aims of the Unit
• Understand teaching/learning approaches
• Understand homework, progress and assessment arrangements
• Establish levels of prior knowledge
2. Explore marketing ideas and concepts (overview)
• what is marketing?
• market orientation vs. product orientation
• marketing vs. selling
• tourism marketing – special features
3. Prepare for visit/speaker
Resources
OHTs
Student guide
Activity Sheets
Visit Sheets
Admin
Work In:
Out: Visit Sheets
For Lesson 4/5:
Task (a). Use the internet to find information for any tourism-
related organisation. Obtain some literature about the
organisation and comment on the user-friendly nature of the web
information.
Task (b). Go to a local tourist information office, hotel, travel
agency or attraction and pick up a couple of leaflets or brochures.
Study the materials and decide whether you think they are
effective advertising documents and if not why not. Be prepared
to share your thoughts in class.
(Divide tasks (a) and (b) among the group.)

LESSON PLANS
Teachers’ Notes
Unit Induction should only take a short time, the bulk of this session being
spent on a general introduction/overview of marketing – what it means, what
it is, what it isn’t, and why tourism, or services, marketing, although based on
the same principles and concepts, differs from the marketing of more tangible
consumer goods.
The session should draw on the students’ own experiences as consumers, and
users of services. Students may find it easier to complete the Brainstorming
Activity with prompting by the teacher, and this can therefore be used as a
small-group or whole-group activity. A teacher’s prompt sheet is included for
this purpose.
A visit (or visiting speaker) is planned in the early stages of the Unit to enable
students to relate marketing theory and concepts to actual practice which they
will be able to refer to when considering issues, ideas and working on
marketing activities throughout the Unit. It is important therefore that they
understand the objectives of the visit and what they are expected to learn
from it. Teachers should go through the visit sheet with students to clarify
unfamiliar terms, e.g. target markets, monitoring, etc. and to ensure that
students are comfortable with the objectives of the visit. Explain briefly what
a SWOT analysis is – at this stage students should be able to enter comments
under strengths and weaknesses based on their observations during the visit,
but opportunities and threats can be left until the next classroom session.
Students should bring this visit sheet to every class so that it can be referred to
in relation to the rest of the course content and used as case study material.
A suggested outline Teaching/Learning approach is provided on the next

sheet.

LESSON PLANS
Key points Teaching/learning method Materials Time

Induction Issue student guide Student Guide
Aims of the Talk through Unit descriptor OHT/

Unit PowerPoint
Teaching/ Teacher input on types of

learning classroom activity, visits, practical
approaches content, scope for independent
study, etc.
Homework, Teacher input: Student Guide

progress and Types of homework tasks, e.g. OHT/
assessment worksheets, sourcing and PowerPoint
gathering of materials, examples
of promotional literature and
other techniques. Students
encouraged to ‘media watch’ for
examples of ads, PR coverage,
special promotions, etc.
Progress checks – how and when.
Timing and nature of assessment
and reassessment arrangements.
Links between internal Unit
assessment and external course
assessment. Student Activity
Question and Answer Sheet
What is Student Activity – small group. OHT/

Marketing? Whole-group feedback, leading PowerPoint
to definition of marketing and
list of what marketing involves.
Teacher summing up and input.
Market vs. Teacher input. Student Activity

Product OHT/
Orientation PowerPoint
Marketing Student Activity. Student Activity

and Selling Teacher summing up and input. OHT/
(Alternatively the activity can be PowerPoint
given as homework after the
teacher input.)
Marketing Student Activity and Feedback.

Tourism Teacher input and summing up.

LESSON PLANS
Visit Teacher input – relate aims of the Visit Objectives

Preparation Unit to visit, i.e. why it is relevant. Visit Sheet
Talk through Visit Sheet, Visit Info on place
Objectives and administrative to be visited
arrangements (and timing, (e.g. leaflet)
transport, dress code, etc.)

LESSON PLANS
OHT/Handout Induction
Marketing in Travel and Tourism: An Introduction

(Higher)
Aims of the Unit:
• To develop knowledge and understanding of

marketing concepts and practice in a travel and
tourism context.
• To enable you to apply marketing techniques and

resources in a travel and tourism business or
organisation.
• To place an emphasis on actual business practice and

the need to become familiar with the external and
internal working activities of travel and tourism
organisations in presenting a positive company image.
Outcome 1
Explain the role of marketing and its application in travel
and tourism.
Outcome 2
Explain the role of customer service as a marketing tool
in travel and tourism organisations.
Outcome 3
Evaluate the marketing function in a travel and tourism

LESSON PLANS
Teaching and learning:
• Visits/speakers – marketing in practice

• Case studies from actual businesses – look at Scottish
Thistle Awards at www.scotexchange.net
• Application of principles to authentic workplace
situations
• Individual research and information gathering (data
collection)
• Observing and assessing marketing techniques, visitor
service, market research, advertising, pricing
strategies, promotional techniques
• Ongoing internet access
• Individual and small-group activities
• Lectures

LESSON PLANS
Homework
• Specific tasks, e.g. finding out about prices charged to

different categories of customers
• Follow-up on, or preparation for classwork
• Media Watch
• Individual work on projects
• Internet searches
Monitoring your progress
• Progress checks
• Quizzes
• Teacher feedback

LESSON PLANS
Assessment
Open-book report, covering all outcomes and

performance criteria.

LESSON PLANS
OHT/Handout Lessons 1 & 2 Outcome 1
Definitions of marketing
‘Marketing is the management process responsible for

identifying, anticipating and satisfying customer
requirements profitably.’ (Chartered Institute of
Marketing definition)
‘Marketing is about finding out what your customers

need or want, and providing it while making a profit. It
is a process which underpins all of a company’s
activities.’
Marketing is not ...
Marketing is not the same as selling, nor is it just about

advertising.
Advertising and selling are both important elements in

the marketing process, but they are not the only
elements involved.
Marketing is important …
‘Marketing is an essential core business cost, not an

optional activity. It is not a luxury, to be afforded when
your budget runs to it and discarded when it does not.
When things are tough, that’s usually the time to
increase your marketing activities.’(ASVA Visitor
Attractions Marketing Guide)

LESSON PLANS
What marketing involves:
1. Taking stock of your business and analysing its

strengths and weaknesses in the context of the
business environment in which your business
operates.
2. Finding out about your customers – actual and

potential – and about their needs, wants, attitudes
and expectations.
3. Responding to these, if necessary by changing or

adapting what you provide or how you operate.
4. Setting realistic business objectives.
5. Promoting the business – making sure the right

messages get to the right people at the right time.
6. Continually monitoring and evaluating what and

how well you are providing for your customers, and
the effectiveness of your marketing strategy in
relation to your business objectives.
Remember …
Marketing is an ongoing process, not a one-off activity. It

underpins all the activities of the business.

LESSON PLANS
Product orientation vs. market orientation
Product orientation:
Is essentially inward looking. Its focus is on the needs

and operations of the business. Product-oriented
companies may place most emphasis on sales and
advertising to persuade consumers that they need a
product.
Market orientation:
Is essentially outward looking. Its focus is on the needs

and expectations of the marketplace, i.e. the customer.
Market-oriented companies may place more emphasis on
market research and may produce or adapt products in
line with what the customer wants. They will still use
advertising and selling, but as tools to inform and
persuade customers about a product which is tailored to
their needs.
The marketing concept:
Puts the customer at the centre of the company’s

activities.

LESSON PLANS
Marketing tourism vs. marketing consumer goods
Buying a holiday Buying a CD player
You can’t see what you’re You can inspect it, play it,
buying except in a establish that it is just what
brochure/you buy on the you want before you buy.
basis of what the travel
agent tells you, i.e. on trust. Quality-control systems
mean all players should be
Variations in weather, identical.
services, etc. mean it’s not
always possible to You can test the sound
guarantee standardisation quality.
of product.
You pay when satisfied that
You can’t try before you the player is suitable for
buy. your needs.
You pay for the purchase If it doesn’t work you can

before you receive the take it back.
holiday.
You can’t take it back and Long shelf-life.

get a replacement if it
didn’t work for you! Year-round supply and
demand – but relatively
Highly perishable – once easy-to-manage
the plane has gone the fluctuations.
chance of selling the
holiday has gone.
Highly seasonal.

LESSON PLANS
Student Activity Lessons 1 & 2 Outcome 1
Brainstorming! What is marketing all about?
In your group, discuss what you think marketing

involves.
Elect a spokesperson to feed back your group’s ideas.
Write a definition of marketing.
Marketing involves:
1.
2.
3.
4.
5.
6.
7.
8.
Definition of marketing:

LESSON PLANS
Teacher Notes on Student Activity Lessons 1 & 2 Outcome 1
Brainstorming! What is marketing all about?

Sample teacher prompts:
Have you ever been stopped in the street and asked your opinions
about anything?
How do you find out what’s on at the cinema?
How does your local supermarket get you to try new products?
What do people dislike most about buying a new car?
You decide to go for a day out with friends/family. You have a choice
of two similar attractions, both easy to get to. What might make you
choose one rather than the other?
How many ways of buying a holiday can you think of?
What influences you to:
go back to a restaurant more than once/use the same tour operator or
travel agency when booking your holidays/change your bank?
Marketing involves: Student responses may include answers which
amount to the identification of such marketing components as:
1. Market research
2. Advertising
3. Special promotions, e.g. introductory offers
4. Pricing
5. Product development
6. Selling
7. Publicity
8. Distribution
9. Customer awareness and service
10. Providing goods and services that the customer wants
Definitions of marketing:
There are a variety of definitions around, some more complicated
than others. Try to keep it simple, e.g.
‘Marketing is the management process responsible for identifying,
anticipating and satisfying customer requirements profitably’
(Chartered Institute of Marketing definition)
‘Marketing is about finding out what your customers need or want,
and providing it while making a profit. It is a process which
underpins all of a company’s activities.’
It is also a good idea to point out what marketing is not, i.e. marketing
is not the same as selling, marketing is not just about advertising.

LESSON PLANS
Student Activity Homework Outcome 1
Marketing and selling
Case Study 1
Your parents buy a new front door after a company calls them on a
Sunday night and persuades them to have an adviser call round the
next day as they are doing a special promotion in your area. There
was nothing wrong with the old front door, but the adviser was very
persuasive and your folks end up buying from the company. [It
probably wasn’t their first choice of colour but the special promotion
ended that day so they had to buy it in order to get it at the
promotional price.]
Case Study 2
Your neighbours have a young family and enjoy taking the children on
outings, when they usually travel by car. They are pretty safety
conscious and after seeing an advert on TV for a new model with
additional safety features which protect rear-seat passengers, they go
along to the showroom for a look. The salesman offers them a good
trade-in for their existing car and they decide to buy the new model.
Case Study 3
You receive a telephone call telling you that you have won a free
holiday – all you have to do to claim your prize is to attend a holiday
presentation on a specified date. You agree. On the day, you and
about 30 others listen to a presentation about a holiday property
ownership scheme which you can buy into for a special promotional
price of £5,000 and which seems to have amazing benefits and the
company can arrange loans to help you finance it. The only snag is
that this price is only offered on the day and you have to sign up
before you leave. There is a lot of pressure on people to sign up
there and then, but you decide against it, and ask instead for the free
holiday, which was the main reason you came.
The presenter’s attitude changes from ‘best mate’ to ‘I’ve just wasted
three hours of my time on you and now I won’t get my commission’!
The ‘free’ holiday turns out to have so many conditions attached to it
that in the end you put it and all the forms in the bin – and put the
whole episode down to experience.
Working in groups of three, discuss whether what was happening in

these three case studies involved marketing or selling and whether
there is any difference between the two.

LESSON PLANS
Information Lessons 1 & 2 Outcome 1
Marketing and selling
Marketing is not the same as selling, nor is it just about advertising.

Advertising and selling are both important elements in the marketing
process, but are not the only elements involved.
Marketing orientation
[Extract from Marketing for Tourism, Holloway and Plant]
As Theodore Levitt expresses it, while ‘selling focuses on the needs of

the seller, marketing focuses on the needs of the buyer’. Marketing is
about finding out what the customer wants first, and then producing
the product to fit those needs (a ‘marketing-oriented’ approach) as
opposed to producing the product or service and then seeing to
whom it can be sold (a product-oriented approach).
Clearly, a marketing-oriented company is one in which the philosophy

of marketing is understood and practised throughout the entire
organisation. If decisions at board level are production-oriented, or
the chief executive is unsympathetic to the marketing philosophy, the
marketing manager’s task becomes impossible. Equally, marketing
cannot function effectively if other departments are inefficient. If the
company’s costs are too high, or inadequate control over product
quality results in poor value for money, no amount of ‘marketing’ will
make the company a success. The customer’s needs will remain
unsatisfied, however well advertised, or hard sold, the product is.

LESSON PLANS
Student Activity Outcome 1
Visit to: Date:
Objectives:
• to learn how marketing is put into practice in/by travel and tourism
businesses and organisations
• to find out about the range of customers of the travel and tourism
organisation
• to find out how the business conducts market research
• to find out who works with the organisation in terms of its
marketing activities
• to find out about the importance of customer service in travel and
tourism businesses and organisations.
Preparation:
You will benefit most from the visit by finding out as much as you can
about the organisation beforehand. This will help you to focus on the
main objectives of the visit and enable you to identify any questions
that you might want to ask. Find out about:
• the location of the travel and tourism organisation
• how accessible it is to customers travelling by car or by public
transport
• the aims and objectives of the organisation
• its prices
• historical/architectural importance (if relevant)
• you might also try to find some information via a web address about
the organisation.
This travel and tourism organisation has kindly agreed to allow us to

visit as a tourism education initiative.
Your responsibility is to demonstrate your enthusiasm by preparing

well for the visit, and by showing interest and courtesy to the staff and
management of the facility who are welcoming you to their workplace.
This is part of a Scotland-wide collaboration between industry and
education to raise awareness of how the tourism industry works.
The continued cooperation of businesses such as the one we are

going to visit will largely depend on the conduct and commitment of
the students who participate.
In the future you might even apply for a job here, so remember –
you never get a second chance to make a first impression!

LESSON PLANS
Marketing in Travel and Tourism: An Introduction (Higher)
All Outcomes
Visit to: Date:
Type of Facility: Location:
Business Profile
Operated by: Rates/prices:
Opening:
Main business: Main markets:
Examples of product development:
Marketing activity, e.g. research, promotion, monitoring

LESSON PLANS
Visitor Service Initiatives, e.g. Membership of Quality

Welcome Host, Scotland’s Assurance Schemes, Trade
Best, Mystery Shopper: Associations, ATB, etc:
Visitor Services scored 1–5, where 5 = Excellent
Signposting Parking Interpretation
Foreign languages Child friendly Provision for disabled
Catering Retail Overall value for money
Customer service skills Occupational skills Appearance of staff
SWOT Analysis
Strengths Weaknesses
Opportunities Threats

LESSON PLANS
Lesson plan
Course: Tourism (Higher) Lesson: Visit/Speaker
Topic: All outcomes
Objectives:
1. Learn how marketing concepts are applied in/by the travel and tourism
2. Identify the aims and objectives of the business.
3. Describe the customers of the business.
4. Find out how the business carries out market research.
5. Find evidence of product development/market orientation.
6. Identify examples of promotional techniques used by the business.
7. Identify the pricing strategies used by the business.
Resources
Visit activity sheets
Admin
Work In:
Out: Task is to complete visit sheet including simple SWOT analysis.

LESSON PLANS
Teachers’ Notes All Outcomes
The success of the visit will depend to a great extent on the teacher’s
liaison with the organisation concerned. The travel and tourism
organisation must be thoroughly briefed on the objectives of the visit
and on the level of understanding of the students involved so that
they can tailor their talk and visit to the needs and experience of the
group.
Specific guidance on planning for visits is given in Section 1 of this

pack.

LESSON PLANS
Lesson plan
Course: Tourism (Higher) Lessons 3 & 4 All Outcomes
Topic: Outcome 1 – elements of PC a, b, and c

Outcome 3 – elements of PC a, b, and c
Objectives:
1. Feedback from visit/speaker.

2. Identify evidence of market orientation in a travel and tourism
organisation.
3. Explain the elements of the marketing mix in terms of a known travel and
tourism organisation.
4. Complete a SWOT analysis for a travel and tourism organisation.
5. Explain how travel and tourism organisations use market research.
6. Identify organisations which could provide research information that
would be useful for travel and tourism organisations.
7. Conduct an initial evaluation of the marketing mix and market research
techniques of the travel and tourism organisation.
Resources
Handouts
OHTs
Student Activity Sheets
Admin
Work In:
Out: Task for Lesson 5: Find out the price of one product or service
from another travel and tourism organisation, which is in the
same area, but which offers a very different product or service to
that offered by the organisation you visited.

LESSON PLANS
Teachers’ Notes Visit Feedback Lessons 3 & 4 All Outcomes
The activities in this lesson should draw on the visit just completed
and/or other travel and tourism organisations known well by the
students, which they may have visited in connection with other Units
or as part of a programme of visits covering their whole course.
1. Feedback may be carried out by going through the visits sheets

orally, ensuring that key topics/information have been picked up
and understood. The Customer Service section can be covered
quickly at this stage as students will return to it later in the Unit.
2. Teacher input on market/product orientation may be followed by

examples of market orientation from the visit, e.g. product
development in response to market trends, customer surveys,
etc., and then in terms of other businesses.
3. The visit can be used as the focus for student activities on the
marketing mix, SWOT analysis, and market research. Learning
may then be consolidated by applying these functions to another
tourism business or organisation.

LESSON PLANS
Advantages of a market-led approach
• Money is spent on developing products and services

that people want rather than on sales promotions to
persuade them to buy something that doesn’t
necessarily match their needs.
• Greater customer satisfaction leading to repeat

business, higher turnover and more profit.
• By adopting an outward-looking approach businesses

can respond quickly and appropriately to changes in
the business environment and market trends.

LESSON PLANS
Customer orientation or product orientation?
From your own experience, give two examples of a customer-oriented

business and two examples of a product-oriented business, giving the
reasons why you think they fall into these categories.
Try to think of at least one tourism-related example.
Customer Oriented Product Oriented
Business: Business:
Reason: Reason:
Business: Business:
Reason: Reason:
In this space describe which companies are marketing oriented

and give your reasons.

LESSON PLANS
The marketing mix
Components
• Product
• Price
• Promotion
• Place
• (People)

LESSON PLANS
Lessons 5 & 6
Examples of the marketing mix of different travel and tourism
businesses:
Product Hotel Scheduled Airline Museum
Designed Location/building/ Routes/service Building size/
characteristics/ size/grounds/design/ frequency design/facilities
packaging room size/facilities/ Aircraft type/size Types of collection
furnishings/decor/ Seat size/space Size of collection
catering styles Decor, meals, style Interior display/
interpretation
Service Staff numbers/ Staff numbers/ Staff numbers/
component uniforms/attitudes, uniforms/attitudes uniforms/attitudes
Branding e.g. Holiday Inn, e.g. American, e.g. Tate Gallery,
Savoy, Meridien British Airways, (London)
Virgin Metropolitan
Museum (New York)
Image/ e.g. upmarket, e.g. reliable, e.g. dull, exciting,
reputation/ downmarket exotic food, modern
positioning badly managed
Price
Normal or Rack rates First class/ (Assuming charge
regular Corporate rates business/tourist made)
Promotional Privileged user rates fares Adult rate, senior
(for each Tour operator APEX citizen rate
product discount rate Standby Group/party rates
offered) Charter Children rate
Consolidated fares Friends of the
museum rate
Promotion
(solo or
collaborative)
Advertising Examples not provided since these are generally self-evident
(TV/radio/ and specific to individual organisations.
press/journals)
Sales
promotion/
merchandising
PR brochure
production and
distribution
Place
Channels of Computerised Computerised Other museums
distribution reservation systems reservation systems Tourist information
including Other hotels in City offices offices
reservation group Airport desks Hotel desks
systems Travel agents Travel agents Schools/colleges
Tour operators Other airlines
Airlines 800 telephone lines
800 telephone lines
Source: Marketing in Travel and Tourism, Middleton

LESSON PLANS
Information/Handout Lessons 5 & 6 Outcome 1
The marketing mix

The four Ps: ‘the focus of marketing management decisions’
Product
Product covers the shape or form of what is offered to prospective
customers; in other words, the characteristics of the product as
designed by management decisions.
Product components include its basic design, such as the size and
facilities of a hotel; presentation, which for service products is mainly
a function of the atmosphere and environment created on the
producer’s premises; the service element including numbers, training,
attitudes and appearance of staff; branding, which identifies a
particular product with a unique name; and image, which is a
synthesis of all the product elements as well as the focus of
promotional activity.
In a modern marketing context, products in travel and tourism are
designed for, and continuously adapted to match, target segments’
needs, expectations, and ability to pay.
Price
Price denotes the published or negotiated terms of the exchange
transaction for a product, between a producer aiming to achieve
predetermined sales volume and revenue objectives, and prospective
customers seeking to maximise their perceptions of value for money
in the choices they make between alternative products.
Almost invariably in travel and tourism there is a regular or standard
price for a product, and one or more discounted or promotional
prices reflecting the needs of particular segments of buyers, or
particular market conditions such as seasonality.
Promotion
The most visible of the four Ps, promotion includes advertising, sales
promotion, merchandising, sales force activities, brochure production
and PR (public relations) activity.
Promotional techniques are used to make prospective customers
aware of products, whet their appetites, and stimulate demand. They
also provide information to help customers decide, and generally
provide incentives to purchase, either direct from a producer or
through a distribution channel. The range of promotional techniques
is so wide that the term ‘promotional mix’ is frequently used in
practice.

LESSON PLANS
It is important to appreciate the relationship between this P and the

other three Ps to which it is integrally linked in the marketing process.
However important and visible it is, promotion is still only one of the
levers used to manage demand. It cannot be fully effective unless it is
coordinated with the other three.
Place
For marketing purposes, place doesn’t just mean the location of a
tourist organisation or facility, but the location of all the points of sale
which provide prospective customers with access to tourist products.
For example, ‘place’ for Disney World is not only Orlando, Florida, but
also the numerous travel agents inside and outside the USA selling
products which include Disney World admission. As a result of
marketing decisions, prospective visitors to Florida can obtain
promotional information and buy a range of products, which either
include Disney World admission, or make such visits probable in terms
of vacation locations and motivation. Travel agents are, of course,
only one of the ways in which ‘place’ or access is created for Disney
World customers, or indeed for most other products in travel and
tourism.

LESSON PLANS
Understanding the marketing mix
Using the organisation examples you have already researched/visited

or discussed in class, as a guide, describe the marketing mix of two
Name of organisation: Name of organisation:
Which sector of the industry? Which sector of the industry?
Product
Price
Promotion
Place

LESSON PLANS
(Information included here is for background reference post-visit,

although this topic is dealt with again in lessons 25 & 26)
OHT/Handout Lessons 7 & 8 (25 & 26) Outcomes 1 & 3
SWOT analysis
Purpose:
• To take stock of what you provide to customers.
• To identify what you do well and what aspects of your business are
your strong points.
• To identify what you do less well and what aspects of your business
are your weak points.
• To identify what opportunities or challenges you face in terms of the

external business environment in which you operate.
• To help you to formulate a marketing plan based on a realistic

assessment of your business.
Using the internet site www.scotexchange.net
• Access the link, at this website, to information about the most

recent Scottish Thistle Awards.
• Select one of the award categories and obtain information about

the winning business or one of the runners up.
• Identify what the judges thought were the strengths of the

business.
• Try to come up with any opportunities for this business, that might
help it increase its market share.
• Working in pairs, try to identify what threats might exist now, or in

the future, for this business and whether you can detect any
weaknesses that might affect the business now, or in the future.

LESSON PLANS
Teacher Information/Handout Lessons 7 & 8 (25 & 26)

Outcomes 1 & 3
SWOT Analysis – Taking Stock
In marketing terms, the goods and services you provide (your ‘products’) should
match the needs and aspirations of your target markets. A mismatch will be
reflected in poor sales revenue, lack of competitiveness, with perhaps a constant
struggle for survival. A positive match of product/service to customers should lead
to a healthier balance sheet.
Having undertaken market research to obtain the views and opinions of your
existing customers, and having identified a range of potential target markets, it is
time to review whether or not your products are suitable for the range of
customers you wish to attract.
First of all, then, have a fresh look at your present products. Try and see them
from the customers’ standpoint. Be honest, do they provide what you would look
for if you were paying the price you are asking? Measure every aspect of what you
offer against what competing businesses in the area (and on the internet/TV) are
providing.
Look at the findings of your customer research. Talk to your staff. Get first-hand
feedback from your clients. If children are an important part of your ‘ideal
audience’, why not get a group of children to give their ideas on how your
products and services could be improved, perhaps as a class project for a local
school? Give the school a cash donation for school funds.
For many kinds of travel and tourism organisations, you cannot change the basic
product very much. But you can often change things like design layout and
interpretation. Are your display captions written in technical jargon or in language
that your visitors will readily understand?
Ancillary services can also be important. Catering doesn’t always make a lot of
money, but a bright attractive cafe serving well prepared food and drink helps to
keep your customers on site. Insurance services and travel money exchange can
offer substantial revenue within a travel agency shop. Things like a good children’s
play area in a hotel are vital if you are going for the family market. Are your shop
displays, and your goods, up to modern high street standards of appeal?
One way of getting more business is to provide added value. For example, some
historic houses successfully operate candidate dinners and evenings as an adjunct
to their main business. There is a spin-off from one to the other.
However, perhaps of greatest importance to any tourism business is the quality of
its staff. Think of the emphasis which an organisation such as the Disney
Corporation places on the interpersonal skills of its staff. Do your employees
create an atmosphere where the visitor is a welcome guest? Are your customers
not just satisfied, but delighted with their experience.
Do a SWOT Analysis
Write down a few Strengths, Weaknesses, Opportunities and Threats for one of the
organisations you have been studying in this Unit. On the next page are some of
the questions you might ask yourself.

LESSON PLANS
Add other SWOT questions you think may be relevant to the travel
and tourism organisation you have chosen.
• How good is the location? • Does the business have

• What does the organisation locational disadvantages?
do particularly well? • What shortcomings have
• What customer types does it become evident from
satisfy more than others? customer reactions/
• Does it cater for a niche complaints?
market? • Have the products/services
been unchanged for a long
time?
• Is the business failing to secure
repeat customers?
• Does the business have
carrying-capacity limitations?
• Can the business offer • Are significant numbers of the

customers anything new which target market drawn away to
would directly appeal to them? other travel and tourism
• Will any planned new products/services?
developments open up new • Will new tourist developments
marketing opportunities? in my area draw business away?
• What has the business learned • Is the market for my particular
from the experience of type of product/service in
competitors? decline generally?
• Have I learned anything from • What factors (e.g. change of
my own experience, e.g. destination demand for foreign
while on holiday? holidays, international events)
• What local or national events might impact on my future
are coming up from which the level of business?
business can benefit?

LESSON PLANS
Student Activity Homework Lessons 7 & 8 (29 & 30)

Outcomes 1 & 3
SWOT analysis of
In the boxes below, write down what you consider to be the

Strengths, Weaknesses, Opportunities and Threats which apply to a
travel or tourism business you have visited or from which you have
purchased a product or service.

LESSON PLANS
Market research – finding out about your target market
Good marketing is based on sound information about:
(a) your current customers

(b) those potential customers who at present do not come into your
organisation.
Gathering such information can be done in a number of ways,

including:
• desk research, using published information

• talking to people who have the sort of information you want
• conducting surveys, on- or off-site, into the backgrounds and
opinions of existing or potential customers.
Before thinking about how to collect this information, you must be

clear about how you are going to use it. The main uses are in the
following areas:
• marketing strategy: targeting existing and potential customers most

effectively can only be done if you know as much about them as
possible
• pricing: keeping track of reactions to the perceived value for
money that you provide is an important element in pricing
decisions
• investment planning: making sure you provide appropriate
facilities for your potential customers is crucial to attracting them to
your organisation.
Source: ASVA Guide to Visitor Attractions Marketing

LESSON PLANS
Market research – finding out about your target market
Your potential customers
You need to have a clear view of the broad target market for your
product/service.
There are two factors involved:

(a) What kinds of people are available to you?
(b) What kinds of people do you want to attract?
Regarding the first group (those available to you), you should ask a
number of questions.
Below you are given some examples of situations where it is necessary
to obtain information about customers in order to maintain and grow
the business.
1. An inbound tour operator, based in central Scotland, might aim

to attract between 0.5 per cent and 1.5 per cent of the
population (aged 35+) living between the Scottish Borders and
the North of England.
Questions
• How many people in the correct age range live in this geographical
area?
• What is the preferred form of transport among members of this
target market?
2. Many travel and tourism businesses, especially those in more

remote areas, rely on tourists for sales and profit, as much as, or
more than, local people.
Questions
• What type of people generally visit the area (e.g. foreign tourists,
families with young children, the elderly)?
• Are there any niche markets for whom you can naturally cater?
• What tourist accommodation is there in the area (location, type,
number of bed spaces)?
• How long, on average, do people stay in the various types of
accommodation?
• What entertainment do visitors choose when they come to the
area?

LESSON PLANS
• How many tour groups pass through the area (companies, point of
departure, types of tour parties)?
3. Once the tour operator has identified the market, he/she must
analyse what the visitors would most like to do and see while in
the area.
Questions
• Would shopping be popular?
• Do they want to visit historic sights?
• Is it better to offer a variety of things to see and do?
• Would they like to participate in energetic activities?
• What do you, or can you, offer which might appeal to specialist
groups (e.g. enthusiasts or hobbyists, clubs or associations)?
4. What is the (likely) market appeal of your travel and tourism

business?
Questions
• How are similar organisations doing in terms of business volume
and value?
• Why are people not coming to your organisation?
5. Future trends
Questions
• What statistics are available that might indicate future trends (e.g.
visitor numbers or destination choices)?
• What events might influence the market in the short and longer
term?
If you have completed the above research, you will have identified
those potential customers who are available to you. Now, review your
list to identify those groups which you specifically wish to target (i.e.
your ‘target markets’).
Here you may wish to apply a number of criteria with a view to

identifying what we would call your ‘primary target audience’ (i.e.
those you most wish to attract to your business). The criteria include:
• what types of customers are most likely to further your business

aims?
• which will provide you with the greatest overall income potential
(taking into account all aspects of the tourism product or service)?

LESSON PLANS
• which are likely to grow over the next few years, giving you the
greatest income security?
• which would require the greatest (or least) capital development to
your business and what are the potential cost benefits/savings?
In considering this issue, there is one important piece of advice for

you to take on board:
Do not try to be all things to all people.
Here are some examples of primary target markets identified by

specific organisations:
• travel agency which has a specific section for dealing with business-
only travel
• a farm park in a holiday area decides specifically to target families
with young children on holiday
• a historic house close to a main tourist route targets adult
motorists on short visits to the area
• an educative attraction has school groups as its primary market
• a small museum seeks to attract mainly those within sixty minutes’
drive time and those holidaying in the area
• a visitor centre in a historic city is catering primarily for incoming
tourists
• a historic house with a prized art collection targets art lovers and
charges an above-average entrance fee to compensate for the
restricted audience.
Gather as much information as you can about the primary target

audience for your chosen tourism business or organisation,
including, for example, details such as their socio-economic
characteristics.
Note
Look again at the questions above. Would you know where to find
answers for them? Make a note of any that you are not sure about
and raise them in class with your teacher and other class
members:

LESSON PLANS
Information Lessons 9 & 10
Market research – finding out about your existing customers
Customer surveys
Conducting customer surveys is the most effective method of getting

hard statistical data on your present customers, i.e. their
characteristics and their opinions; but before you go to the time and
trouble of conducting a survey, make sure that you are going to use
the results to inform your marketing/development strategy. In a travel
agency it is very easy to obtain information about your actual and
potential customers. Each time a customer makes an enquiry – even if
they don’t follow through and book a holiday/flight etc, it is usual
practice to ask for a name, address, contact number and how much
the person would like to spend, thus creating a rich database.
Here is a list of the sort of information you should seek from a

customer survey:
• what kind of people are • how long they stayed

coming into your organisation • how much money they spent
(age, background, etc.) or would like to spend
• where they come from • how satisfied they were
• whether they are on holiday, • best/worst aspects of the
day visitors or locals customer exchange
• why they are coming • whether they are likely to return
• which member of the party • whether they would recommend
most wanted to come the organisation to others
• how they heard about you • what other travel and tourism
• whether they have been organisations they have visited
before in the area
At www.scotexchange.net there is a link to a page entitled ‘know your

market’.
Spend some time studying the information at this site and make notes
in the space below about how tourism businesses are encouraged to
find out more about the people they are hoping to attract.

LESSON PLANS
Market research
Purpose
To find out about:

• your product/service and customer attitudes to it
• your customers themselves
• market trends
• your competitors
• how effective your marketing is.
Types:
quantitative provides statistical information in response to Who,

What, Where, When, How type questions; e.g. numbers
of customers, revenue generated from different
ancillary products/services, the proportion of
customers with children, the numbers of people who
live outside the immediate area as distinct from local
residents, how far customers travel to buy your
product.
qualitative provides information about attitudes and opinions
about your product in response to ‘Why’ type
questions, e.g. reasons/motivation for visiting a
particular place or purchasing a particular product,
opinions on value for money, likes and dislikes
primary direct from the marketplace, e.g. by customer survey,
customer comments forms, observation, staff feedback
secondary secondary sources, e.g. internal records, research
carried out for/by other organisations, e.g. ABTA,
Travel Trade National and Area Tourist Offices. WWW.
Methods:
• customer surveys and self-completion questionnaires
• visitors books and customer comments forms
• observation
• feedback from frontline staff
• focus groups
• mystery shopper
• desk research.

LESSON PLANS
Market research: Visitor surveys
Congratulations!
You have been appointed as Marketing Assistant at a local historic

house.
Now for the bad news …
Your boss tells you that although visitor numbers to the local area
have risen over the last two years, the figures for the house have
shown a slight decrease. You decide to carry out some market
research to find out what you can do to reverse this trend. Your job is
to draw up a questionnaire of not more than 12 questions to find out
about your customers and the effectiveness of your current marketing
strategy.
Work with a partner and be prepared to explain why you think that
the responses you get to these questions will provide you with
information which will be helpful to the attraction.

LESSON PLANS
Lesson plan
Course: Tourism (Higher) Lessons 11 & 12
Topic: Outcome 1
Pricing and promotion
Objectives:
1. Compare the admission or product/service prices of two travel and

tourism organisations, and identify factors which would determine how
the prices are set.
2. Identify rates other than the normal admission/product/service rate/price,
which might apply.
3. Identify and evaluate a selection of promotional techniques used by the
same two organisations.
This exercise should be done in conjunction with the homework sheet on

Pricing ‘Stage 2’.
Resources
Handouts
OHTs
Student activity sheets
Leaflets/ads to supplement students’ own materials
Admin
Work In:
Out:

LESSON PLANS
Teachers’ Notes Lessons 11 & 12 Outcome 1
Students will have done initial work in finding out prices charged by
travel and tourism organisations, or they may be given the whole task
to do prior to the class scheduled to cover the topic of Pricing. This
would be the preferred approach, in order to leave the maximum
amount of time to be spent on Promotion, which is weightier in
terms of content.
Price can then be completed fairly quickly with student feedback

concentrating on the factors determining the setting of admission
prices followed by brief teacher input and summing up.
Promotion will draw on materials collected by the students

themselves, and on promotional techniques identified from visits,
speakers, case studies and background reading, some of which can be
issued in advance. The activities can be tackled in a number of ways –
Q & A, in groups, as homework, brainstorming, etc.

LESSON PLANS
Pricing
Factors affecting pricing:
• type of product, e.g. holiday

• the USP (Unique Selling Point)
• services provided
• overheads
• what competitors charge
• what the market will bear
• seasonal variations
• the target market, i.e. different prices for different
customer categories
• life cycle of the product/service, i.e. is it new,
established, out of fashion, etc.
Note
Setting the price too low can be just as damaging as
making it too high. You may give out the wrong message
about the quality of the product/service. People tend to
be suspicious of products which seem too cheap.

LESSON PLANS
Pricing
Stage 2:
Compare the prices of the two travel and tourism organisations/

products or services you and others have found.
1. Are the prices similar for similar types of products or services?
Explain why they are, or are not, around the same price level.
2. Is the price higher where there are more staff available to deal
with customers?
3. Is there a range of prices offered by the travel and tourism

organisations, and if so how are the prices set?
Some factors determining pricing strategies:
1.
2.
3.
4.
5.
6.
7.

LESSON PLANS
Information Homework
Pricing – When is a child not a child?!
Using the information you have already collected about various travel
and tourism organisations, note in the space below any special price
considerations that are given to children.
Make a note of the upper/lower age limits for children, set by the
organisations, which affect the price paid.
Are there any similarities between organisations, which allow you to

draw conclusions about who should be considered a child? Or does
each organisation have its own policies about the definition of
children by age?
Would you say that companies who operate differently from others in
terms of childrens’ prices are marketing oriented?
If so, why?
If not, why not?
Comments on ages and prices charged for children:

LESSON PLANS
Promotion
Purposes:
• to inform
• to raise awareness
• to remind
• to aid decision making
• to stimulate demand.
Types
• Print e.g. leaflets, posters, brochures
• Advertising trade and consumer brochures and

guide books
press
TV & radio
• Exhibitions articles, press releases not paid for by

the company
• Public direct mail, e.g. competitions, events,

Relations open days, special entry
• Special offers, e.g. 2 for 1

Promotions

LESSON PLANS
Promotion
Assessing the effectiveness of promotional leaflets:
• Length
• Visual impact
• Clarity
– do you know immediately what it is about?

– is it easy to find the information you need, e.g.
about location, opening times, etc?
• Does it ‘sell’ the benefits of visiting/using the service

to the target audience?
• Is there an obvious Unique Selling Point?
• Is the style user friendly?
• Will it attract Attention

create Interest
promote Desire
generate Action?

LESSON PLANS
Promotion
PR – Public Relations
Types of PR activity used in travel and tourism
Press releases To draw attention to favourable news

events (real or created for publicity
purposes), or to combat unfavourable
publicity arising from unexpected
events – such as food poisoning on
cruise ships.
Press launches To announce new products, changes

or developments; also used for annual
reports.
Receptions To influence and ‘lobby’ targeted

guests with particular messages about
opportunities or problems perceived
by an organisation.
Personality To draw general attention to a product

appearances or an organisation’s name.
Staged events For example ghost weekends at

historic hotels, or mock battles by
costumed soldiers at historic sites;
these can be used to create media
interest.
Product visits Arranged for TV and radio holiday

programmes and travel journalists,
especially to promote editorial
comment.

LESSON PLANS
Promotion
Stage 1
Find at least two examples of promotional literature – leaflets, flyers,

posters, etc. – or advertisements for any tourism-related facility or
activity.
In your selection, there should be at least one ad or piece of print

which you think is particularly effective, and one which you think
could be improved.
Be prepared to explain why!

LESSON PLANS
Promotion: Effectiveness of print and advertising
Stage 2 – Group Activity
In your group, discuss the effectiveness or otherwise of the materials

you have selected. In doing this, you will need to consider things
such as:
• the purpose of the print/ad

• its impact, e.g. length, clarity, attractiveness, message, information,
visual appeal
• the target market
• the distribution channels used.
Appoint a spokesperson who will present your group’s assessment of

the main points to consider when producing promotional literature
or placing advertising, using the examples you have brought to
illustrate your findings.
Print Materials
Reasons why effective Reasons why not effective
Ads
Reasons why effective Reasons why not effective

LESSON PLANS
Promotion: Advertising
The travel and tourism organisation that you work for has given you a
budget for advertising. Working in pairs, identify what factors you
would need to take into account when deciding where to place the
advertising messages.
1.
2.
3.
4.
5.
6.
7.
8.
9.

LESSON PLANS
Promotion: Special Promotions
Advertising is probably what springs to mind first when you think

about promotion. But just as promotion is only one part of the
marketing mix, so advertising is only one part of the promotional mix
and there are many other techniques involved.
Other than by advertising or distributing an annual leaflet, consider

how you might tackle the following:
Objective Possible technique

Ensure that more people visiting
nearby travel and tourism
businesses also visit yours
Promote a special event
Launch a new development in

your organisation
Attract more local residents
Attract more holiday visitors
Increase the number of repeat

visits

LESSON PLANS
Promotion: Marketing groups and consortia
An effective means of promoting a travel and tourism business may be

through joining, or taking the initiative to set up, a specialist
marketing group.
Case Studies
Student Activity
Access the VisitScotland website at visitscotland.com
Try and find examples of companies that have got together in order to
maximise sales and provide a quality service for a range of customer
groups.
Or,
You may wish to find out about the developments within the travel
trade, e.g. tour operator mergers, travel agents linking with other
companies to provide a one-stop shop for customers.
Record your findings in the space below:

LESSON PLANS
Information Homework Outcome 1
Promotion: Special promotions
Discount vouchers offering say 15 per cent off prices, or preferably a

money-equivalent coupon, such as ‘£ off’, are commonly used by travel
and tourism businesses in conjunction with one full-price adult fare,
but only at off-peak times or when the company is developing the
season.
Discounts and season tickets can also be useful incentives in

attracting local residents to make repeat visits. As well as getting the
money they spend each time on items, this technique can promote
valuable goodwill in the community.
Discount schemes can also operate as part of a joint campaign with

other travel and tourism organisations.
List here other types of special promotions that you can think of:

LESSON PLANS
Promotion
The principal marketing campaign techniques used in travel and

tourism
Paid-for media Includes TV, press, radio, www internet and

advertising outdoor. Also includes tourist office and other
travel-related guides, books and brochures
which accept advertising.
Direct mail/door-to- Including general sales literature or print items

door distribution specifically designed for the purpose.
Public relations (PR) All media exposure achieved as editorial

matter, not paid for as advertising space. Also
influence over target groups.
Sponsorship An alternative form of media for specific target

groups.
Exhibitions, shows Important alternative forms of distribution and

or workshops display for reaching retail, wholesale and
consumer target groups.
Personal selling Via meetings, telephone contact, workshops.

Primarily aimed at distributors and
intermediaries purchasing for groups of
consumers.
Sales literature Especially promotional brochures and other

print used in a servicing role.
Sales promotion Short-term incentives offered as inducements

to purchase, including temporary product
augmentation. Covers sales force and
distribution network as well as consumers.
Price discounting A common form of sales promotion; includes

extra commissions and bonuses for retailers.

LESSON PLANS
Point-of-sale displays Posters, window dressing, displays of brochures

and merchandising and other materials both of a regular and
temporary incentive kind.
Familiarisation and Ways to motivate and facilitate distributor

educational trips networks through product sampling. Also used
to reach and influence journalists.
Distribution networks Organised systems or channels through which

and commission prospective customers achieve access to
products; includes computerised links between
principals and distributors.

LESSON PLANS
Lesson plan
Topic: Outcome 1 and 3 consolidation/extension
Objectives:
1. Apply knowledge of promotional techniques to a business situation

(continued from last lesson).
2. Apply marketing knowledge to a case study (where appropriate).
3. Explore marketing issues and approaches used by a range of tourism

businesses.
Resources
www.scotexchange.net
Scottish Thistle Awards
Admin
Work In:
Out:

LESSON PLANS
Consolidation
Consolidation and/or extension exercises involve the application of

marketing principles, using exemplars of marketing practice from
www.scotexchange.net at the Scottish Thistle Awards link page.
This website will have been accessed while dealing with other topics
during the course and the students are advised to select another
business from the one(s) they have previously studied.

LESSON PLANS
Student Activity Consolidation/Homework Outcome 1
Promotion: Planning a promotional strategy
Working with a partner, draft an appropriate promotional strategy for

one of the following. In addition to identifying appropriate
promotional techniques, explain briefly how the business might
benefit from joining the local Area Tourist Office and identify at least
one other organisation it might be helpful to contact.
• the launch of a new health-and-fitness centre in an upmarket city

centre hotel which will offer private and corporate membership
• the new season at a historic house which, in addition to the normal

tours of the house, is available as a venue for private functions,
small meetings and conferences, receptions, etc.
• a woollen mill which has decided to target
– domestic coach tour operators

– day trippers
– holidaymakers staying in and around the local area
– local residents
• a country house hotel which specialises in short breaks in autumn

and spring and festive breaks at New Year
• a brand new attraction aimed at families – rides, nature trails, etc. –

and close to many other attractions which, though different, cater
for the same market
• a multi-activity centre which also has some self-catering

accommodation
• any other new development in your area.

LESSON PLANS
OHT/Handout Lessons 17 & 18 All Outcomes
Marketing support – Who can help?
• VisitScotland
• ATOs
• ASVA
• LECs
• Market research companies
• Advertising agencies
• Marketing consultants
• Designers/printers
How can they help?
• advice
• publications
• representation
• marketing opportunities and initiatives
• referrals (e.g. through TICs)
• training
• professional expertise, e.g. marketing planning, print
design and distribution, etc.

LESSON PLANS
OHT/Handout Lessons 17 & 18 Consolidation
Marketing support – Example
VisitScotland marketing support:
• promotion through VisitScotland publications and

campaigns and websites
− mainstream
− seasonal campaigns, e.g. Autumn Gold, Festive &
Winter Breaks, Spring into Summer
• promotion through STB/Scotexchange.co.uk website
• access to mailing lists
• opportunity to exhibit at UK and overseas trade and

consumer exhibitions organised by Visitscotland
• access to research, marketing and business

development advice
• possibility of inclusion in press/trade visits

programmes
• Signpost – newsletter to keep up to date with national

tourism issues
• opportunity for membership of appropriate STB

Quality Assurance Scheme
For further information on specific marketing activity

see VisitScotland’s guides:
Marketing Opportunities
Opportunity Scotland (Overseas)

LESSON PLANS
Teacher Information Lessons 17 & 18 All Outcomes
Marketing support – Example
Some typical benefits of Area Tourist Office membership:
Note
At the time of writing, the structure and organisation of
membership is under review and teachers are advised to check
current details at: visitscotland/scotexchange.net website and the
appropriate link pages.
• promotion through ATO publications
• promotion through TICs – direct to visitors via staff
• through leaflet/poster display
• by taking display space
• representation at trade/public exhibitions
• opportunity to participate in specific marketing initiatives
• bulk purchase/negotiated discounts for members
• access to research, marketing and business development advice
• possibility of inclusion in press/trade educational visits programmes
• regular newsletters to keep up to date with tourism issues in the

area and ATO activities and opportunities
• contact with other members from all sectors of the industry

e.g. annual gathering of members to meet with representatives from
VisitScotland to ask questions and share experiences within the
industry.
Try to find out what membership benefits your local Area Tourist
Office offers.
This information may be available in school/college, or you may

nominate one person to contact the ATO for the information.

LESSON PLANS
Student Activity Homework Outcomes 1 & 3
Consolidation/Extension work
Read the attached short extract, and using the concept of the
marketing mix, identify how individual components of the mix might
have been altered in order to reverse the downturn in business which
the attraction had lately experienced.
In addition to the ideas put forward in the extract, suggest some of

your own ideas about possible changes.
Maddington Hall: Manipulating the marketing mix to revitalise a

product
‘Marketing is about selecting strategies which are either designed to

counteract threats, or to take advantage of opportunities in the
marketplace. If you remember the four Ps of marketing, you will
realise that the action a firm can take is limited to one of four areas: it
can alter the product, the price, the promotional campaign, or the
place (where and how the product can be bought).’
Maddington Hall
Maddington Hall is an English stately home open to the public

between Easter and the end of October each year. It is not a major
visitor attraction, but has the appeal of a smaller home which has been
in the hands of the present family for over three hundred years. It has
historical connections with the English Civil War, and prior to that was
the home of a leading member of Queen Elizabeth I’s court. There
are also links with the USA through the settling of some members of
the family at the beginning of the eighteenth century in New Jersey.
The house has attracted over 20,000 visitors a year, but in recent years
the pattern has shown a steady decline:
Entrants to Maddington Hall, 1983–94
1983 27 300 (peak year) 1989 22 441

1984 27 120 1990 18 256
1985 26 580 1991 18 002
1986 20 084 1992 18 334
1987 21 312 1993 18 457
1988 22 033 1994 18 448

LESSON PLANS
The decline in 1986, and the sharp downturn in 1990 and 1991 were
attributed to the fall-off in American visitors in those years. The
combination of recession, the Gulf War and poor spring weather in
Britain held domestic visits down in 1991. Moreover, there was no
compensating increase in visitors from EU countries, especially
Germany, in spite of a steady increase in European visitors to Britain,
nor did the house benefit from the general increase in domestic
summer visitors to visitor attractions following a good summer. More
worrying, however, has been the relatively static market that the
attraction had experienced in the previous three years: the house is
clearly not recovering in spite of a slow but persistent recovery in the
economy as a whole. This failure to pick up in the mid-1990s is of
particular concern. Source: Marketing for Tourism, Holloway and
Robinson
‘Management faces the following choices. It can spend more money

on advertising; but income from the house is barely enough to pay for
upkeep and running costs, and the budget for promotion is very low.
Because of the diversity of the market, it would be unrealistic to try to
advertise directly to overseas visitors, and much of the budget is spent
on publishing a leaflet which is left in hotels and other places
frequented by visitors. Attempts to interest coach operators and tour
operators to include the house in packages have been unsuccessful, as
the hall is not seen by the trade as sufficiently interesting in itself to
attract a market.
It could lower the entry price, but it is believed that this would result
in a fall in revenue as the increase in numbers attracted would be
insufficient to make up for lost revenue. It could even increase the
price, if it is believed that the added revenue will more than offset the
fall in visitors. It could also consider ways in which the product could
be made more attractive to a wider market. For example, it could
seek additional revenue by becoming more commercial – adding
tearooms, souvenir shops or other revenue-producing facilities, or
staging events such as the re-enactment of Civil War battles or jousting
tournaments to attract larger crowds on specific days of the year. If
willing, the owner could arrange to preside over candle-lit dinners for
exclusive groups of visitors who would be willing to pay for the
privilege of meeting him and his family (particularly if titled). Some of
these activities would need considerable capital expenditure,
requiring a bank loan or other means of raising funds. Management
would have to consider seriously whether this expense would result
in a big enough increase in attendance to ensure profitability.

LESSON PLANS
Finally, ways could be considered of improving the distribution, for

example, by identifying specialist tour operators abroad who could be
interested in marketing the attraction, or by joining a consortium of
other attractions in the region, or a group of stately homes who
would produce a joint leaflet reaching a wider audience.
Whatever decision is made, it needs to be seriously thought through

and researched. Each choice would need to be considered on its own
merits.’
Source: Marketing for Tourism, Holloway and Robinson

LESSON PLANS
Student Activity Homework Outcomes 1 & 3
Consolidation
Marketing approaches used by tourism businesses in Scotland
The Camera Obscura:
Read the manager’s SWOT analysis.

What do you think his priorities will be?
How would you approach the weaknesses highlighted in italics?
Nearby attractions are listed as both opportunities and threats – why
do you think this is?
How might the manager take advantage of the opportunities he
identified?

LESSON PLANS
SWOT Analysis of the Camera Obscura

Homework/Consolidation Reference for Outcome 3
All Outcomes
• a unique and original product • weather dependency – many
• live show – can adapt to the potential visitors are turned away
needs of different audiences • camera presentation is in English
e.g. old and young only, although a lot of our visitors
• 40 minutes visit time are foreign
• see the whole city without • exhibitions look rather amateurish
walking anywhere • good holograms not displayed or
• great location – near presented to best advantage – too
Edinburgh Castle – 1m people many for the space, and
passing the door interpretation is poor
• well known and well established • name ‘Camera Obscura’ is
• historic building confusing – many visitors don’t
• brilliant rooftop views of the city know what we are
• free use of good telescopes • very hard to describe the visitor
• good interpretative panels on experience to potential visitors –
rooftop many are put off by the explanation
• old photographs interesting • poor signage and inadequate
to many visitors descriptions of Camera Obscura
• great shop – spacious, good and its purpose
variety, good value, good • logo and signage lacking in style
quality, something for everyone and uniformity
at a wide range of price points • price perceived as high by many
• knowledgeable staff visitors, especially after they have
• good staff retention, just spent lots of money at the
recruitment and training Castle
resulting in good customer • scruffy building, old-fashioned
service decor, lighting and poor carpets in
• variety of product mix means some areas, shop fittings old, layout
the centre appeals to a inflexible due to age of building
reasonably wide market • entrance is ‘old fashioned’
• foreign language translations • no toilets
+ visual product = attractive • no lift – many people put off,
to overseas visitors especially the elderly
• no disabled access
• limited capacity
• groups can dominate resulting in
loss of higher-price ticket sales as
individual visitors not willing to wait
• cars and delivery vehicles make life
difficult for pedestrians
• dependence on passing trade

LESSON PLANS
SWOT Analysis of the Camera Obscura

Homework/Consolidation Reference for Outcome 3
All Outcomes
• additional space in adjacent • local planning regulations restrict
buildings signage possibilities
• location is on the busiest tourist • worldwide threat of recession
route in the city – top of Royal affecting tourism as a whole
Mile, next to the Castle • continuing strength of the pound
• Scottish Parliament nearby will affect overseas visitors
• other attractions nearby, e.g. • weather
St Giles Cathedral, National • competition from recently opened
Galleries of Scotland attractions: Britannia, new Museum
• Edinburgh Festival Centre in of Scotland, Dynamic Earth,
Tolbooth Kirk is adjacent Edinburgh Festival Centre in
• city information guides, walking Tolbooth Kirk, the Scottish
tours, tour buses always in the Parliament, continuing
vicinity development of the Castle
• ATO initiatives, e.g. Hogmanay, • other competition: walking tours,
efforts to bring in more year- bus tours, nearby attractions,
round leisure visitors London, e.g. the London Eye

LESSON PLANS
Camera Obscura – proposed changes to marketing mix

Consolidation/Extension Outcome 1
Here are some of the Manager’s ideas to capitalise on strengths and

eliminate or minimise some of the weaknesses he identified:
Product
• improve signage
• improve foyer area to create a better first impression – more up to
date, spacious, welcoming and bright. Possibly wide-screen TV in
foyer giving a taster of what can be seen in the Camera and rooftop
areas
• shop – change layout
• toilets – upgrade for use by members of the public who ask for them
• alternative show/entertainment for days of poor visibility
• more interactive and dynamic exhibitions
• staff in costume
• more focus on the history of the building and the Camera Obscura
Price
• No price increase in 2005
• Offer a half-price ticket for the Outlook Tower only as a means of
increasing visitor numbers, and to cater for visitors on a budget and
with limited time
Promotion
• coordinate all posters/ads/signs/notepaper
• use local radio to promote Camera Obscura on fine days
• personal selling – promote Outlook Tower experience in the shop
• special promotions – half-price tickets to local corporate market for
employees off season
• advertising – in local free newspapers to residents off season
• seek sponsorship
• internet advertising opportunities
• travel trade – own database for direct mail, Scotland Groups Guide,
etc.
• maintain existing promotions mix, e.g.
– Camera Obscura leaflet
– ATO membership and inclusion in main brochure, Essential Guide
to Edinburgh, voucher scheme, website, short breaks brochure
– Landmark Press – Welcome to Edinburgh/Scotland leaflets,
Edinburgh and Glasgow bedroom folders, Schools folder.
Place
• promotional materials in places and at times when frequented by
visitors – TICs, accommodation providers, other attractions, etc.

LESSON PLANS
Information All Outcomes
Support Organisations:
Association of Scottish Visitor Attractions (ASVA)
The Association of Scottish Visitor Attractions is a trade organisation
established by visitor attractions themselves in 1988. Its aims are ‘to
encourage members through cooperation to raise standards and
improve the viability of their operations’. As a key activity towards
achieving these aims, ASVA introduced an inspection scheme for
attractions, which looked at everything from signposting, car parking
and the state of the toilets to interpretation and customer service.
The scheme played an important development and marketing role,
giving operators the opportunity to benefit from an objective appraisal
of their attraction and to receive advice and guidance following the
inspection. This scheme has now been taken over by VisitScotland but
ASVA is still active in providing advice to attractions operators. The
organisation currently employs an Administrator and a Development
Officer who can be contacted by members for practical help and advice
on a wide range of issues, produces self-help publications for
members on topics such as retailing, interpretation, catering and
marketing, and organises seminars focusing on issues of importance to
members. Past seminars have focused on customer service,
marketing, foreign languages, interpretation, etc.
Area Tourist Offices (ATOs)

ATOs are a vital support organisation for travel and tourism businesses
in the particular area served by the board. In addition to their role
and efforts in marketing the area as a whole, ATOs can offer specific
marketing support to their members. Membership benefits may
include:
• inclusion in ATO publications
• joint mailing opportunities
• representation or joint attendance at holiday and travel fairs
• source of marketing advice and research data
• promotion through TICs
• promotion through ATO ‘bedroom browser’ packs supplied to
accommodation in the area
• opportunities for inclusion in PR visits
• subsidised staff training opportunities
• bulk purchase agreements.
Contact your local ATO for information on further membership

benefits.

LESSON PLANS
VisitScotland
Although not a membership-based organisation, VisitScotland can
offer similar help and advice to travel and tourism businesses on a
national scale. Marketing advice and participation in joint marketing
activities such as exhibitions and inclusion in publications are typical
opportunities.
Local Enterprise Companies (LECs)

Training advice and opportunities, e.g. Welcome Host, IiP (Investors
in People), Scotland’s Best. Advice on funding for new developments
and financial assistance in some cases.

LESSON PLANS
Lesson plan
Course: Tourism (Higher) Examination Preparation
Topic: All Outcomes
Objectives:
1. Recall Quiz covering key elements of the Outcomes 1 and 3.
2. Question and answer – review of learning and preparation for work on

final Report.
Resources
Quiz
Report guidelines
Admin
Work In:
Out:

LESSON PLANS
Teachers’ Notes Consolidation Examination Preparation
The quiz can be done orally with the class group divided into teams,
allowing immediate clarification/expansion of points as required.

LESSON PLANS
Student Activity All Outcomes
Consolidation Quiz – Oral
The quiz is used to prepare students for compiling the report

covering all outcomes.
The class can be divided into small teams of 3 or 4. Each team may be
asked to devise a number of questions to put to the other groups.
These can be supplemented by the teacher using the following and
similar questions covering the outcome.
1. Give a definition of marketing.

2. What are the Four Ps?
3. Explain the Four Ps with reference to a given travel and tourism
organisation.
4. What is meant by market or customer orientation?
5. What is the difference between marketing and selling?
6. SWOT – what is it?
7. What basic factor usually distinguishes strengths and weaknesses
from opportunities and threats?
8. Name three sources of marketing support for travel and tourism
organisations.
9. What opportunities do they offer the business?
10. What is ASVA and what is its role?
11. Describe three ways that marketing tourism products differs
from marketing consumer goods.
12. Name three possible market segments that a travel and tourism
organisation might target.
13. Explain three factors that might affect the level at which prices
are set.
14. List as many promotional techniques as you can.
15. Give four reasons why spending on advertising can be money
down the drain.
16. What is the purpose of market research?
17. Name three ways tourism businesses carry out research.
18. What is PR and give an example?
19. What is a USP?

LESSON PLANS
Lesson plan
Topic: Outcome 2 – PCs a, b and c – Customer Service
Pricing and promotion
Objectives:
1. Introduction to Outcome 2 objectives
2. Customer service: feedback from visits/Welcome Host recall (if

appropriate)
3. Customer service case study
4. Preparation for visit

– objectives
– tasks
– arrangements
Resources
Students’ own customer service notes from first visit
Case studies + student activity sheet
Handout
Visit worksheets and instructions
Admin
Work In:
Out:

LESSON PLANS
Discussion on customer service draws on the first visit and students

should provide feedback on the customer service elements
highlighted on the visits sheets.
A visit to a travel and tourism provider (preferably a TIC or a travel

agency) should take place during the delivery of this outcome and the
information gained during the visit should be analysed. This will allow
students to practise analysing information in a way that will assist in
the final assessment. They should pay particular attention to the
various customer groups who visit the organisation.
Once again, it is important that they understand the objectives of the

visit and what they are expected to learn from it. Teachers should go
through the visit sheet with students to explain how it should be used
and to ensure that students are comfortable with the objectives of the
visit.

LESSON PLANS
Customer Service
Aims:
• ‘delighting’ – not merely satisfying
Benefits:
• customer service is key to keeping ahead in an
increasingly competitive marketplace where the
products can be very similar
• lower staff turnover – higher morale and loyalty
• lower absenteeism
• more satisfied customers = repeat business and
recommendations
Initiatives to raise standards of customer service:

• Welcome Host
• Scotland’s Best

LESSON PLANS
WELCOME HOST
‘Quality of service must be provided at all levels in the
industry to keep ahead of the competition and to reap
the benefits which tourism produces for Scotland’s
economy.’
Benefits
For organisations:
• higher standards of service both for visitors to the area
and for local residents
• increased customer satisfaction leading to the
opportunity for repeat business and increased profits
• a reduced level of complaints
• lower staff turnover
• low-cost/high-impact training programme for frontline
staff
For employees:
• an opportunity to acquire new customer-service,
communication and interpersonal skills
• increased knowledge of local facilities and services for
visitors
• enhanced confidence in dealing with visitors
• increased job satisfaction
For the tourism industry in Scotland and for local

communities:
• higher standards of service for both visitors and
residents
• favourable word-of-mouth recommendations from
satisfied customers and an increase in repeat business
• increased spending by visitors
• longer stay in the community
Source: (Welcome Host)

LESSON PLANS
SCOTLAND’S BEST
‘A quality service programme aimed at staff, supervisors

and management.’
Benefits
Scotland’s Best is designed to:

• improve overall standards of performance
• improve recruitment and retention of good staff
• motivate both management and staff to practise and
sustain excellent standards of customer service
• create an atmosphere of professionalism throughout
the organisation
• increase sales from improved personal selling
Source: Scotland’s Best Management Programme

LESSON PLANS
Customer Service
Individually or in groups, consider the questions below, prior to

discussion in class.
Questions
1. With reference to one of the Thistle Award-winning businesses,*

you have studied, explain how investment in staff training in
customer service can directly affect business success.
2. Identify the training initiatives mentioned which are directly

linked to customer service.
3. In what way is staff training in customer service a marketing

issue?
4. What are the likely results of poor standards of customer service

to tourism businesses?
5. Describe two specific examples of good customer service which

have impressed you, and any which have not, in your own
experience as a customer. Include places visited as part of
coursework if you have participated in any out-of-school/college
visits to tourism facilities.
* Case study from: VisitScotland Scottish Thistle Award Winners

LESSON PLANS
What is customer service? Handout Lesson 21 & 22
We begin by considering what customer service is all about. After

reading this section you should be able to:
• define what is meant by the term ‘customer service’

• explain why customer service is important to travel and tourism
businesses
• explain what is involved in providing customer service
• state who benefits from the provision of customer service.
It’s very likely that you will have heard the term ‘customer service’
many times before, but just exactly what do we mean by it?
Take a few minutes to think about customer service and

what it means to you. Jot your ideas down in the space
below. Next try to come up with a definition of customer
service and insert it below.
Ideas on customer service:
Definition of customer service:

LESSON PLANS
So, what did you come up with? Is customer service all about smiling
at the customer and saying ‘have a nice day’? Or do you think it’s
more than this?
Well, certainly, it is important to smile and generally be pleasant to the

customer. As customers ourselves we appreciate friendly, polite staff.
We should remember this when we are on the other side of the
counter!
(‘Have a nice day’ may not be your phrase of choice – you can
substitute something more to your taste as required!)
However, if the room is dirty, the room service didn’t arrive and the
bill is wrong, will smiling make up for it and make the customer feel
‘valued’?
Probably not.
There is no one definition of customer service, but listed below are

some of the things which you may have included in your definition:
Customer service is:
• all the activities involved in providing a high level of service

consistently to our customers
• about meeting customer expectations
• part of an organisational philosophy
• a means of product differentiation
• a marketing tool.
Let’s take a look at each of these in turn:
Customer service is all the activities involved in providing a high

level of service consistently to our customers.
This definition highlights that there are many elements involved in

providing customer service. It is important that we get each of them
right in order to provide a good service for our customers. It is the
combination of attention to detail in everything that we do for the
customers that will result in ‘customer service’. A key word in this
definition is consistently. Good customer service is not about
delivering excellent service once. It is about providing such service
on a regular basis, as a matter of course.

LESSON PLANS
Customer service is about meeting customer expectations.
In order to be able to meet our customer’s expectations, we must first

of all know what they are. Only with this information will we be able
to attempt to meet them. We will look at the expectations of the
customer in the travel and tourism context later in this pack.
Customer service is part of an organisational philosophy.
What this means is that everyone within an organisation has a part to

play in delivering customer service. It’s not just the frontline staff and
it’s certainly not just the Customer Service department. Everyone
must do their part in order to deliver a high quality of service to the
customer, or in other words, it must be part of the overall attitude or
philosophy of the organisation. We’ll look at this in more detail when
we look at the concept of the internal customer.
Customer service is a means of product differentiation.
Competition within the tourism industry is fierce. In order to attract

customers to come to your business rather than go to another
business, it is necessary to make your product stand out in some way
(i.e. to differentiate your product from the others in the marketplace).
There are many ways of doing this; you could, for instance, offer much
lower prices than anyone else. Another way of differentiating your
product is to provide superior customer service so that the quality of
your service stands out from the competition.
Customer service is a marketing tool.
This refers back to an earlier point. A product which is differentiated

from the competition should be much easier to market and achieve a
high level of sales (and also possibly a higher price and increased
profitability).

LESSON PLANS
Outcome 2 Handout Lessons 21 & 22
Think of examples of good service from your own

experience. Then go on to think of what it was that made
the service good. Do the same for bad service and excellent
service. Use the sheet on the next page to write down your
examples.
Good service: The factors which made it good
Bad service: The factors which made it bad
Excellent service: The factors which made it excellent

LESSON PLANS
Did you find it easier to come up with examples of good/excellent

service or bad service? Many people seem to find it easier to
remember the bad experiences! I’m not sure exactly what this proves
– maybe we just like to moan a lot – but it certainly shows how
important it is for tourism to make sure that the customer isn’t given
the opportunity to find something to moan about, because they’re not
likely to forget!
Take a look at the examples you have given, and particularly look at
the factors that went to make up good or excellent service. What
kinds of things were these? Were they very difficult things for the
businesses concerned to provide for you, the customer, or were they
relatively simple things? Often it’s the small things that count, the
attention to detail like remembering what you usually order to drink
or offering toys or crayons to amuse the children.
Customer service doesn’t always have to involve doing really difficult

things. And yet so many organisations fail to get it right. In this
second outcome of the Unit, we’ll look at the kind of things we can do
to make each customer experience at least a good one and hopefully
an excellent one.
Why is customer service important in travel and tourism?
Take a few minutes to think about this question. Why do
you think that customer service is particularly important

within the travel and tourism industry? Write your thoughts
in the space below.

LESSON PLANS
One reason that customer service is particularly important in travel

and tourism is that this industry is service based; so the service
element makes up a large part of the product on offer. This makes it
vitally important to provide excellent customer service which will
result in a high quality of service and product. Also, tourism is vitally
important to the economy of the region in which it’s based. This is
certainly the case in Scotland.
Test your knowledge of the importance of tourism to

Scotland by answering the questions below.
1. How many domestic tourist trips are made in Scotland each year?
2. How much do these domestic tourists spend in total each year?
3. How many overseas visitors come to Scotland each year?
4. How much do these overseas visitors spend in total each year?
5. What is the total revenue earned from tourism in Scotland each

year?
6. How many people are employed in Scottish tourism businesses?
If you had difficulty answering these questions, then refer to

VisitScotland’s latest statistics card. If you don’t have a copy of the
card, you can obtain it at www.scotexchange.net
A look at the latest figures should convince you that tourism is vitally
important to the Scottish economy. It provides jobs for local people
and brings revenue and foreign currency into the economy. We
cannot afford to lose this injection of money into our economy, so it is
vital that we ensure the future of the industry. One important way of

LESSON PLANS
achieving the continued success of the industry is to provide a high

level of service to customers to ensure that they will return and spend
more money and will tell friends to come too.
It’s also important to remember that as consumers we are ever more

demanding. This is certainly true of tourists who have had excellent
experiences in other countries of the world, perhaps the USA, and are
therefore not prepared to accept lower standards of service. We must
be able to compete with the best. The provision of high levels of
customer service will help ensure that this is the case.
Who benefits from good customer service?
Take a few minutes to think about who it is that benefits

from the provision of good customer service. Write your
answers below.

LESSON PLANS
The most obvious answer to this question is, of course, the customer.
Customers are able to relax, enjoy the experience provided and
generally have a good time.
But they are not the only beneficiaries. Did you include benefits to
staff on your list? Working in an organisation that prides itself on high
levels of customer service is far more likely to provide staff with both
job satisfaction and job security. The staff get satisfaction from a job
well done and at the same time ensure that their job is more secure
because visitors are likely to continue to come as a result of the good
reputation of the business.
The business itself will therefore benefit as well. Satisfied customers

mean fewer complaints to deal with, a wider range of word-of-mouth
recommendations and an enhanced reputation. All of these factors
lead to more sustained business success.
The travel and tourism industry, as we know, is vital to the local and
national economy. The provision of high-quality levels of service will
therefore lead to the continuing success of this sector and ensure
continuing revenue injections at both local and national levels.
It makes good sense to focus on customer service, for all the reasons
outlined above. That’s why national customer service campaigns have
been launched by agencies around the world. In Scotland, we have
‘Welcome Host’ and ‘Scotland’s Best’ which aim to improve the level
of customer service provided to visitors to Scotland.

LESSON PLANS
Self-assessment questions
1. What is customer service?
2. Why is customer service important?
3. How much revenue does tourism bring into Scotland each year?
4. Who benefits from good customer service?

LESSON PLANS
Outcome 2 Handout Lessons 23 & 24
Meeting customer needs
We have been looking at what customer service means and why it is

important to meet our customers’ needs and fulfil their expectations.
It is important to know, therefore, what the needs of the travel and
tourism customer are.
List below the things that customers in travel and tourism
need, want and expect. Start with tangible things like

transport, etc. and then move on to elements of service.
Think of what it is you need and expect from travel and
tourism organisations when you are on holiday.

LESSON PLANS
Tourists need a variety of things including:
• a means of getting to their destination (transport)

• somewhere to stay (accommodation)
• somewhere to eat and drink (restaurants, bars, cafes, etc.)
• something to do (attractions, festivals, shops, etc.)
• information.
These are the basic requirements for our customers in travel and
tourism. Businesses within the industry provide for these needs.
Within the context of these businesses, customers expect:
• to be treated with courtesy

• to be made to feel welcome
• not to be kept waiting
• suitable levels of hygiene and safety
• the provision of accurate information.
It is imperative that staff in travel and tourism businesses at least meet

customer expectations and preferably exceed them. Customers today
expect more than they did in the past. We must always strive to
continually improve levels of service to keep up with customer
expectations.

LESSON PLANS
What do you think the level of customer service currently is
within travel and tourism organisations, in the UK? Is it

poor? Is it quite good? Is it improving? Is it getting worse?
Give examples to back up your answers.

LESSON PLANS
Where do you anticipate levels of customer service will be in five years

time? Will it be much improved? Worse?!
Give reasons for your answers.

LESSON PLANS
Hopefully, you don’t believe that levels of customer service are too
bad in the UK at the moment. It may be safe to say that we have made
great strides in this country in the past decade or so. As mentioned
previously, there are national initiatives designed to improve the
levels of service we provide for our customers, and I believe that this,
coupled with classification and registration schemes run by national
tourist boards and others, has resulted in a general improvement in
standards of service within this country. Also the various different
customer charter schemes operated by rail companies, the public
utility companies, etc., have made us more aware of our right to
expect a certain level of service as consumers. The general climate, I
would suggest, supports improvement in the area of customer service.
If you don’t agree, feel free to discuss your own experiences of
customer service quality with your teacher.
Of course, there is always room for improvement even when a

business thinks it is offering the very highest levels of customer
service.
The challenge for the business then becomes maintaining the high
standard at all times. As an industry, we must constantly strive to
improve our standards of service to meet the changing demands of
the marketplace. So, with the continuation of initiatives like
‘Welcome Host’, ‘Scotland’s Best’, etc., and the introduction of new
initiatives, levels of customer service should continue to improve over
the years. But we can’t afford to be complacent.

LESSON PLANS
Types of customers in travel and tourism
List below all the different types of customers that travel and
tourism businesses must cater for. Start by looking at
different types of domestic tourist, e.g. young families, those
on touring holidays, etc.

LESSON PLANS
Different types of customers in travel and tourism include:
• leisure tourists
• business tourists
• those visiting friends and relatives
• international tourists
• domestic tourists
• day trippers
• conference organisers
• special interest groups (e.g. golfers, rugby supporters, etc.)
• young people
• families
• old people
• disabled people.
We can see from the above list (which is not exhaustive) that there are
many different types of tourist that we must cater for. It is important
for each travel and tourism business to build up a profile of its
customers and their needs. Without this basic information it is
impossible to provide a service to meet these needs.

LESSON PLANS
Handout Lessons 23 & 24 Outcome 2
Who are your customers?
1. A Tourist Information Centre
Goods in:
Supplies of brochures and pamphlets,
souvenirs and foreign currency
Information Souvenir shop Bureau de

assistants staff Change staff
General public/
visitors
2. A Theme Park
Personnel/ Finance Dept

Training Dept
Supplier Supplier
Customer Customer Customer

Shop Assistants Catering Dept Maintenance
Dept
Supplier Supplier Supplier
Visitors to the
Park

LESSON PLANS
Handout Lessons 23 & 24 Outcome 2
These examples demonstrate how goods or services are supplied to

other departments, who, to all intents and purposes, are the
customers of the suppliers of those goods or services. Departments
are likely to be both suppliers and customers, internal customers.
In the Theme Park example we see how the Personnel Department

has several internal customers. It is just as important to meet the
needs of the internal customer as it is to meet the needs of the
external customer, since each is part of the customer service chain. If
one link is weak, this will have a knock-on effect on the level of service
delivered to the external customer.
The link between quality customer service and marketing
You should recognise the importance of treating customers well in

travel and tourism.
Members of staff are technically part of the travel and tourism

product or service and therefore can make the difference when it
comes to choosing products/services.
The way a customer is treated will encourage him/her to talk about it

to others and so provide free advertising. (This can be very damaging
if the message is negative.)
Staff will derive much job satisfaction from helping customers to enjoy
themselves.
Awkward customers
Dealing with awkward or rude customers is one of the biggest

challenges facing staff who work in travel and tourism businesses.
You should receive training in this subject, and do not be afraid to ask
for help from a more experienced member of staff.
Do not be tempted ever to speak back to customers rudely or to make

fun of them.
There will be company guidelines for dealing with awkward customers

and you will become a true professional if you can remain detached
from rudeness. Do not take their rudeness personally and remain
polite but firm throughout such a situation.

LESSON PLANS
Student Activity All Outcomes
Visit 2
Visit to: Date:
Aims:
• to understand the aims and objectives of the travel and tourism
organisation Outcome 3
• to find out how customer service contributes to the achievement
of the objectives of the organisation Outcome 2
• to investigate evaluation and monitoring systems used within a
travel and tourism organisation. All outcomes
Specific Objectives:
• to discover aims and objectives of a travel and tourism business
• to observe best practice of customer service in the workplace
• to establish a link between the quality of customer service and the
achievement of organisational aims and objectives
• to evaluate different methods of collecting information about
customers’ needs and wants
• to identify examples of secondary data used in the industry for
adapting products and services to customers’ needs and wants.
Preparation:
• read through the visit sheet so that you know what you are looking
for on arrival
• prepare any questions that you wish to ask.
This facility has kindly agreed to allow us to visit as a tourism

education initiative.
Your responsibility is to demonstrate your enthusiasm by preparing

well for the visit, and by showing interest and courtesy to the staff and
management of the facility who are welcoming you to their workplace.
education to raise awareness of how the tourism industry works.
The continued cooperation of businesses such as the one we are

going to visit will largely depend on the conduct and commitment of
the students who participate.
In the future you might even apply for a job here, so remember – you
never get a second chance to make a first impression!

LESSON PLANS
Marketing in Travel and Tourism: An Introduction All Outcomes
Visit 2
Visit to: Date:
Type of facility: Location:
Objectives
Organisation: Customer:
Services provided:
Market research
Function Methods Storage Primary
Secondary Communication New product Frequency

development

LESSON PLANS
Customer Services – 1–5, where 5 = Excellent

Signposting Parking Interpretation
Foreign Languages Child Friendly Provision for Disabled
Availability of Waiting Time Range of Services

Information
Customer Service Skills Occupational Skills Appearance of Staff
Visitor Service Initiatives

e.g. Welcome Host, Scotland’s Best, Mystery Shopper:
Other Notes

LESSON PLANS
Lesson plan
Course: Tourism (Higher) Lessons 25 & 26 All Outcomes
Topic: a Customer service

b Organisational aims and objectives
Objectives:
1. Feedback from visit.
2. Discussion and analysis of findings.
3. Start to collate information collected.
Resources
Visit sheets
Notes
Admin
Work In:
Out:

LESSON PLANS
Suggested travel and tourism sectors/products/

services to be researched for completing the
assessment report:
TRANSPORT OPERATORS
TOUR OPERATORS
FOOD & DRINK OUTLETS (those particularly visited by

tourists)
LEISURE FACILITIES
ACCOMMODATION PROVIDERS (all types should be

considered, e.g. camping/caravanning, hotels, hostels,
chalets)
CITY BREAKS IN SCOTLAND (inbound tour operators)
TOUR COMPANIES
SHOPPING (speciality shopping)
SCOTLAND FOR KIDS (companies which specialise in

providing facilities for children)
ACTIVITY HOLIDAY COMPANIES (e.g. golfing holidays)
GENEALOGY (companies which specialise in this type of

holiday)
These or other themes may be selected by teachers as

appropriate to local resources and available materials

LESSON PLANS
Lesson plan
Topic: Outcome 3 – Project brief
Objectives:
1. Understand the project brief.
2. Discuss approaches to handling the project/report.
3. Aims and objectives.
4. Monitoring and evaluating.
Resources
OHTs/handouts
Student activities
Assessment instrument – project report
Admin
Work In:
Out:

LESSON PLANS
The SWOT analysis introduced earlier in the pack should be discussed

in detail during these lessons.
O3 Project Planner
To organise your work, it may help to lay out a time plan of all the
stages of the project, starting with the date when you will write up the
project report and working back from there.
This will help you to think through not only how to approach the
detail of the project but also to check your progress as you go along.
A planning sheet is attached for this purpose.
You might include stages such as:
Desk Research (being specific about what research you need to

carry out, e.g. practical support available from
trade/public sector organisations)
Fieldwork (being specific about the objectives of fieldwork,
e.g. observation for SWOT analysis, establishing
product mix, etc.)
Meetings (being specific about the objectives)
Tutorials, etc.

LESSON PLANS
Project Planner
Activity Complete Actual
on/by (date) completion
Write up report

LESSON PLANS
Setting Objectives
All businesses have aims and objectives. Sometimes these are written
down in a business plan and sometimes they exist in the owner’s
head! It is always a good idea to write them down!
Only by defining your objectives can you put together a coherent mix
of the marketing variables: price, place, promotion and products –
after all, if you don’t know what you are aiming for, how can you
implement an appropriate and relevant course of action?
Aims and objectives are often mentioned in the same breath, but they
are slightly different.
Aims are more general and all embracing, e.g. the aim of a visitor
centre in an area of natural beauty might be:
• to provide a facility which will inform and educate visitors about
conservation of the natural environment.
The main aim of a historic attraction might be:

• to conserve a historic building and its contents.
Objectives are more specific and work towards the achievement of

these aims, e.g.
• increase use of the facility by educational groups
• finance conservation and other essential maintenance projects by
opening the building to paying visitors
• attract 20,000 paying visitors in year 1
• increase the number of tour companies visiting the site
• increase sales in the gift shop by 15 per cent over the next 2 years
• develop use of the facility as a venue for meetings and receptions.
Having taken stock of your current position in terms of where your

business is at, who your customers are and what they think of the
services you offer, why people don’t come, potential markets and
business opportunities as well as any constraints, you should be in a
position to list some objectives that you can work towards.
Your objectives must be SMART, i.e.:

• specific
• measurable
• achievable
• relevant
• time-based.

LESSON PLANS
Monitoring and evaluation
We have considered ways of monitoring and evaluating the level of

customer service offered within a travel and tourism organisation, but
we must also look at ways of monitoring our aims and objectives.
It is easier to measure individual SMART objectives than to make a

judgement about whether we have achieved our overall aim.
We have to assume that, in achieving objectives, the aims will also be
achieved.
Measuring the achievement of objectives
Let us return to an example of a SMART business objective, discussed

earlier in the course.
To increase revenue by 5 per cent during the season 2004-2005
At first this looks easy enough to measure, i.e. we wait until the end of
the season, count everything and calculate whether we did increase
revenue.
However it is not that simple because we have to identify the sources

of revenue, and ensure that an 8 per cent increase in one area is not
masking a decline in revenue in another area.
We must therefore find ways of monitoring all the activities included

in generating revenue and devise a way of monitoring each of these
activities.
For example:
Promotional activity
Advertising in a local newspaper is intended to increase awareness

and sales of a particular travel product.
The company must devise a way of analysing customer demand during

the period following the advertisement, to see how effective the
advertisement was.

LESSON PLANS
Special offer
What mechanisms would let us know if the special offer had the
desired effect of increasing sales? The company must put these
measures in place at the same time as the special offer takes place in
order to discover if the money was well spent.
Customer satisfaction
We have discussed the importance of quality customer service and we

know how important this is in travel and tourism organisations, but
how do we measure customer satisfaction?
Many companies use some or all of the following methods:
• customer satisfaction forms

• suggestion boxes
• mystery shopper
• complaints analysis.
But there are other less formal ways of measuring performance and
the achievement of objectives.
Working in pairs, try to identify ways in which a company might be

able to tell that business is good, staff are happy and getting job
satisfaction, and that the company is well thought of throughout the
travel and tourism sector. (Or the reverse.)
Overleaf you will find some suggestions.

LESSON PLANS
Less formal ways of monitoring performance and the achievement of

objectives.
• Lack of staff absences and lateness

• Staff generating new ideas
• Morale and motivation in the workplace
• Lack of staff turnover
• Involvement of staff in decision making
• Hearing good things about the company outside the workplace
In the space below note the ways in which the organisation you
visited, monitored how it achieved performance levels and objectives.

LESSON PLANS
Information/student activity Lessons 27 & 28 Outcome 3
Camera Obscura – Aims and objectives
Company aims
The main aim of the parent company is to set up and operate

commercially viable visitor attractions.* These attractions should be
interesting and enjoyable places to visit that maintain high standards
of service in all departments and provide a pleasant and rewarding
environment in which to work. As part of the company, Camera
Obscura’s aim is to meet or exceed our profit target by being one of
the most enjoyable and interesting visitor attractions in Scotland, for
all ages, working towards business excellence in all areas.
* Camera Obscura is one of three attractions owned by Landmark –

the other two are the Landmark Centre at Carrbridge, and Inveraray
Jail.
Some Specific Objectives for 2005/2006 might be:
Admissions
10 per cent rise in monthly admissions.
13 per cent increase in income.
Shop
Increase shop sales by 8 per cent.
Markets
Increase visitor numbers from current markets and target new
markets.
Customer service
Offer top-quality service to all our customers, making all visitors feel
genuinely welcome.
Staffing
Recruit and retain high-quality staff and follow best practice in
facilitating their development to meet the needs of the business.
Task:
Look again at the Objectives above. Could you make any of these
more specific? Remember that the company will eventually want to
measure their performance against these objectives.

LESSON PLANS
Information/Handout Outcome 3
Student Activity Lessons 27 & 28
Select a travel and tourism business known to you. Suggest what its
main aim(s) might be.
In order to increase levels of business and income, suggest what some

of its specific objectives might be:

LESSON PLANS
Lesson plan
Topic: Outcome 3 – Project
Objectives:
1. Agree project theme with teacher/tutor.
2. Plan the work to be carried out to complete the project.
Resources
Project planning sheets
Admin
Work In:
Out:

LESSON PLANS
Lesson plan
Objectives:
1. Independent work on project with tutor support.
Resources
Admin
Work In:
Out:

LESSON PLANS
Lesson plan
Objectives:
2. Individual tutorials to monitor progress and provide guidance.
Resources
Admin
Work In:
Out:

LESSON PLANS
Lesson plan
Objectives:
Resources
Admin
Work In:
Out:

LESSON PLANS
Lesson plan
Objectives:
1. Assessment – Report writing
Resources
Admin
Work In:
Out:

LESSON PLANS
Lesson plan

Analyse the marketing function in a travel and tourism
Objectives:
1. Remediation of assessment if required.
2. Feedback and discussion.
3. Exam preparation marketing quiz – group activity just for fun (time
permitting).
Resources
Admin
Work In:
Out:

STUDENT GUIDE
SECTION 3
Student guide
Unit Title: Marketing in Travel and Tourism: An Introduction

(Higher)
What is the Unit about?
The Unit is all about learning what marketing is about and how
marketing ideas are used in a tourism context. It looks both at the
external marketing of facilities and services and at the role of internal
working practices in presenting a positive company image. At the end of
the Unit you will have evaluated the marketing function of a travel and
tourism organisation using the principles, and applying the concepts
you learned during your study of the first two outcomes.
Your teacher/tutor will tell you more about the detail of the Unit.
How will my work be assessed?
You will be assessed by your teacher/tutor on the Unit outcomes on the

next page. In this Unit there is one assessment, covering all the
outcomes and all of the performance criteria.
The assessment activity reflects the vocational nature of the Unit and
you are required to apply marketing concepts and techniques in the
context of tourism businesses. The assessment is a written Report,
which includes the evaluation of the marketing function of a travel and
tourism business.
Your performance in the internal Unit assessment may also be used by

your teacher/tutor to:
(a) estimate the grade you might be expected to achieve in the

external course assessment
(b) make an appeal on your behalf if you fail the external assessment.
Help!
Always make sure that you understand what is required in the

coursework and assessment before you undertake the task. If you are
not sure, ask your teacher/tutor.

STUDENT GUIDE
Outcome 1
Explain the role of marketing and its application in travel and
tourism.
(a) Explain the concept and importance of marketing and market

orientation.
(b) Describe methods and purposes of market research techniques.
(c) Describe the component elements of the marketing mix.
Outcome 2
Explain the role of customer service as a marketing tool in travel
and tourism organisations.
(a) Explain the principles of customer service.

(b) Describe the business benefits of good customer service.
(c) Explain how quality customer service contributes to competitive
advantage in a travel and tourism organisation.
Outcome 3
Evaluate the marketing function in a travel and tourism business or
organisation.
(a) Identify the aims and objectives of the travel and tourism business
or organisation.
(b) Produce a SWOT analysis for the business or organisation selected.
(c) Analyse the marketing mix for the business or organisation
selected.
Details of the assessment are provided on the next page.

STUDENT GUIDE
Unit outcomes Assessment details

Outcome 1 Report covering all outcomes
Explain the role of marketing and and performance criteria
its application in travel and
tourism.
Outcome 2
Explain the role of customer
service as a marketing tool in
Outcome 3
Evaluate the marketing function
in a travel and tourism business
or organisation.
Reassessment If you do not pass the assessment

task first time, you will be able to
resit. You will be asked to redo
or resubmit the specific section
which was not satisfactory. Before
any reassessment your teacher or
tutor will discuss with you the
areas which you were unsure
about.

STUDENT GUIDE
Outline schedule of work and assessments

(Can be adapted to suit centres’ own arrangements)
This Unit lasts for 40 hours. The schedule below is for guidance only
and times spent on particular topics may vary.
Hours Outcome Key content

1–14 Outcome 1 • Unit Induction.
• Introduction to concepts.
• Application of marketing concepts and
principles to travel and tourism businesses –
visit to tourist organisation or speaker to
discover information about the marketing
function including customer services (O2).
• Components of the marketing mix –
application to known travel and tourism
organisations.
• Types and purposes of market research.
• Factors determining pricing strategies;
promotional techniques – range, objectives,
examples, effectiveness.
• Case Studies – travel and tourism businesses
marketing strategies exemplifying the content
of Outcome.
• Group work on individual case studies to
apply marketing principles.
• Consolidation exercises.
15–21 Outcome 2 • Customer service – implications for business

success.
22–40 Outcome 3 • Project brief and discussion on approaches.

• Agree the selection of the study organisation
individually with teacher/tutor.
• Project planning.
• Independent work on projects with tutor
support.
• Field/desk research.
• Individual tutorials to monitor progress,
provide guidance.
• Assessment: writing up reports.

STUDENT GUIDE
Industry visits and speakers
Visits to tourism businesses are a valuable way of linking what you are
learning in the classroom to actual practice in the industry. We are
fortunate to have contacts who are willing to share their expertise with
you, and our visits to them, or their talks to you, will concentrate on
aspects of their work which is directly relevant to this unit.
This year our visits/speakers are:
(insert attraction/services/speaker) (date)
1. on
2. on
Details of the specific objectives and tasks associated with the visit will
be issued and discussed in class.
Note
These businesses have kindly agreed to cooperate with us as a tourism
education initiative. Your responsibility is to demonstrate your
enthusiasm by preparing well for the visits, and by showing interest and
courtesy to speakers and to the staff and management of the travel and
tourism organisation who are welcoming you to their workplace.

education to raise awareness of how the tourism industry works. The
continued cooperation of businesses such as those we are going to visit
or who are coming here to speak to you will largely depend on the
conduct and commitment of the students who participate.
In the future you might even apply for a job with one of these
businesses, so remember – you never get a second chance to make a
first impression!

APPENDICES
APPENDICES
Appendix 1
Education and industry links
1. The benefits of industry links
• relevant to all areas of study in tourism courses, but in terms of

marketing skills and knowledge in particular:
can be introduced during a visit with either a pre- or post-visit talk

or question-and-answer session. The latter is a good way of
building in a visit during a class-based study of marketing
techniques. It gives students a chance to demonstrate their
knowledge and to learn how the theory is put in to practice.
• extends the range of learning and teaching approaches
• promotes skills and confidence in

– planning
– interacting with others
– teamwork
– communication
• demonstrates the application in the workplace of skills and

knowledge developed in the classroom
• promotes greater understanding of interaction between industry

sectors
• provides an insight into day-to-day operations of tourism businesses
• reinforces the value of the course content
• consolidates learning
• makes classroom-based work easier when students can relate

concepts to actual experience
• allows integration across course Units

APPENDICES
• allows integration across course levels
• promotes greater awareness of tourism as a first-choice career
• provides learning opportunities that cannot be replicated in the

classroom
• can help students prepare for external assessment
• makes learning fun!
2. Making industry links
In recommending the use of industry links to plan out-of-school/college

visits, it is recognised that opportunities differ according to geographical
location or in terms of centres’ resources. Remoteness of destinations
influences the number and type of accessible tourist facilities.
But using industry links can make learning more relevant and effective,
and does mean activities, other than taking students out of the
classroom. For example, if you can’t get out to industry then try inviting
industry to come to you! Experience has shown that tourism
professionals are often prepared to travel to centres to share their
expertise with students of tourism.
Tourism Training Scotland, Education Business Partnerships and

Springboard Scotland are as keen on education–industry links as schools
and colleges are on benefiting from them. Forging links with education
is seen as a way of achieving important objectives in training for the
industry.
Many businesses already have formal or informal links with colleges, e.g.
as providers of work placement opportunities, or of visiting speakers, by
hosting educational visits and as users of colleges for their own training.
Not every tourism business is able to respond to approaches for support

like this of course, but often if you target your request at a sensible time
of year, if you plan far enough ahead for diaries, if you are specific about
what you want and don’t ask for too much all at once, you can end up
with a good contact that may become a regular source of support for
your course.

APPENDICES
Making industry links will in general:
• give you access to information for use in investigations, case studies,

projects and assignments, and class-based exercises
• give you access to site visits, including guiding
• give you access to speakers from industry
• enable you to give your students the types of experience of tourism
which cannot be replicated in the classroom.
Using visits and speakers specifically can:
• reinforce classroom-based activities

• lend professional credibility to school or college-based study
• demonstrate that knowledge of the subject has utility outside the
school or college environment
• enable the school or college to market the courses and students to
the trade.
In addition, bringing the students into direct contact with industry

practitioners gives their studies an added dimension – they are able to
‘hook’ their class-based activities onto something which is real and
happening. Consequently they find the assimilation of theoretical
material, e.g. marketing principles, nature and structure of the tourist
industry much easier as a result of having seen it ‘in action’.
Overall, good contacts with industry should result in meaningful and

stimulating learning experiences for the student and provide access to
up-to-date developments and practice. They also provide the teacher
with staff development opportunities – updating knowledge and
learning about new areas of business.
Exposure to actual industry practice is an approach that has worked well

in the past. It has had the approval of tourism practitioners, teaching
staff and students in terms of its appropriateness and effectiveness in
tourism courses and units in general, and is applicable to many units
within the national Travel and Tourism curriculum.

APPENDICES
3. Using industry links
There are many ways of using industry links to your advantage. Some
cost money, while others are free.
Please check about admission prices prior to going on a visit. The

information on prices may be available on the website but because there
are often a wide range of prices offered many businesses wait until an
enquiry is made before quoting a price.
3.1 Making contact
• Membership of Area Tourist Offices

(See earlier note about the current review of membership of the Area
Tourist Offices.)
Benefits include:
Newsletters, access to speakers, TIC visits, family trips for staff,
attendance at tourism events, AGM, etc.
Some ATOs make no charge to schools and colleges for information

and materials, while others have an annual educational membership.
Check locally.
• Membership of ASVA
Special educational membership is available. Check for current price
of this membership.
Benefits include:
The opportunity to participate in ASVA Members’ Conferences and
seminars. Previous events include ‘A Taste of Excellence – Learning
from Others’, Getting the Best out of Your ATO, Visitor Attraction
Marketing.
• Signpost
Visitscotland’s free quarterly newsletter, Signpost, is useful for
keeping up to date with developments and new initiatives
• Educational memberships/opportunities – National Trust for

Scotland, Historic Scotland
Benefits include:
Memberships, education packs and free educational visits.

APPENDICES
• Education Business Partnerships

Ask about teacher placements/secondments to industry. See
Appendix 4 for local contacts. The ‘Extending Hospitality’ Initiative
aims to guide businesses into successful and mutually beneficial
partnerships with schools and colleges.
• Springboard Scotland
Promoting tourism as a first-choice career, Springboard is a good first
point of contact for information on anything to do with working with
the Scottish tourism industry.
• Local contacts
Get to know who’s who locally – hoteliers, TIC manager, a friendly
travel agent, visitor attraction operator, etc.
3.2 Industry links in course/unit management and planning:
• Advisory groups
Invite practitioners to be involved with your course as an adviser.
• Induction – find out if there are any special events on, e.g. careers or
holiday fairs; organise a local sightseeing tour; visit a local attraction
and the TIC; get someone from the local ATO/travel agency to come
in and talk about his/her job – half an hour is all it takes to get your
students motivated!
• Incorporating into teaching/learning activities

Look at the course and unit content to decide how students’ learning
can be made more effective through exposure to actual practice.
• Case studies
Use a visit as the basis for a marketing case study; use a local tourism
business’s customer service policy as the basis for work in this area.
• Speakers
Bring in a speaker to talk about their sector. Use as an alternative to
visits if you can’t get out of school/college.
• Visits
Best of all – get your students out in the field to see tourism in
action.

APPENDICES
Appendix 2
Using industry visits
Example
Visit Type: Historic House
Visit Organisation:
Students can be involved in planning and arranging the visit.
The amount of student involvement will depend on time available, the

objectives of the activity and the level of skill of the student, but it could
be anything from simply selecting a suitable travel and tourism business
to making all the arrangements in which case their participation should
be supervised.
Such an approach has the potential to promote the development of oral

communication, and to provide the opportunity for direct contact with
industry practitioners in a business context.
Even where students are not directly in contact with the travel and
tourism organisation to book the visit, it can be used to develop
awareness of factors specific to arranging group visits, e.g. group rates,
maximum group sizes, time planning, etc.
Teacher/tutor preparation:
• Brief to the travel and tourism organisation to inform of visit

objectives and agree format
• Internal admin
• Student guidance
• Preparation of student worksheets – pro forma
It is very important that the travel and tourism organisation is properly

briefed – a site visit is a good idea if you can manage it beforehand.

APPENDICES
Student preparation:
Informal research into the visit venue – type of organisation, location,

directions, historic/architectural background, facilities, etc.
Promotes development of oral communication of information obtained

by individual reading. Prepares students to then be able to relate visit to
research and to gain maximum benefit from the visit itself.
Visit Activity:
Guided tour
Pre/post-tour talk
Post-tour talk could be by Administrator/Marketing Manager.
Much of the information provided will be useful for the other Units of
the Tourism Higher.
Through careful management of the pre-visit contact with the travel and
tourism organisation, the talk can be tailor-made to suit any specific
aspect of the higher courses. The end result is a much more rounded
view of the overall operations of the travel and tourism organisation
whether it is a visitor attraction, a conference incentive or meeting
venue, special events, venues, tour operator, etc.
Classroom follow-up: tailored to the Units being studied, e.g.:
• apply the marketing and product development principles adopted by

Historic House A to another travel and tourism organisation
• apply the Marketing Mix or draw up a SWOT analysis based on the
visit to another organisation
• evaluate customer service at the Historic House, for example, to
another property
• discuss the ways in which the organisation generates income apart
from through admission charges
• evaluate the suitability of the organisation for families with small
children, disabled visitors or primary-school groups.
These post-visit activities can be used to consolidate learning and to

promote transferability of knowledge in different contexts.

APPENDICES
Pre-visit planning checklist
Establish objectives.
Select suitable visit.
Initial contact to agree rates, dates, times, objectives.
Written confirmation and brief including student worksheets and group

profile, i.e. age, level.
Organise transport if necessary.
Complete institution procedures for field trips.
Prepare worksheets.
Brief students.
Issue pre-visit tasks.
Discussion of issues such as dress, visitor behaviour, industry standards.

APPENDICES
Visit contact sheet
UNIT: Class group:
Visit to: Tel:
Address: Fax:
Date of booking:
Contact name: Department:
Date of visit: Time of arrival:
Duration of visit: Estimated numbers:
Visit objectives:
Requirements:
Tour Guided Free
Activity Details:
Talk Theme:
Other:
Cost Materials requested
How to get there:

APPENDICES
Participant list
Visit to: Date:
Meet at: at
How to get there:
Details of visit:
Participants
1 15
2 16
3 17
4 18
5 19
6 20
7 21
8 22
9 23
10 24
11 25
12 26
13 27
14 28

APPENDICES
Appendix 3
Coordinating organisations
Tourism Training Scotland
Tourism Training Scotland (TTS) was set up in 1992 under the auspices
of the Scottish Tourism Coordinating Group. It is a joint industry/
public-sector forum whose activities are coordinated by Scottish
Enterprise, and was established to lead a new effort to promote effective
training and career development in the tourism industry. There was
growing recognition at that time that the development of skills at all
levels in the industry would be critical to its future performance.
Industry support for the various TTS programmes has been substantial,
especially the Welcome Host and Scotland’s Best visitor awareness/
customer care courses, and the issues of skills and careers are now much
higher up the industry’s agenda than was the case when TTS was first
established.
TTS’s vision of tourism in Scotland is one of a world-class industry,

offering first-choice careers. Among its key objectives are:
• Improved links with education at all levels to promote a higher level

of awareness of the tourism industry and the employment
opportunities within it.
To address this objective, and consolidate existing support, TTS intends

to implement the following actions among others, which are included in
its 1998/1999 Action Plan:
• Identify the scope for developing improved links between the

industry and the further and higher education sectors.
• Work in partnership with Springboard Scotland to implement a

programme of initiatives to promote careers in tourism and improve
the image of the industry as an employer. This will involve industry,
education, education–business partnerships and careers partnerships
and is likely to include:
– establishment of national and local awareness campaigns aimed at

prospective employees including school leavers, college students,
people returning to work, and the unemployed

APPENDICES
– tourism careers information packs and familiarisation programmes

aimed at careers advisers, guidance teachers and prospective
employees
– working with the education sector to improve links with schools
through: Welcome Host for schools; the recently launched CD-
ROMs ‘Talkabout Scotland and Welcome Host Xtra’: and the
‘Extending Hospitality’ pack for employers
– investigating the potential of a graduate placement programme for
tourism businesses
– national and local PR activity to promote success stories and
industry best practice in the area of tourism careers.

APPENDICES
Springboard Scotland
Springboard Scotland was launched on 30 June 1998 with the remit of

‘promoting hospitality and tourism as a first-choice career’.
The organisation has three main target audiences:
• all potential new recruits to the industry – including school and

college students
• key influencers – teachers, careers officers, parents and many others
• employers in the industry.
Springboard aim to ensure that teachers and careers advisers have the
most up-to-date information at their disposal and its major campaign,
‘Let’s Make It First Choice’, will feature a series of participative activities
including:
• the Springboard Experience – activities for teachers and their

students in and around the Springboard centres, including a
discovery trail; an interactive software package – ‘Springteractive’
videos, and the Springboard website
• industry speakers in schools, colleges and universities
• major events – presentations and activities to reflect the diversity of
the industry and its rewarding career opportunities
• appealing, informative and relevant materials about sponsor
employers, the industry, career opportunities, entry routes, training
initiatives, college programmes, and the skills and aptitudes required
to excel in the industry
• work experience, teacher placements and taster days in sponsor
organisations
• educational and fun curriculum projects
• recruitment fairs covering all levels of jobs from New Deal to
Skillseekers, Modern Apprenticeships, graduates, etc.
To find out more, you can either call at the Springboard Scotland Centre
in Glasgow and have a look at the range of reference materials on offer,
or call them on the number below.
Springboard Scotland
53-55 King Street
Glasgow G1 5RA
Tel: 0141 552 5554 Fax: 0141 552 9991

Website: www.springboarduk.org.uk
Email: info.scotland@springboarduk.org.uk

APPENDICES
Scottish Education Business Partnership Network
‘Young people need to be more aware of the world of work. By

involving business, they get a clearer understanding of business
practices and enterprise. Introducing them to people in work, through
projects, develops their own skills and confidence. Their school work
has greater relevance, their motivation increases and their aspirations
rise.
Opportunities are also made available for school and college staff to
develop new skills and broaden their understanding of local industry.
Business will ultimately benefit from a better motivated, educated and

enterprising workforce. Through developing links they get a better
understanding of schools which in turn can improve their recruitment
process and give them the opportunity to influence the development of
the curriculum. Involvement also improves a company’s image through
their contribution to the local community. Many companies now also
see links with education as a unique development opportunity for their
own staff.’
(EBP Network statement)
Education Business Partnerships (EBPs) were set up with support from

business and education. They offer the opportunity to draw together
employers, educationalists and other key players with shared aims to
meet the demands of the local economy.
The government, in supporting the establishment of EBPs, recognised

that they would build on existing achievements and also improve co-
ordination, coherence and quality in the range of activities already
taking place. Local Enterprise Companies and the Education Services of
Local Authorities both have a commitment to secure strong and effective
links between education and business.
Their overall objectives are to:
• promote, encourage and develop links between education and

business
• raise awareness and understanding of the needs of business and
education
• improve the motivation, self-confidence, and ultimately the levels of
achievement of young people
• increase enterprise awareness and associated skills in young people.

APPENDICES
The Scottish Education Business Partnership Network allows a sharing of

good practice across the country as well as allowing EBPs to address
national issues. The Network also ensures the EBPs in Scotland have a
national and international voice.
Partnership Activities
Across Scotland, EBPs support a range of projects that are associated

with the hospitality and tourism industry. These have included:
• Welcome Host courses for students and teachers

• Travel and Tourism careers conventions
• Seasonal Hospitality Employment Programme
• promotion of national initiatives such as Natural Cook, Scotland’s
Best, etc.
Local Education Business Partnerships identify local needs, and specific

projects and activities are developed to address these needs with
support from all parties. Opportunities are also made available for
school and college staff to develop new skills and broaden their
understanding of local industry.
Contact
Should you wish to develop links with local companies, or if you would
like further information about travel and tourism related projects and
activities in your area please contact your local EBP manager.

APPENDICES
Scottish EBP NETWORK – SEN area contacts
Angus EBP Contact: Tel: 01241 435022

Angus Council EIL Projects Fax: 01241 435034
Education Development Service Officer: E-mail: eilangus@sol.co.uk
Bruce House
Wellgate
Arbroath
DD11 3TE
Ayrshire EBP Manager: Tel: 01563 545150

16 Nelson Street Fax: 01563 572577
Kilmarnock E-mail:
KA1 2AA
Scottish Borders Enterprise Contact: Tel: 01896 758991

Bridge Street Fax: 01896 758625
Galashiels E-mail:
TD1 1SW
Dumfries and Galloway EBP Manager: Tel: 01387 720774

Lochside Education Centre Fax: 01387 721276
Lochside Road E-mail: dumfriesandgall@
Dumfries campus.bt.com
DG2 OEL
Dundee Education Industry Contact: Tel: 01382 462857

Partnership Fax: 01382 462862
Education Development Service E-mail: adviser@educational-
Gardyne Road development-service.
Dundee dundeecity.sch.uk
DD5 1NY
Dunbartonshire EBP Contact: Tel: 0141 772 5099

Dunbartonshire Enterprise Fax: 0141 772 5684
4 South Crosshill Road E-mail: ebp@dlcsp.org.uk
Bishopbriggs
Glasgow
G64 2NN

APPENDICES
Fife Enterprise Contact: Tel: 01592 623152

Fast Trac Fax: 01592 623199
Kingdom House E-mail:
Saltire Centre
Glenrothes
Fife
KY6 2AQ
Forth Valley EBP Manager: Tel: 01324 718414

Rooms 45 & 46 Fax: 01324 715686
Haypark Business Centre E-mail:
Marchmont Avenue FVEBP@post.almac.co.uk
Polmont Website:
FK2 0NZ www.heartofscotland.co.uk
Webucation
Glasgow EBP Partnership Centre Chief Tel: 0141 954 1999

67 Abbey Drive Executive: Fax: 0141 950 2117
Jordanhill E-mail: info@gebp.co.uk
Glasgow
G14 9JW
Grampian EBP Manager: Tel: 01224 575100 or

27 Albyn Place 01224 252048
Aberdeen Fax: 01224 213417
AB10 1DB E-mail:
Lanarkshire EBP Manager: Tel: 01236 762485

Resource Centre Fax: 01236 767250
Caldervale High School E-mail:
Airdrie
ML6 8PJ
Lothian EBP Manager: Tel: 0131 228 7537

Career Development Fax: 0131 228 3146
Edinburgh and Lothians E-mail:
Atholl House
2 Canning Street
Edinburgh
EH3 8EG

APPENDICES
Renfrewshire EBP Manager: Tel: 0141 849 0942

12a Silk Street Fax: 0141 849 0943
Paisley E-mail:
PA1 1HG
Perth and Kinross EBP Manager: Tel: 01738 629457

Highland House Fax: 01738 445138
St Catherines Road
Perth
PH1 5RY
LEC representative (SE)
Scottish Enterprise Contact: Tel: 0141 248 2700

120 Bothwell Street Fax: 0141 248 2319
Glasgow
G2 7JP

APPENDICES
Scottish EBP NETWORK – HIE area contacts
Argyll & Bute EBP Manager: Tel: 01631 566726

Drummore Council Fax: 01631 564615
Education Development Centre E-mail: ebp.aie@hient.co.uk
Soroba Road
Oban
Argyll
A34 4SN
Caithness & Sutherland EBP Manager: Tel: 01847 896115

Scapa House Fax: 01847 893383
Castlegreen Road
Thurso
Caithness
KW14 7LS
Inverness & Nairn, Badenoch Manager: Tel: 01463 225449

& Strathspey EBP Fax: 01463 663809
Central Primary School E-mail:
Kenneth Street
Inverness
IV3 5DW
Lochaber EBP Contact: Tel: 01397 701170

Lochaber Opportunities Centre Fax: 01397 701886
An Aird
Fort William
PH33 6AN
Moray EBP Manager: Tel: 01309 672793

Moray Park Fax: 01309 671272
Findhorn Road
Forres
Moray
IV36 0TP
Orkney EBP Manager: Tel: 01856 872460

Orkney Opportunities Centre Fax: 01856 875515
The Brig
2 Albert Street
Kirkwall
Orkney
KW15 1HP

APPENDICES
Ross & Cromarty EBP Manager: Tel: 01349 853666

Ross & Cromarty Enterprise Fax: 01349 853833
62 High Street
Invergordon
Ross-shire
IV18 0DH
Skye & Lochalsh EBP Manager: Tel: 01470 511294

Morloch Fax: as above, please
Waterstein telephone first
Glendale
Isle of Skye
IV55 8WT
Shetland EBP Manager: Tel: 01595 693177

Shetland Enterprise Fax: 01595 693208
Toll Clock Shopping Centre
20 North Road
Lerwick
Shetland
ZE1 OPE
LEC representative (SE)
HIE Contact: Tel: 01463 244389

Highlands and Islands Enterprise Fax: 014663 244338
Bridge House
20 Bridge Street
Inverness
IV1 1QR

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Travel and Tourism

Marketing in Travel and Tourism:

First published 2005

© Learning and Teaching Scotland 2005

This publication may be reproduced in whole or in part for educational purposes by

ISBN 1 84399 081 4

© Copyright Learning and Teaching Scotland

Section 2: Lesson plans 21

Section 3: Student guide 145

MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER) 3

© Copyright Learning and Teaching Scotland

The Unit is designed to develop a practical knowledge of the application

• the role and importance of marketing in a travel and tourism

• market orientation: comparison with product or sales orientation,

museums, gardens, events organisers, festival organisers, hotels,

The above list is not exhaustive.

• market research techniques: a range of techniques applied to specific

4 MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER)

© Copyright Learning and Teaching Scotland

• pricing strategies (not covered in depth): market trends in the local

• promotional techniques (including advertising, special offers and

• monitoring mechanisms: customer surveys, mystery shopper,

• the marketing function in practice. How travel and tourism

• SWOT analysis: strengths, weaknesses, opportunities, threats.

• setting aims within tourism businesses; SMART objectives.

• evaluation mechanisms, including improvement/lack of improvement

MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER) 5

© Copyright Learning and Teaching Scotland

Unit outcomes, performance criteria and assessment

General competence for the Unit

Developing a practical knowledge of the application of marketing

6 MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER)

© Copyright Learning and Teaching Scotland

Guidance on assessment is provided in the National Assessment Bank

A report, based on coursework, which provides an analysis of the

While entry is at the discretion of the centre, candidates will normally be

Standard Grade English at grade 2 or above

This is a mandatory unit in the Higher Tourism course. Successful

Marketing in Travel and Tourism (AH).

Credit value: 1 credit at Higher (6 SCQF level 6).

MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER) 7

© Copyright Learning and Teaching Scotland

How to deliver the Unit

• in the context of the course

If the student group has not previously completed Travel and

• in terms of learning and teaching

Outcomes 1, 2 and 3 should be covered in approximately 14, 6 and

• The remainder of the Unit time should be allocated to research and

The Unit Planner which follows is provided for guidance only; it

8 MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER)

© Copyright Learning and Teaching Scotland

Hours Outcome Key content Possible specific content and

MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER) 9

© Copyright Learning and Teaching Scotland

costs, competition, seasonal

Final decision Selected organisations checked against

10 MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER)

© Copyright Learning and Teaching Scotland

MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER) 11

© Copyright Learning and Teaching Scotland

training; increase/decrease in positive/

In this way classroom teaching can be related to actual practice to

12 MARKETING IN TR AVEL AND TOURISM: AN INTRODUCTION (HIGHER)

© Copyright Learning and Teaching Scotland