RESEARCHING PEOPLE AND PLACES

TOU 2111RESEARCHING PEOPLE AND
PLACES
2015 – 2016
Module leader
Dr Anthony Thickett
Module tutor
Dr Barbora Cherifi
Lecture: Monday 16:00 – 17:00 (Portakabin 7A)
Seminar: check UniHub
Middlesex University, Business
School, Marketing, Branding and
Tourism Department
TOU 2111 – RESEARCHING PEOPLE AND PLACES
Online location of handbook: This handbook can also be accessed via the TOU
2111 online learning portal (UniHub)
Other formats available: This handbook is available in large print format. If
you would like a large print copy please contact the
Disability Support Service (disability@mdx.ac.uk,
0208 411 4945). If you have other requirements for
the handbook, please contact the module leader.
Other formats may be possible. We will do our best
to respond promptly. To help us, please be as
specific as you can about the information you
require and include details of your disability
Disclaimer The material in this handbook is as accurate as
possible at the date of production however you will
be informed of any major changes in a timely
manner
Other documents Your module handbook should be read and used
alongside your programme handbook and the
information available to all students on UniHub
including the Academic Regulations and Student
Charter
1
Contents
Introduction and welcome Page 2
Module teaching team page 3
Contacting the module leader Page 3
Module Aims & Objectives Page 4
Learning Outcomes Page 4
Assessment of Learning Outcomes Page 5
Teaching and Learning Page 5 – 6
Week-by-week schedule Page 7 – 10
The Fieldtrip Page 11
Learning Resources Page 12 – 14
Referencing and Plagiarism Page 15
Module Assessment Page 16 – 20
Glossary of key terminology Page 21 – 26
2
Introduction and welcome
Welcome to TOU 2111 Researching People and Places. This is a core module for
students enrolled on the following programmes: BA International Tourism
Management; BA International Tourism Management with Spanish/Mandarin.
This is a 30 credit module, which will foster critical awareness of a range of
approaches to undertaking and interrogating research in the context of tourism
studies. It will develop students’ ability to relate theoretical material to real world
case study examples, and to consider the relationships between theory, methods of
data collection and processes of analysis. An additional objective of the module will
be to build the capacity of students to communicate research results. This will
involve working effectively as part of a group, and making creative use of resources,
in order to deliver an engaging, informative presentation. Graduate numeracy skills
will also be addressed.
The module is taught by staff members based in the Department of Marketing,
Branding and Tourism including Anthony Thickett and Barbora Cherifi, and consists of
lectures, seminar and workshop sessions, and a fieldtrip, which all students are
required to undertake.
Upon completion of this module students should have acquired a structured, in-depth
awareness of many of the key issues associated with undertaking and critically
evaluating tourism research. Specific emphasis will be placed on the practical skills
required to undertake rigorous, theoretically-driven, ethically-informed data collection
and analysis, and the techniques via which research results are disseminated.
Furthermore, the module will equip students with a flexible investigative skillset which
will assist in successfully undertaking a project or dissertation in the third year, and
provide a solid foundation from which to approach postgraduate study/research.
This handbook gives you an overview of the content of this module, provides details of
the methods of teaching and forms of assessment to be deployed, and contains the
contact details for the module teaching team. It will help you through your studies and
should be read in conjunction with the University Guide and Regulations, which is
available on the University website 24-7.
The material in this handbook is as accurate as possible at the time of production. Any
updates or changes will be communicated during teaching sessions and incorporated
into the Handbook on UniHub (the university’s virtual learning environment). Your
comments on any improvements in this handbook are welcome and should be put in
writing (with the name of the handbook) to the module leader.
Anthony Thickett
(October 2015)
3
Module teaching team
Module leader:
Anthony Thickett
A.Thickett@mdx.ac.uk
0208 411 4826
Room: W221
Module tutor Module GAA
Barbora Cherifi Marta Sobotka
B.Cherifi@mdx.ac.uk M.Sobotka@mdx.ac.uk
0208 411 3001 0208 411 4457
Room W 221 W222
Subject Librarian
Kate Healy
K.Healy@mdx.ac.uk
0208 411 2176
Contacting the module leader
My office hours (for general enquiries) are: Wednesday 13:00 – 15:00
If you would like to request a tutorial (to discuss any detailed module-related issues,
for me to comment on an assignment outline, etc) please contact me via email –
A.Thickett@mdx.ac.uk – to arrange an appointment.
4
Aims and Objectives
This module aims to develop critical awareness of a range of quantitative and
qualitative research methodologies and techniques, and the underlying principles of
research in the context of tourism. It will also develop a students’ ability to relate
theory to real world case study material, making clear the links between theory,
method and data. In addition, the module will develop students’ key employability
skills. Specific attention will be paid to exploration of individual research methods
and techniques and their applicability to a range of tourism-related research
contexts. Changes in approach, especially the rise of qualitative approaches and
techniques, will be considered. The module will also seek to promote students’ ability
to think critically – or critique – existing research.
Learning Outcomes
Knowledge
On completion of this module the successful student will be able to:
1. Evaluate and discuss the impact of state tourism policy on a local area related
to their field study
2. Explain the links between theory, methods and data
3. Discuss ethical issues related to real world research
Skills
This module will call for the successful student to:
4. Identify, locate, evaluate and synthesise relevant information from a range of
sources both primary and secondary
5. Select and employ a range of appropriate statistical and non-statistical
research methods
6. Apply research theory in a practical, fieldwork, setting (observation and
evaluation)
7. Demonstrate and effectively apply group working, use presentation skills ‘in
the field’ through imaginative use of resources and prepare to time an effective
fieldwork report to academic standards
8. Reflect constructively on the experience of deploying different research
methods and conducting fieldwork
5
Assessment of Learning Outcomes
Individual student grades for the module will be determined by aggregate
performance in the following summative assessment components:
1) Portfolio of 4 x 1000 word workshop exercise write-ups (50%) submitted at the
end of week 12 – Learning Outcomes 2, 4, 5 and 8
2) Group presentation (15%) whilst on the fieldtrip – Learning Outcomes 4, 6 and 7
3) Experiential learning narrative (35%) submitted on or before university
coursework deadline – Learning Outcomes 1, 2, 3, 4, 5, 6, and 8
Teaching and Learning
This module will be delivered via a combination of lectures, practical exercises
carried out in workshops, reading-based seminar discussions and a week-long
fieldtrip. These will be configured so as to develop important graduate skills that are
highly valued within the academic community, but also by employers (e.g. personal
and career development, communication and teamwork skills, ICT proficiency,
numeracy skills and information search techniques). Lectures, which will be 60
minutes in duration, will be used to introduce students to the concepts, theories and
processes relevant to undertaking and critically evaluating tourism-relevant
research. These will be considered in greater depth via further reading, and within
seminars and workshops. Seminars/workshops will be of 90 minutes duration.
Independent reading will play a vital role in enabling students to
participate effectively in both teaching sessions and module assessment,
and students will be signposted to material which will be made available
via the online module site. Failure to engage effectively with this aspect
of the module will put students at a significant disadvantage when it
comes to producing the module assessment.
In addition to engagement with appropriate literature, students will participate in
processes of primary data collection, content analysis, and interrogation of existing
secondary (statistical) datasets, which will be provided at the appropriate time.
The skills developed during the seminar/workshops and the knowledge gained from
the teaching programme will be important for the successful completion of the
module assessment. All students are expected to attend scheduled lectures and
seminar/workshops. Students are also expected to allocate study hours outside class
contact (see below) and prepare material before the seminar/workshops as required.
This may involve reading specific articles or the preparation of data for analysis and
6
discussion in the seminar/workshop. It is important that all students do the
preparatory work if they are to make the best use of the seminar/workshop time.
For this module students will be expected to study for a total of 300 hours. These
hours are allocated approximately as follows:
• 20 hours – lectures
• 30 hours – seminars/workshops
• 50 hours – fieldtrip
• 200 hours – self study and assessment (i.e. an average of 8 – 10 hours per week
during term time)
Note: Students with specific learning difficulties are asked to register with the
Disability Support Service – (disability@mdx.ac.uk, 0208 411 4945). In addition,
please advise the module leader so that appropriate learning support can be
provided.
7
Week-by-week schedule
When? Topic Seminar/workshop
Week 1
W/c 05/10/15
(AT)
Lecture: Module introduction: teaching
sessions, learning resources, fieldtrip,
assessment, etc
Reading: Module handbook
Week 2
W/c 12/10/15
(AT)
Lecture: What is research and how is it
relevant to tourism?
Reading : Veal (2011) Chapter 1 (pp. 3 –
49)
Introductions, assessment,
Q & A
AND Discussion based on
Veal (2011) Chapter 1
Week 3
W/c 19/10/15
(AT)
Lecture: Quantitative, qualitative and
mixed method approaches to research
Reading: Hesse M, Tutenges S, Schliewe
S & Reinholdt T(2008) Party package
travel: alcohol use and related
problems in a holiday resort: a mixed
methods study BMC Public Health Vol.
8 No. 351
Discussion based on: Hesse
M et al (2008) Party
package travel: alcohol use
and related problems in a
holiday resort: a mixed
methods study BMC Public
Health Vol. 8 No. 351
Week 4
W/c 26/10/15
(AT)
Lecture: Identifying relevant literature
Reading: Veal chapter 6 (pp 153 – 177)
Summative Assessment
Workshop: Portfolio
Exercise I
Searching databases &
journals AND producing a
literature review
Week 5
W/c 02/11/15
(RG)
Lecture: Social research ethics
Reading: Ryan C (2005) Ethics in
Tourism Research: Objectivities and
Personal Perspective. Wallingford,
CABI Publishing
Discussion based on: Ryan C
(2005) Ethics in Tourism
Research: Objectivities and
Personal Perspectives.
Wallingford, CABI
Week 6
W/c 09/11/15
Lecture: Designing and using
questionnaires
Reading: Veal chapter 10 (pp 279 – 300)
Summative Assessment
Workshop: Portfolio
Exercise II
Questionnaire design
exercise
8
Week 7
W/c 16/11/15
(BC)
Lecture: Statistics in Tourism Studies
Reading: chapter 1 Lane (ed.) (2011)
Introduction to Statistics (electronic
resource)
Jacobsen, T.G. (2003) How Statistics Is
Useful in Social Science – An example
from the Kalmar war, in Popularised
Science, 20/3/13 (via Moodle)
Introduction to SPSS
Recognising and labelling
different data types
Week 8
W/c 23/11/15
(BC)
Lecture: Using and interpreting
statistics I
Reading: Chapter 2 & 3 Lane (ed.)
(2011) Introduction to Statistics
(electronic resource)
Using SPSS to Describe
Data. Central Tendency and
Descriptive techniques in
SPSS
Week 9
W/c 30/11/15
(BC)
Lecture: Using and interpreting
statistics II
Reading: Chapter 15 & 16 Lane (ed.)
(2011) Introduction to Statistics
(electronic resource)
Drawing inferences throguh
regression. Recognising
different data types and
understanding the null
hypothesis
Week 10
W/c 07/12/15
(BC)
Lecture: Using and interpreting
statistics III (summary session)
Reading: Chapter 15 & 16 Lane (ed.)
(2011) Introduction to Statistics
(electronic resource)
Summative Assessment
Workshop: Portfolio
Exercise III
Using regression to analyse
data. Applying probability,
and interpreting SPSS tables
Week 11
W/c 14/12/15
(AT)
Lecture: Conducting interviews
Reading: Chapters 1 and 5 in: Kvale S
(2007) Doing Interviews London Sage
Summative Assessment
Workshop: Portfolio
Exercise IV
Interview exercise
Christmas Vacation – 18.12.15 – 11.01.16
Week 12
W/c 11/01/16
(AT)
Lecture: TBC
Reading: TBC
TBC
Set up Focus Group exercise
ASSESSMENT Q&A
9
Week 13
W/c 18.01.16
(AT)
Lecture: Facilitating Focus Groups
Reading: Chapter 1 in Krueger R &
Cassey M (2009) Focus Groups: A
Practical Guide for Applied Research.
Thousand Oaks (California), Sag
Focus group exercise (prenominated
facilitator &
topic)
Week 14
W/c 25.01.16
(AT)
Lecture: Analysing interview and focus
group data: building the narrative
Reading: Seers K (2012) Qualitative
Data Analysis. Evidence-Based Nursing
Vol. 15 No. 1
Analysis of, and reflections
on, focus group exercise
Week 15
W/c 01.02.16
(AT)
Lecture: Observational research
Reading: Chapter 8.2 (Observation) in
Punch K (2014) Introduction to social
research : quantitative and qualitative
approaches. California. Sage
Discussion based on: Punch
K (2014) Chapter 8.2
(Observation) in
Introduction to social
research: quantitative and
qualitative
approaches.California. Sage
Set up observation activity
Week 16
W/c 08.02.16
(AT)
Lecture: Observation activity (on
campus)
Reading: TBC
Analysis of, and reflections
on, observation activity
Week 17
W/c 15.02.16
(AT)
Lecture: Visual methods in social
research
Reading: chapter from Burns P, Lester J
& Bibbings L (eds.) (2010) Tourism and
Visual Culture Volume II: Methods and
Cases. Wallingford, CABI Publishing
Discussion of: chapter from
Burns P, Lester J & Bibbings
L (eds.) (2010) Tourism and
Visual Culture Volume II:
Methods and Cases.
Wallingford, CABI
Publishing
Week 18
W/c 22.02.16
(AT)
Lecture: TBC
Reading: TBC
TBC
Week 19
W/c 29.02.16
(AT)
Lecture: Recruiting and engaging
participants
Reading: chapter 6 in Blaxter, Huges &
Tight (2010) Preparing to collect data
Maidenhead, Open University Press
Preparation for fieldtrip
Week 20
W/c 07.03.16
Lecture: Discussion of key fieldtrip
issues, introduction to fieldtrip tutors
Reading: Fieldtrip Handbook
Preparation for fieldtrip
10
Week 21
14.03.16
Provisional fieldtrip date
(TBC December)
Week 22
21.03.16
(AT)
Lecture: Analysing fieldtrip data
Reading: Chapters 8 & 9 in Mason J
(2002) Qualitative Researching London,
Sage
Reflections on the fieldtrip
and discussion about how to
organise/manage your data
Easter Vacation – 25.03.16 – 11.04.16
Week 23
W/c 11.04.16
(AT)
Lecture: Communicating research:
report writing & presenting
Reading: Veal chapter 18
Applied analysis on
fieldwork data
Week 24
W/c 18/04/16
Lecture: Planning your dissertation
Reading: chapter 2 in Bell J (2010)
Doing Your Research Project. OU Press
Assessment Workshop
11
The Fieldtrip
The module requires that all students undertake a week-long fieldtrip, which will
provide an extended opportunity to deploy the knowledge acquired and research
skills developed during weeks 1 – 19, and gain first-hand experience of conducting
and communicating field research.
In particular, the fieldtrip will provide a chance for students to explore the influence
of state tourism policy on the tourism experience, and the impact of tourism as a
development strategy. Students will be required to collect and record primary and
secondary data in order to generate systematic insights into the key dimensions of a
maturing destination, and to assess the myriad challenges and opportunities
generated by tourism development. Methodologically, triangulation of information
collected via different methods/sources will be a key objective.
An additional handbook will be provided closer to the departure date, which will
contain detailed information relating to the destination you will be travelling to, the
key academic themes of the trip, and a day-to-day itinerary of your visit. The criteria
that will be used to grade the fieldtrip-related assessment can be found in the
‘Module Assessment’ section of this handbook. Additional information concerning
titles, presentation formats, etc will be distributed well in advance of departure.
However, at this stage it is worth noting that particular objectives of the fieldtrip will
be to:
1) Augment conceptual work you will have undertaken in other areas of the
programme (especially on modules TOU 1011, TOU 1003, TOU 2001 and TOU
2012) by way of gaining empirical insight into issues such as:
• the effectiveness of state-led tourism development policy
• the impacts of changing relationships between guests and hosts
• the significance of the global economy and international relations on
processes of tourism development
2) Develop practical skills in terms of:
• relating theory to the real world (and vice versa)
• the systematic recording of field observations and data
• the ability to engage participants and conduct micro-interviews and surveys
• group-work and presentation skills in a practical context
• Innovation and creative use of resources
12
Learning Resources
Essential Reading
Veal, A (2011) Research Methods for Travel and Tourism: A Practical Guide (4th
Edition). Harlow, Prentice Hall (course text)
Blaxter L, Hughes, C & Tight M (2010) How to Research (4th Edition). Maidenhead,
Open University Press
Lane (ed.) (2011) Introduction to Statistics. Houston, Rice University (electronic
resource)
Weekly readings as notified
Strongly recommended
Part 1 (weeks 1 – 11)
Bryman, A (2012) Social research methods. Maidenhead, Open University Press
De Vaus, D (2002) Surveys in social research. London, UCL Press
Fink, A (2009) How to Conduct Surveys, A Step by Step Guide. London, Sage
Finn, M, Elliott-White, M, & Walton, M (2000) Tourism & Leisure. Data Collection,
Analysis and Interpretation. Harlow, Longman
Hart, C (1998) Doing a Literature Review: Releasing the Social Science Research
Imagination. London, Sage
Kvale, S (2007) Doing Interviews. London, Sage
Richie, B, Burns, P & Palmer, C (eds.) (2005) Tourism Research Methods:
Integrating Theory with Practice. Wallingford, CABI Publishing
Matthews, B & Ross, L (2010) research Methods: a Practical Guide for the Social
Sciences. Harlow, Pearson
Rubin, H & Rubin, I (2012) Qualitative Interviewing: The Art of Hearing Data (3rd
edition). Thousand Oaks, Sage
Seidman, I (2006) Interviewing as a Qualitative Research: A guide for researchers
in Education and the Social Sciences. London, Teacher’s College Press
13
Silverman, D (2010) Doing Qualitative Research: A Practical Handbook. London,
Sage
Part 2 (weeks 12 – 19)
Briggs, D (2013) Deviance and Risk on Holiday. An Ethnography of British Tourists
in Ibiza. Basingstoke, Palgrave Macmillan
Burns, P, Lester, J & Bibbings, L (eds.) (2010) Tourism and Visual Culture, Volume
2: Methods and Cases. Wallingford, CABI Publishing
Heath, C, Hindmarsh, J & Luff, P (2010) Video in Qualitative Research: Analysing
Social Interaction in Everyday Life. London, Sage
Kreuger, R & Casey, M (2009) Focus Groups: A Practical Guide for Applied
Research (4th edition). Thousand Oaks, Sage
Punch, K (2014) Introduction to social research: quantitative and qualitative
approaches. California. Sage
Rakic, T & Chambers, D (eds) (2012) An Introduction to Visual Research Methods in
Tourism. Abingdon, Routledge
Rose, G (2011) Visual Methodologies: An Introduction to Researching with Visual
Materials. London, Sage
Banks, M (2001) Visual Methods in Social Research. London, Sage
Mason, J (2002) Qualitative Researching. London, Sage
Seers, K (2012) Qualitative Data Analysis. Evidence Based Nursing Vol. 15 No. 1
Warr, D (2005) “It was fun… but we don’t usually talk about these things”:
Analyzing Sociable Interaction in Focus Groups. Qualitative Inquiry Vol. 11
Part 3 (weeks 21 – 24)
Altinay, L & Paraskevas, A (2008) Planning Research in Hospitality and Tourism.
Oxford, Butterworth-Heinemann
Andrews, H (2011) The British on Holiday: charter tourism, identity and
consumption. Bristol, Channel View
Bell, J (2010) Doing your Research Project: A guide for first time researchers in
education, health and social science. Maidenhead, Open University Press
14
Coles, T, Duval, D, & Shaw, G (2013) A Student’s Guide to Writing Dissertations and
Theses in Tourism Studies and Related Disciplines. Abingdon, Routledge.
Hakim, C (2000) Research Design: Successful Designs for Social and Economic
Research. Abingdon, Routledge
Mason, J (2002) Qualitative Researching. London, Sage
Walliman, N (2004) Your Undergraduate Dissertation: The Essential Guide for
Success. London, Sage
Recommended Journals
International Journal of Tourism Research
International journal of culture, tourism and hospitality research
Annals of Tourism Research
Qualitative Inquiry
Forum Qualitative Social Research
Weekly reading materials
All weekly reading materials will be uploaded on UniHub
Lecture slides and seminar materials
Lecture slides will be uploaded onto UniHub after delivery of the relevant session
15
Referencing and Plagiarism
Referencing
It’s really important to learn how to reference your work properly. Work that doesn’t
adhere to referencing protocol will certainly result in you being marked down and
can result in you being charged with plagiarism (see below). If you are in any doubt
about how to reference properly, I would recommend in the strongest possible terms
that you consult – http://libguides.mdx.ac.uk/content.php?pid=220238&sid=1828721
and/or make an appointment with a member of the Learning Enhancement Team
(LET) to attend an Academic Writing and Language (AWL) workshop. For details,
or to book an appointment – AWL@mdx.ac.uk
What is plagiarism?
Plagiarism is the presentation of someone else’s work as your own. This includes the
work, written or otherwise, for any other person, including another student.
Examples of plagiarism include:
• verbatim copying of another’s work without acknowledgement
• the close paraphrasing of another’s work without acknowledgement
• unacknowledged quotation of phrases from another’s work
It is a central principle of the assessment process that the work submitted by a
student is that of the candidate. Plagiarism is therefore very severely punished by
Assessment Boards, and normally leads to a student failing the entire module.
Avoiding plagiarism
Plagiarism is easy to avoid. The standard method which is accepted in all academic
institutions is to acknowledge your sources. This involves:
• Separate all direct quotations from your own work by using quotation marks
(and if using, long quotations separate by indenting the quoted section)
• Cite the precise source of the quotation in a note in brackets within the main
text, including the page number on which it appears in the edition quoted.
• List all sources used in preparing the essay or dissertation in a clear and
detailed bibliography at the end of your work.
• Where you are not using a direct quotation but a re paraphrasing someone
else’s argument, it is advisable to note the original source in the same way as
for a direct quotation, except that here quotation marks should not be used.
If students are in any doubt about how to acknowledge sources, they should consult –
http://libguides.mdx.ac.uk/content.php?pid=220238&sid=1828720
16
Module Assessment
Formative assessment
During term 1, students will participate in a programme of inter-active, activitybased
workshops during which tutors will provide verbal feedback on students’
engagement and performance. These sessions will also provide a forum for
clarification of any issues prior to the write-up and submission of the portfolio of
workshop exercises (see below). Similar sessions will be run whilst we are on the
fieldtrip and after our return to the university in order to support students with
summative assessments 2 and 3.
Summative Assessment
Summative Assessment 1: Portfolio of workshop exercises (50%)
(4 x 1000 words)
This assessment requires you to produce an account of each of the four assessed
workshop exercises (see below) undertaken during term 1. If you do not attend all
the relevant workshops, it will render producing the portfolio of writeups
highly problematic. Write-ups should balance a brief description of the
activity and its objectives with a critical, reflective account of how the processes
undertaken relate to broader methodological issues in both practical and theoretical
terms. Write-ups should adopt a concise report format. See below for details of the
requirements of the individual portfolio components and how they will be assessed.
Exercise 1: requires you to describe, in practical terms, the process of undertaking a
search for academic literature about Club 18 – 30-style Mediterranean party tourism
holidays AND produce a short, critical review (circa 750 words) synthesising the key
issues discussed in the material you identify.
Mark scheme:
Component % of total grade
Write-up of search exercise 25%
Content of literature review 50%
References & referencing 25%
Exercise 2: requires you to produce a questionnaire that could be deployed to elicit
feedback from holidaymakers who have been on a Club 18 – 30-style Mediterranean
party tourism holiday. Your questionnaire (which you should aim to fit on to two
17
sides of A4) should be designed to obtain both quantitative and qualitative data of
value to an operator. Your write-up (circa 750 words) should critically reflect on the
process of questionnaire design, draw on relevant literature, and identify strengths
and limitations associated with this method of data collection.
Mark scheme:
Component % of total grade
Questionnaire 50%
Reflection on ques’nnaire design 50%
Exercise 3: using the data provided to you in class, write-up your use of SPSS to
describe, and analyse the data. Your write-up should comprise a description and the
findings of 1 example each of (i) SPSS in descriptive statistics, and (ii) SPSS in
analytical statistics. In each case provide visual and statistical evidence of your work
i.e. provide a graph/bar chart/histogram/scattergram etc. to present your findings
and the corresponding SPSS output table. Explain what SPSS function(s) you used in
your work and why this was most appropriate for your data selection.
Mark scheme:
Component % of total grade
Descriptive statistics exercise 50%
Analytical statistics exercise 50%
Exercise 4: requires you to draft an interview question checklist and produce a
write-up (circa 750 words) of the interviewing exercise you will have undertaken in
week 11, during which you will have spent 15 minutes interviewing a fellow student
about the factors that would inform their decision whether or not to go on a Club 18
– 30-style Mediterranean party tourism holiday. You will have the opportunity to
critically reflect on the process of drafting the interview checklist and conducting the
interview. Please be aware that whilst you may reflect on the data generated by the
interview, the primary objective of this task is to reflect on the interview process
itself and relate it to relevant literature.
18
Mark scheme:
Component % of total grade
Interview checklist 25%
Reflection on interview activity 75%
Submission (of portfolio containing all workshop exercises): on (or
before) 15.01.16 via UniHelp
Summative Assessment 2: Group presentation (15%)
This assessment requires you to work effectively as part of a group to demonstrate
and creatively apply presentation skills ‘in the field’ i.e. whilst you are away on the
fieldtrip. In addition to clearly and directly addressing your choice of research
question (which will be circulated nearer the time) and making direct reference to
data you/your group have collected, credit will be given for adopting a creative
presentation style/use of resources.
Presentations will be of 8 minutes duration. Groups and topics will be arranged
upon arrival at the fieldtrip destination. Grades will be assessed at the time of
presentation. All group members must actively participate in the preparation AND
delivery of the presentation. See below for the criteria via which the presentations
will be assessed. More information with respect to presentation titles, possible
formats, etc will be provided prior to departure
Presentation mark scheme:
Aspect of presentation Percentage of total presentation grade
Structure/flow/balance of contributions 20%
Factual content 20%
Conceptual content 20%
Creativity/audience engagement 20%
Time management 20%
Delivery: whilst on fieldtrip (provisionally week 21)
Summative Assessment 3: Experiential learning narrative (35%)
(3,000 words)
This assessment comprises 2 parts: a 1,500 word analysis of the role of the state in
supporting tourism development in Crete/Mallorca which will draw on your
fieldwork data and key literature; and a 1,500 reflection on the deployment of the
19
methods used to collect data and any issues/challenges that were encountered whilst
in the field. Failure to keep a detailed, systematic record of your thoughts,
observations and micro-interview data while on the fieldtrip will put
students at a significant disadvantage when it comes to producing the
experiential learning narrative (ELN). See below for the mark scheme via
which your ELN will be assessed, and some advice with respect to how you should
approach this piece of assessment. More information, including the ELN titles, and
about how to present your ELN, will be provided in the fieldtrip handbook/during
term 2.
ELN mark scheme:
Component
Requirements
% of total
grade
1
1) Directly address you chosen title
2) Draw substantively on data you (and your group)
collected
3) Engage with key conceptual issues
4) Draw on relevant literature
5) Present clear, concise conclusions /
recommendations
50%
2
1) Critically reflect on your deployment of the 3 key
methods of primary data collection (a descriptive
summary will not put you in a position to compete for a
good grade)
2) Engage with key issues / challenges you encountered
when collecting/analysing your data (including ethics
and triangulation)
3) Draw on relevant literature
50%
Experiential learning narrative: some advice
The main objectives of the fieldtrip will be to analyse the positive and negative impacts
of tourism development in Crete/Mallorca, and to reflect on the research methods and
processes you deploy in collecting information in order to undertake this analysis. This
will involve evaluating tourism’s economic, social, cultural and environmental impacts
in the various towns and regions visited. A key issue will be that of sustainability
In order to be in a position to produce a good experiential learning narrative, you will
need to systematically gather and record data using a range of methods. It is vital that
you take careful notes from your field observations (including the coach journeys),
from the micro-interviews you conduct with tourists/local residents, and accurately
complete the questionnaire surveys. Fieldwork sheets are provided in the work book to
help you keep systematic records. These observations should be supplemented with
additional fieldnotes, photographs, post cards, local literature and other relevant
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secondary source information, and information provided by our tour guide and the
other speakers we have arranged
Undertaking micro-interviews and questionnaires with local residents can be
particularly useful in identifying how local people perceive the development of tourism
and its varying impacts, while tourists’ attitudes, expectations and demands are also
important in determining the kind of tourism developed and its likely consequences
Not all tourists are alike – knowledge and understanding of how different types of
tourist behave and what motivates them can be useful in planning future
developments in tourism. It is useful therefore to attempt to assess tourism in
Crete/Mallorca through the ‘eyes’ of different types of tourist and other stakeholder
groups
Please remember that whilst you are required to share all of the data you
collect in your groups, this is an individual piece of assessment and the
normal plagiarism protocols will apply
Submission: on (or before) 04.05.16 via UniHelp