Independent Guided Study. 48 n/a

Transcription

1 MODULE DESCRIPTOR TITLE Managing the Sports Business SI MODULE CODE S CREDITS 20 LEVEL 4 JACS CODE 870 SUBJECT GROUP Sport DEPARTMET Sport MODULE LEADER MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 48 n/a MODULE AIM Total umber of Study Hours The aim of this module is to provide you with an understanding of the multifaceted nature of sport management. It will look at key responsibilities a sport manager needs to understand and respond to on a daily basis. The module will explore the relationships between managing facilities, planning events and developing sport in an applied and practical setting allowing you to apply theoretical concepts to real life situations. The module is the first and important step, in expanding your knowledge and understanding of the wider spectrum of sport business management before allowing you to specialise in in your preferred area of interest. MODULE LEARIG OUTCOMES On successful completion of the module, you will be able to: 1. Describe and justify the essential principles surrounding managing the business of sport 2. Identify and apply theoretical and logistical concepts of sports development, event planning and facility management to a given case study. 3. Identify, organise, plan and disseminate information; present material in a coherent and organised form, with arguments and information set out in a logical sequence, and with sources reference in an appropriate way. IDICATIVE COTET The indicative module content includes: Facility management - operations, logistics and quality assurance: customer case, staffing, programming, marketing, funding etc.

2 The sport event planning process - feasibility, suitability, resources, risk assessment, promotion and legacy etc. Developing sport - UK sports policy and politics, community sport, sport and health, partnerships in sport etc. Content of the module is open and flexible to allow for developments in the topic, and changing professional and world situations. LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: TUTOR-LED ACTIVITIES Lectures will be used to present key terminology and theoretical arguments, and will offer you the opportunity to develop knowledge and understanding of the concepts and ideas associated with the topic area. Lectures will be accompanied by activities designed to enhance your understanding, such as tutor-directed activities and reading from key resources. Seminars will be used to supplement your understanding of lecture material using more interactive methods of learning, such as small-group discussions and presentations to peers. These sessions will often provide opportunities for you to reflect on your learning, as well as assessment of both a formative (used for your development, but doesn't count towards your grade) and summative (formally assessed work that does contribute to your grade) nature. The key skills of working with and relating to others, verbal communication and non-verbal communication will also be developed in these sessions. TUTOR-DIRECTED ACTIVITIES Beyond the work you will undertake in Lectures and Seminars, there is an expectation that you will undertake a range of further tasks to aid your development as a researcher. These tasks, which will be set by the tutor during taught sessions, will include, among other things, reading of academic articles, conducting your own small scale research and gathering information in preparation for the following week. A number of these tasks will involve the use of the University's virtual learning environment, which will be used in various ways over the course of the module. As well as supporting the tutor-directed activities, Blackboard will be used as a repository for module information, such as lecture slides and key readings, and as a communication tool between you and your tutors or you and your peers. Blackboard is a key element of this module and will be used to facilitate both tutor-directed and student-directed activities. Blackboard will be used: As a repository for information, such as lecture notes, key reading and assessment briefs To provide links to internal and external learning resources To facilitate assessment for learning activities, including self- and peer-assessment To feedback information to you on your assessment and your grades To facilitate small-group work To encourage the development on your autonomous (independent) learning To provide you with access to media-rich sources, such as video and audio

3 The use of Blackboard will give you the opportunity to continue to develop the key skill of information and communication technology (ICT). You will be encouraged to use ICT for information retrieval and evaluation, creating and exchanging information, integrating different sources of information, collaborating with others using ICT and presenting information using ICT. STUDET-DIRECTED ACTIVITIES Additional personal development is strongly encouraged and will take the form of you selfselecting various activities in order to develop additional research knowledge and skills. Examples of these activities include extra reading, arranging meetings with tutors or conducting study groups with peers. In order to help you in this area, there will be a wide range of resources available on Blackboard that you should engage with where possible to assist your learning and help you develop. ASSESSMET TASK IFORMATIO Tas k o Short Description of Task SI Code EX/CW/P R Task Weighting % Word Count or Exam Duration Inmodule retrieval available 1 Report CW 100% 2000 Task 1: To complete this task you will review and respond to a given case study to meet the needs of a facility within its community setting. You will present your ideas in report format which integrates key areas of facility management, event planning or developing sport. FEEDBACK Students may receive feedback on their performance in one or more of the following ways: Verbally, within sessions and following presentation assessments (i.e. on the day) Online, using discussions boards and other Blackboard tools such as Grade Centre Through annotation on written assignments In written form, in the form of a standard feedback/forward sheet In written form, in the form of an annotated marking grid Formative feedback will be provided throughout the course in both verbal and written forms and linked to tutor-directed activity. Final marks and feedback for module work will be published within three weeks of your completion. This feedback will correspond directly to the published assessment criteria and will highlight areas of good practice and areas for development.

4 LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) READIG LIST BEECH, John & CHADWICK, Simon (2013). The business of sport management. 2 nd Ed.Harlow, Pearson, EMERY, Paul (2011).The sports management toolkit. London, Routledge. MASTERMA, Guy, (2009). Strategic Event Management. London, Butterworth-Heinemann ROBISO, Leigh (2012).Routledge Handbook of Sport Management.London, Routledge. QUARTERMA, Jerome (2007). Contemporary Sport Management. Leeds, Human Kinetics HOYE, Russel (2012) Sport management : principles and applications. 3 rd Ed.,London, Routledge. TAYLOR, Peter and TORKILDSE, George (2011).Torkildsen's Sport and Leisure Management 6th Ed., London, Routledge WESTERBEEK, Hans, et al. (2006). Managing Sport Facilities and Major Events.London, Routledge

5 SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE Y EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 19/01/2016 MODULE DELIVERY PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 19/01/ /05/2016 Course Intake 2 n / a n / a Course Intake 3 n / a n / a Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, e.g. MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. Y n / a Y Task o. 1 n / a

6 CHECKED Date June 2015 Reason Checked Against SI - modification June 2015