Faculty: Creative Business (study year 2015-2016) Programme: Tourism Management Location: Amsterdam/Diemen Course code Course title and description ECTS Term Prerequisites Extra info TM 2.1-2.2 Tourism Management, Year 2 30 1 + 2 English Level Semester 1 Course content Period 2.1- Innovation Project 2.1 - Product Innovation 1212TM211Z: Develop a Tourism product for an existing Tourism company (4 European Credits) In this project, students will develop an innovative concept, which they will then translate into a tourism/recreational product. To enable them to do this, consideration will be given to current trends and developments in the tourism and recreation industries. Students will experience the entire process, extending from the creative process in which ideas are generated, up to the working out of how the idea will be converted into a concrete product. From concept to product: - describe what innovation is and explain how it is used by tourism companies - describe an innovative tourism concept in the project report - convert the innovative tourism concept into a sellable tourism product - calculate the selling price for a tourism product - explain the selling price on the basis of the price calculation - use a moodboard to visualise the innovative tourism product - prepare a product plan on the basis of the innovative tourism concept formulated previously Creative Skills 2.1, 1212TM215A : (1 European Credits) The Creative Skills training courses will focus on the use of creative techniques. When will someone be considered creative? Is creativity something that we need to strive to achieve or is it something that you ve either got or haven t got? Creativity is not just about artistic products, but about everyday things too. For example, who had the creativity to invent texting, the clap skate or the zip? Creativity is inextricably bound up with innovation and invention. This is important in all kinds of professions and sectors. In the leisure industry and facility management too, it is important for people to be able to come up with useful, logical and effective solutions to problems, but these solutions must be attractive too. - apply different creative techniques in order to arrive at an innovative proposal - get himself and his colleagues to think outside the box - organise an effective creative session - produce innovative and creative proposals that optimally meet the needs of the target group - produce innovative and creative proposals that contribute to the resolution of a problem - optimally utilise the talents and abilities that his colleagues have - name the achievements of group members in an honest manner and strengthen involvement and motivation by doing so Debating 2.1 1212TM216Z (1 European Credit) In this lecture series, consideration will be given to the following subjects, after which students will 1
practise what they have learned in practice debates about programme-related subjects: - The theory on debating - What is debating? - Come up with and develop resolutions - Discuss argumentation theory - Persuading others. How to do this. Listening properly. How to do this. - describe what debating is - describe what pathos, ethos and logos entail - explain what a good and a bad resolution is - prepare an argumentation plan for the arguments to be used in a debate - name different types of argument and use them in a debate - substantiate his arguments with examples - counter the arguments raised by someone else in a debate - persuade a certain public of the truth of his resolution based on pathos, ethos and logos - present the debate persuasively by adopting eloquent language use present the debate in a non-verbal, persuasive manner Trends in Tourism 2.1 1212TM212Z (3 European Credits) Researching trends and developments in the tourism and recreation sector and learning to recognise and respond to them. - identify tourism and recreation trends on the basis of a case study assessment - use a case study to recognise and describe the differences between the new tourist and the new leisure tourist - use client wishes to define assessment criteria for the creation of an innovative project - analyse the client needs and apply the transport, accommodation and entertainment elements to current trends - apply the experience model developed by Pine & Gilmore to a case study - give examples of consumer behaviour where destination choice is concerned - recognise individual and group consumer behaviour - design an innovative tourism concept and/or product based on the client needs in question - describe and apply national and international trends in tourism - use a case study to describe the distribution policy pursued by an organisation - use a case study to demonstrate how the Internet distribution channel used by an organisation reflects current ICT trends - use a case study to formulate social trends on the basis of People, Planet and Profit English 2.1 1212TM213Z (1 European Credit) This course is part of the two-year programme in which the student is prepared for an international work environment in which English is the language of communication. The object is for the students to have attained a C1 language proficiency level (in accordance with the Common European Framework of Reference for Languages, Council of Europe). In the lectures, students will work on the four skills relevant to language command: reading, writing, listening, speaking and conversation skills. Important points for attention will be the development of accurate spelling, vocabulary, expressions and the promotion of flexibility with the language. Students will also be encouraged to recognise their own points for attention and set to work on them. The most important subjects in this period follow below: Using specific vocabulary and expressions Writing an effective proposal Recognising the main points in professional texts Correctly using the grammar points discussed in class The student can: The student is able to read and understand a variety of more complex professional texts The student is able to extract the main points from a (professional) text or discussion and 2
reproduce them in his own words The student is able to write a structured, coherent text The student is able to write a formal proposal in which his language use is appropriate (vocabulary, expressions, spelling and style level) The student is able to write a text that contains very few errors, so that the text is easy for the reader to understand The student is able to write a text that communicates the message effectively and clearly The student is able to use persuasive language (making clarifying comments and explaining similarities and differences) The student is able to use grammar points and vocabulary discussed in class correctly in both text and speech English Assessment 2.1: Closed and Open Questions and Writing Assignment: Assessment in two parts: a maximum of 50 points for the cloze and open questions and a maximum of 50 points for the writing assignment. The assessment will have been completed successfully where a total of 55 points or more has been attained. Change Management & HRM & Law 2.1 1212TM214Z: (3 European Credits) Major 2.1 is assessed in a multiple choice exam based on HRM and Change Management. Here, a number of key concepts from the Introduction to Management programme from Period 1.1 will be repeated briefly and/or elaborated on in more detail. In Change Management, students will focus their attention on how to achieve changes in organisations on the basis of several important change models. Where change is concerned, resistance to change will play a decisive role. You will learn to recognise sources of resistance on the basis of your own experience of resistance and to understand positive and negative aspects of resistance. You will also explore the different ways in which management could respond to resistance HRM: Many organisations say that their success depends on their staff. If organisations want to achieve their objectives, they will need to ensure that their staff have the skills and motivation required. Management has primary responsibility for ensuring that staff policy is put in place to ensure that this is actually the case. Many more highly educated individuals become responsible for staff at some stage (as a manager or project leader, for example). In this situation, a knowledge of staff policy will be important for both the manager and staff. In the Human Resource Management (HRM) component, participants will learn how human resource policy can contribute to the strategy pursued by the organisation. Besides this, a number of important questions will be answered in this lecture: what is HRM? To what extent is the individual a production factor? How do you cope with globalisation in terms of labour and staff composition? Which HRM role does management have? What is the difference between strategic, tactical and operational HRM? Law: Key aspects of European tourism law will also be covered and assessed in the exam. The subject material above will be discussed on the basis of theory, case studies and smaller, practice-based examples. Participants will be able to use the knowledge gained by them in the HRM component in various projects and research projects that will feature during the course of the programme. Knowledge of HRM is necessary to be successful as a project leader or line-manager. - establish the current and the envisaged situation of the organisation - The student is able to ascertain how deeply a change impacts on staff behaviour - establish the change strategy - explain the different stages that will be involved in a change process - investigate which parties are able to influence changes - indicate how to deal with the most important parties and name and apply change tools - can identify and explain at a strategic, tactical and operational level, the value of Human Capital for an organisation 3
- recognise the importance of hiring and firing as key areas of focus for HRM. - can name the steps for compiling an inventory of the desired and available qualities of personnel. - recognise three ways to keep the demand and supply of staff in balance - recognise the key points of a personnel plan - name the different areas of guiding and managing staff - identify the most important aspects of the performance and assessment cycle and place it in the context of guiding and managing staff - explain the importance of a social policy - name the contents of a function profile - name the ten steps of a recruitment plan - name the six steps of the selection process - name the five elements of the interview - recognise the difference between push and pull in relation to filling the needs of personnel - name the importance of rewards/incentives in relation to career development Spanish: Modern Foreign Language 2.1 1211ML214Z (2 European Credits) In Year 2, consideration will still be given to everyday situations that you will always encounter in a Spanish speaking country, but focus will also increasingly be placed on the tourism field of work. The object will be to attain level A2 at least for the speaking, listening and writing skills and level B1 for reading. In Diemen, a pilot has been launched in which students are able to use AVE to set to work at their own level. It will be possible to offer level B1 in addition to level A2 if there are enough students. The student is able to do the following at level A2: - Respond effectively in a social context (R: 2.4, H: 2.2, - Talk about relationships between people (D:, R: 2.1, H: 2.1) - Give advice and instructions (R: 2.1/2.3, D: 2.3; H: 2.1) - Buy something in a shop (which might include a discussion of prices, discounts, sizes, quantities and weight, etc.), buy a service or order something in a bar or restaurant (R: 2.1, D: 2.2, H: 2.2) - Compare things and people (R: 2.2, D: 2.2, H: 2.1) - Express a preference (H: 2.1, R: 2.1, D: 2.2) - Talk about events in the past and the circumstances in which they took place (R: 2.2/2.3, D: 2.2, H: 2.4) - Talk about what he is doing (H:2.2, R: 2.2, D: - Give his opinion and structure his arguments (R: 2.2, D: 2.4, H: 2.3) - Talk about future events and measures (R: 2.3, H: 2.2 - Write a curriculum vitae and an application letter (R: 2.4, H: 2.4, - Write texts at level B1 about the tourism field of work (R: 2.3, H: 2.3, D: 2.3) - Indicate where something is (H: 2.1; R: 2.1, D: - Describe an object (R: 2.2, D: 2.2, H: 2.1) - Talk about his state of mind (H: 2.3, R: 2.4 The student is able to do the following at low level B1: - Talk about encounters - Talk about changes - Talk about events from the past - Talk about his health - Talk about his living environment - Talk about his plans and trips The student is able to do the following at high level B1: - Provide information about cultural subjects - Give an opinion - Understand and give instructions in the work environment - Take part in formal social events - Talk about sustainable tourism 4
- Talk about the Spanish-speaking language area Period 2.2 Innovation Financial Management and Marketing Communication 2.2 1212TM226Z (4 European Credits) In the Marketing Communication subject, you will learn the importance of the P for promotion from the marketing mix. When developing client relationships, it will not be sufficient to simply develop a product, price it attractively and make it available to consumers. Companies must communicate with their present and future clients and leave nothing to chance when doing this. Companies must establish in advance the groups with which they want to communicate, how and via which tools. All too often, promotion is seen as placing an advertisement or producing a short brochure. However, it will become clear to students during the lectures that the communication resources used will be closely connected to the target group and the objectives that you have set for yourself. You will also learn that the resources used must be deployed as part of an integrated approach. Consideration will be given to the total planning of integrated marketing communication and to important promotion tools. In the Marketing Communication lectures, students will be presented with knowledge they will need for Project 2.2 Marketing Communication - name the most important marketing communication tools - describe the steps to be taken to achieve effective marketing communication - explain which factors influence the composition of the marketing communication mix - use communication models to formulate communication objectives - explain the difference between marketing objectives and marketing communication objectives - explain which methods can be used to establish the promotion budget - explain when PR, advertising or sales promotion is the most suitable communication tool - select the appropriate marketing communication tools on the basis of an objective and a target group for different products and services - construct a substantiated marketing communication section or target group tools matrix in a management plan or marketing plan The Financial Management component is a follow-up to the Financial Management lectures in Periods 1.3 and 1.4. In this block, we will link together the content from all of the previous lectures, with the object of facilitating the production of a (brief) financial plan. The subject matter presented will also be relevant for the implementation of Project 2.2 (producing a business plan). Marketing Communication 2.2: Financial Management - prepare a balance sheet, profit and loss account and liquidity statement for a new organisation - perform a ratio analysis (solvency, liquidity and profitability) on the basis of the balance sheet and profit and loss account for a new organisation - produce a financing analysis, drawing on the following terms: net present value, the payback period and the future value - choose between different investment projects on the basis of an investment selection method calculate the cost price by taking into consideration seasonal influences - explain, calculate and determine the consumer price Project 2.2 Business Plan 1212TM221Z (4 European Credits) Students will write a business plan for a tourism and recreation organisation. In Project 2.2, students will work in groups on one central assignment. Marketing in Tourism: In a business plan for a tourism organisation, the student is able (to work with his project group) to: 5
- write a management plan or marketing plan that includes a description of the organisation (aspects of a general nature and legal form), its vision, mission, core values and ambitions, the SWOT, the results from the SWOT (confrontation matrix), a description of at least three possible strategies, SMART formulated objectives, its unique selling points, organisational structure (structure, processes and procedures) and an elaboration on the other Ps (price, distribution, promotion and personnel) - construct an organisation chart - identify target groups and select market segments on this basis - formulate a definite strategy on the basis of the elements of the marketing mix - produce a competitive analysis - write a financial plan that contains the investment forecast, the investment plan, the liquidity forecasts for three years, the estimated profit and loss account for three years, the balance sheets for three - years and the ratio analyses of liquidity, solvency and profitability for the entire three year period, including an explanation of the results achieved. Finally, the student will have sufficiently incorporated VAT and the credit period and debtor period in the financial statements write a professional report in error-free English Study Coaching and Student Choice Activity 2.2 1212TM222Z (1 European Credit) The three main themes for study coaching are: a. study development b. professional development c. personal development In the first semester, consideration will be given to these three themes as students work towards achieving their development from a level of competency at which they are suitable for the profession to a level of competency at which the basics are completed: Re a. Study development - Student progress - Study problems - Writing a progress report Re b. Professional development - Learning to consider study situations and professional situations - Familiarisation with the field of work - Ambition: learning objectives. What do you still need to learn? - Electives: Placement (self-analysis) Differentiation minors Internationalisation Graduation Re c. Personal development - Learning to reflect on his own actions (STARR) - Learning to look at yourself and others - Personal SWOT analysis - Group dynamic processes (well-being in the group) In the first semester, students will have the option to attend individual coaching meetings, which will focus on the formulation of a study-delay plan, etc. - identify products as relevant sources for a portfolio - substantiate the choices he has made in terms of the sources added to the portfolio 6
- describe his progress and study development in a progress report or blogfolio - describe his competency development in a progress report or blogfolio, which he will do on the basis of the competency chart - use questions to describe a situation that shows that he reflects on his - own actions in the situation in question - produce a SWOT analysis of his own qualities - indicate which activities he performed outside his study and how these activities were important for his study - substantiate a possible choice to do a particular differentiation minor - substantiate which placement is his preferred choice - substantiate a possible choice to do a particular placement and/or differentiation minor abroad Business Ethics and Marketing in Tourism 2.2 1212TM223Z (3 European Credits) Business Ethics: The student will recognise and describe moral dilemmas in a case study. He will identify the most important stakeholders, describe the interests that these stakeholders have and indicate the priority to be given to them, giving reasons for this. The student will make decisions on a moral dilemma on the basis of various ethical principles. The student will indicate whether activities relate primarily to people, planet or profit and is able to substantiate this. Business Ethics: recognise and describe moral dilemmas in a case study name the most important stakeholders as regards moral dilemmas in a case study describe the interests that stakeholders have indicate priorities in the interests that the various stakeholders have, plus corresponding motivation, on the basis of a case study make a decision on a moral dilemma on the basis of various ethical principles indicate whether activities relate primarily to people, planet or profit and explain why Marketing in Tourism At the end of the Marketing in Tourism lecture series, the student will be expected to be able to manage a company in theory where (strategic) marketing is concerned. What will he need to take into consideration. What would his span of control be? Which steps would he need to take to steer the organisation in the right direction? Which tools are available to him to ensure that he is successful? Marketing in Tourism - choose a competitive strategy using the Five Forces Model developed by Porter - use the competitive strategy to establish a strategy for the marketing mix (the 4 Ps: price, product, place and promotion) - use a central theme to be able to complete the 7s model developed by McKinsey - use a case study to recognise and name performance indicators from the four perspectives from the Balanced Score Card - recognise a given strategy from the Ansoff matrix in a case study - make a substantiated product-portfolio choice based on the four possible strategies set out in the Growth Share Matrix developed by the Boston Consultancy Group English 2.2 1212TM224Z (1 European Credit) This course is part of the two-year programme in which the student is prepared for an international work environment in which English is the language of communication. The object is for the students to have attained a C1 language proficiency level (in accordance with the Common European Framework of Reference for Languages, Council of Europe). In the lectures, students will work on the four skills relevant to language command: reading, writing, listening, speaking and conversation skills. 7
Important points for attention will be the development of accurate spelling, vocabulary, expressions and the promotion of flexibility with the language. Students will also be encouraged to recognise their own points for attention and set to work on them. The most important subjects in this period follow below: Using specific vocabulary and expressions Writing a book report Recognising references in a text Correctly using the grammar points discussed in class The student is able to read and understand a variety of more complex professional texts The student is able to extract the main points from a (professional) text or discussion and reproduce them in his own words The student is able to write a structured, coherent text in which he uses correct references The student is able to write a report in which his language use is appropriate (vocabulary, expressions, spelling and style level) The student is able to write a text that contains very few errors, so that the text is easy for the reader to understand The student is able to write a text that communicates the message effectively and clearly The student is able to use grammar points and vocabulary discussed in class correctly in both text and speech English Assessment 2.2: Closed and Open Questions and Writing Assignment: Assessment in two parts: a maximum of 50 points for the cloze and open questions and a maximum of 50 points for the writing assignment. The assessment will have been completed successfully where a total of 55 points or more has been attained. Spanish: Modern Foreign Language 2.2 1212DS224A (2 European Credits) speaking, listening and writing skills and level B1 for reading. This year, attention will still be given to everyday situations in a Spanish-speaking country, and extra attention will be given to the tourism field of work. In Diemen, a pilot has been launches in which students are able to set to work at their own level. Besides level A2, students will be taught at the higher B1 level too. Spanish: Successful completion of a diagnostic test in Lecture 1 in order to establish the level applicable for individual students. The student is able to do the following at level A2: - Respond effectively in a social context (R: 2.4, H: 2.2, - Talk about relationships between people (D:, R: 2.1, H: 2.1) - Give advice and instructions (R: 2.1/2.3, D: 2.3; H: 2.1) - Buy something in a shop (which might include a discussion of prices, discounts, sizes, quantities and weight, etc.), buy a service or order something in a bar or restaurant (R: 2.1, D: 2.2, H: 2.2) - Compare things and people (R: 2.2, D: 2.2, H: 2.1) - Express a preference (H: 2.1, R: 2.1, D: 2.2) - Talk about events in the past and the circumstances in which they - took place (R: 2.2/2.3, D: 2.2, H: 2.4) - Talk about what he is doing (H:2.2, R: 2.2, D: - Give his opinion and structure his arguments (R: 2.2, D: 2.4, H: 2.3) - Talk about future events and measures (R: 2.3, H: 2.2 - Write a curriculum vitae and an application letter (R: 2.4, H: 2.4, - Write texts at level B1 about the tourism field of work (R: 2.3, H: 2.3, D: 2.3) - Indicate where something is (H: 2.1; R: 2.1, D: - Describe an object (R: 2.2, D: 2.2, H: 2.1) - Talk about his state of mind (H: 2.3, R: 2.4 The student is able to do the following at low level B1: - Talk about encounters 8
- Talk about changes - Talk about events from the past - Talk about his health - Talk about his living environment - Talk about his plans and trips The student is able to do the following at high level B1: - Provide information about cultural subjects - Give an opinion - Understand and give instructions in the work environment - Take part in formal social events - Talk about sustainable tourism Talk about the Spanish-speaking language area Teaching methods Project Group, lectures, classes, workshops, trainings and individual coaching meetings Level of course Bachelor Year 2 Assessment methods Assessment will take several forms. See above for information on how each part of the programme will be assessed.. Project group work (You will work for seven weeks on a project with 5-7 fellow students. You will be assessed on your ability to collaborate with your fellow international students and to function as a team, your individual contribution to the project, the quality of the final product as a whole, and a final group presentation) Case Exam: You will receive a case text on a tourism subject ten days before the exam. You will read through this and prepare for the exam. The exam will be open-book (you can bring your notes and lecture information with you to the exam), and you will be asked to apply knowledge gained in the Minor lectures and theories studied, to an actual tourism case. This is a written exam in English and generally lasts two hours. Knowledge Exam/Multiple Choice Exam. You will be tested on the Major component of the course in the form of a multiple choice exam with closed questions (in the form A, B, C or D). These are closedbook exams (you cannot take any books or lecture notes into the exam). These exams generally last two hours. Language Assessment: You will be tested in a variety of forms on your language level for Spanish and English. This can be a written exam, multiple choice, oral test or listening comprehension. Contact person Prerequisites Objective of the course Special remarks Zac.Woolfitt@inholland.nl Coordinator Tourism and Recreation Management Amsterdam/Diemen ++31 (0) 610 441 829 Appropriate English Level. Appropriate Spanish level if Spanish credits will be taken. The second year of the tourism course completes the general introduction to the field of tourism and is preparation for the students to enter their third year work placement. Detailed course description available. Contact Zac.Woolfitt@inholland.nl Recommended reading Book list available upon request. Contact Zac.Woolfitt@inholland.nl 9