TOU 2111

RESEARCHING PEOPLE AND

PLACES
2017 - 2018

Module leader

Dr Anthony Thickett

Module tutor

Dr Dimitrios Stylidis

Lecture: Friday 15:00 16:00 (W147)

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 (Moodle)

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
 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 - 11

The Fieldtrip Page 12

Learning Resources Page 13 - 15

Referencing and Plagiarism Page 16

Module Assessment Page 17 - 21

Glossary of key terminology Page 23 - 28

1
 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 team, 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 Dimitrios Stylidis, 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 universitys 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 2017)
2
 Module teaching team

Module leader:

Anthony Thickett

A.Thickett@mdx.ac.uk

0208 411 4826

Room: W221

Module tutor

Dimitrios Stylidis

D.Stylidis@mdx.ac.uk

0208411 4465

Room W 220

Subject Librarian

Kate Healy

K.Healy@mdx.ac.uk

0208 411 2176

Contacting the module leader

My office hours (for general enquiries) are: Wednesday 14:30 16:30

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.

3
 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 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

4
 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

Please be aware that students are required to attempt ALL pieces of

summative assessment in order to be in a position to pass the module

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
overseas 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 central 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

5
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
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 - independent 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.

6
 Week-by-week schedule

When? Topic Seminar/workshop

Week 1 Lecture: Module introduction: teaching
sessions, learning resources, fieldtrip,
W/c 02/10/17 assessment, etc

(AT) Reading: Module handbook, Brotherton

(2015) Chapter 1
Week 2 Lecture: Quantitative, qualitative and
mixed method approaches to tourism Introductions,
W/c 09/10/17 research assessment, Q & A

(AT) Reading : Veal (2011) Chapter 2 AND Discussion based on

Brotherton (2015)
Reading: Hesse M, Tutenges S, Schliewe S Chapter 1
& 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
Week 3 Discussion based on:
Lecture: Searching for, and reviewing, Hesse M et al (2008)
academic literature Party package travel:
W/c 16/10/17 alcohol use and related
Reading: Brotherton (2015) Chapter 4, problems in a holiday
Veal (2011) Chapter 6 resort: a mixed methods
(AT) study BMC Public Health
Vol. 8 No. 351
Week 4 Lecture: Questionnaire Design: Writing
and Organizing the Questions Summative
W/c 23/10/17 Assessment
Czaja, R., and Blair, J. (1996). Designing Workshop: Portfolio
(AT/DS) Surveys: A Guide to decisions and Exercise I
procedures. London: Pine Forge Press
Searching databases &
[Chapters 4 and 5]
journals AND producing
De Vaus, D. (2014). Surveys in Social a literature review
Research (6th eds.). London: Routledge
[Chapter 7]

7
Week 5 Lecture: Sampling and Data Collection Summative
Assessment
W/c 30/10/17 Workshop: Portfolio
De Vaus, D. (2014). Surveys in Social Exercise II
(DS) Research (6th eds.). London: Routledge
[Chapter 6 and 8] Questionnaire design
exercise
Saunders, M., Lewis, P., Thornhill, A.
(2016). Research Methods for Business Brace, (2013).
Students (7th eds.). Harlow: Pearson Questionnaire Design:
[Chapter 7] How to Plan, Structure
and Write Survey
Material for Effective
Market Research. Book
Available Online

Week 6 Introduction to SPSS

W/c 06/11/17 Lecture: Descriptive Statistics Preparing the codebook,

(DS) Field, A. (2013). Discovering Statistics
Using IBM SPSS Statistics (4th eds.).
London: Sage [Chapter 1]
Week 7
Entering data, Screening
and cleaning the data
Pallant, J. (2016). SPSS
Survival Manual: A step
by step guide to data
analysis using IBM SPSS
(6th eds.). Maidenhead:
McGraw-Hill [Chapters 2-
5]
Preliminary Analyses

W/c 13/11/17 Lecture: Statistical Techniques to Explore Descriptive statistics,

Relationships Exploring data with
graphs
(DS) Field, A. (2013). Discovering Statistics
Using IBM SPSS Statistics (4th eds.). Field, A. (2013).
London: Sage [Chapter 7] Discovering Statistics
Using IBM SPSS
Saunders, M., Lewis, P., Thornhill, A. Statistics (4th eds.).
(2016). Research Methods for Business London: Sage [Chapter 4]
Students (7th eds.). Harlow: Pearson
[Chapter 12] Pallant, J. (2016). SPSS
Survival Manual: A step
by step guide to data
analysis using IBM SPSS
(6th eds.). Maidenhead:
McGraw-Hill [Chpter 6-7]

8
Week 8 Correlation

W/c 20/11/17 Lecture: Statistical Techniques to Compare Pallant, J. (2016). SPSS

Groups Summary of Weeks 5-9
(DS)
Field, A. (2013). Discovering Statistics
Using IBM SPSS Statistics (4th eds.).
London: Sage [Chapter 9]
Survival Manual: A step
by step guide to data
analysis using IBM SPSS
(6th eds.). Maidenhead:
McGraw-Hill [Chapter 11]

Week 9 Summative
Assessment
W/c 27/11/17 Workshop: Portfolio
Exercise III
(DS) Lecture: Conducting interviews
The Independent Samples
t-test
Reading: Chapters 1 and 5 in: Kvale S
(2007) Doing Interviews London Sage Pallant, J. (2016). SPSS
Survival Manual: A step
by step guide to data
analysis using IBM SPSS
(6th eds.). Maidenhead:
McGraw-Hill [Chapters
16-17]

Week 10 Summative
Assessment
W/c 04/12/17 Workshop: Portfolio
Lecture: TBC Exercise IV
(AT)
Interview exercise
Week 11
Lecture: Term 1 summary and assessment
W/c 11/12/17 Q&A Tutorials (by
arrangement)
(AT)
Reading: TBC

Christmas Vacation 18.12.17 05.01.18

9
Week 12 Lecture: TBC TBC

W/c 08.01.18 Reading: TBC Set up Focus Group exercise

(AT) ASSESSMENT Q&A

Week 13 Lecture: Facilitating Focus Groups
Focus group exercise (pre-
Reading: Chapter 1 in Krueger R & nominated facilitator &
W/c 15.01.18 Cassey M (2009) Focus Groups: A topic)
Practical Guide for Applied Research.
(AT) Thousand Oaks (California), Sage
Week 14 Lecture: Analysing interview and focus
group data: building the narrative
W/c 22.01.18 Analysis of, and reflections
Reading: Seers K (2012) Qualitative on, focus group exercise
(AT) Data Analysis. Evidence-Based Nursing
Vol. 15 No. 1
Week 15 Discussion based on:
Lecture: Observational research Brotherton (2015) Chapter
6.7
W/c 29.01.18 Reading: Brotherton (2015) Chapter 6.7
Set up observation activity
(AT)
Week 16 Lecture: Observation activity (on
campus) Analysis of, and reflections
W/c 05.02.18 on, observation activity
(AT) Reading: TBC
Week 17 Lecture: Visual methods in social Discussion of: chapter from
research Burns P, Lester J & Bibbings
L (eds.) (2010) Tourism and
W/c 12.02.18 Reading: chapter from Burns P, Lester J Visual Culture Volume II:
& Bibbings L (eds.) (2010) Tourism and Methods and Cases.
(AT) Visual Culture Volume II: Methods and Wallingford, CABI
Cases. Wallingford, CABI Publishing Publishing
Week 18
Lecture: Developing a career strategy for Discussion based on:
W/c 19.02.18 Tourism and Hospitality Chapter 7 in Hall (2008)

(AT) Reading: Chapter 7 in Hall (2008)

Week 19 Lecture: Recruiting and engaging
participants
W/c 26.02.18 Preparation for fieldtrip
Reading: chapter 6 in Blaxter, Huges &
(AT) Tight (2010) Preparing to collect data
Maidenhead, Open University Press
Week 20 Lecture: Discussion of key fieldtrip

10
 issues, introduction to fieldtrip tutors Preparation for fieldtrip
W/c 05.03.18
Reading: Fieldtrip Handbook
Week 21 Provisional fieldtrip date
(TBC December)
W/c 12.03.18
Week 22 Lecture: Analysing fieldtrip data
Reflections on the fieldtrip
W/c 19.03.18 Reading: Brotherton (2015) Chapter 10 and discussion about how to
organise/manage your data
(AT)

Easter Vacation 23.03.18 06.04.18

Week 23 Lecture: Communicating research: report

writing & presenting Applied analysis on
W/c 09.04.18 fieldwork data
Reading: Chapters 8 & 9 in Mason J
(AT) (2002) Qualitative Researching London,
Sage
Week 24 Lecture: Planning your dissertation
Reading: chapter 2 in Bell J (2010) Assessment Workshop
W/c 16/04/18 Doing Your Research Project. OU Press

(AT)

11
 The Fieldtrip
The module requires that all students undertake a week-long overseas fieldtrip,
which will provide an extended opportunity to deploy the knowledge acquired and
research skills developed during weeks 1 20, and gain first-hand experience of
conducting and communicating field research. Two trips will run (most probably to
Crete and Majorca) and we will do everything in our power to accommodate
students preferences in terms of which destination they would like to travel to,
although this is not always possible.

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 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 globalisation 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
questionnaire surveys
group-work and presentation skills in a practical context
Innovation and creative use of resources
12
 Learning Resources

Essential Reading
Brotherton, B (2015) Researching Hospitality and Tourism (2nd Edition). London,
Sage (course text)
Blaxter L, Hughes, C & Tight M (2010) How to Research (4th Edition). Maidenhead,
Open University Press
Veal, A (2011) Research Methods for Travel and Tourism: A Practical Guide (4th
Edition). Harlow, Prentice Hall
Weekly readings as notified

Strongly recommended
Part 1 (weeks 1 11)

Bryman, A (2012) Social research methods. Maidenhead, Open University Press

De Vaus, D (2014) Surveys in social research (6th Edition). London, Routledge

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, Teachers 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 Students 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

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 doesnt
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, activity-
based 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 write-
ups 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.

In addition to the mark breakdowns provided below, please be aware

that presentation, clarity, language and grammar are important aspects
of your work and will impact the grade that you will receive

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%

17
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
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 quesnnaire 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 10, 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) 12.01.18 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 a particular aspect of tourism development in Crete/Mallorca (a choice
of ELN titles will be circulated well in advance of the fieldtrips), which will
19
draw on your fieldwork data and key literature; and a 1,500 reflection on the
deployment of the 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:

% of total
Component Requirements grade

1) Directly address you chosen title

2) Draw substantively on data you (and your group)
collected 50%
1 3) Engage with key conceptual issues
4) Draw on relevant literature
5) Present clear, concise conclusions /
recommendations
6) Clear presentation of your work, accurate use of
language, grammar and referencing
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 50%
2 good grade)
2) Engage with key issues / challenges you encountered
when collecting/analysing your data (including ethics
and triangulation)
3) Draw on relevant literature
4) Clear presentation of your work, accurate use of
language, grammar and referencing

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
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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
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) 02.05.18 (University coursework deadline)

via UniHelp

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