WILLIAM ANGLISS
Faculty of Higher Education
TOU551-Sem XXXXXXXXXXPrepared by: Dr. Caroline Winter
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WILLIAM ANGLISS
INSTITUTE
Subject Delivery Schedule
TOU551
Tourism Theories and Concepts
Semester: Two
Year: 2019
Co-ordinator Dr Caroline Winter
Faculty of Higher Education
TOU551-Sem XXXXXXXXXXPrepared by: Dr. Caroline Winter
©William Angliss Institute Page 2 of 20
Teaching Team
Subject Co-ordinato
Lecturer and Tutor
Dr Caroline Winter Dr Trini Abascal
Location (office): A316 A336
Telephone: XXXXXXXXXXTBC
Email: XXXXXXXXXX XXXXXXXXXX
Consultation
Times:
TBC TBC
Delivery mode: Blended
Primary Delivery site: Melbourne campus
Delivery details:
Activity Group Room Day Time
Lecture EG17 Wed 2.30pm – 4.30pm
Tutorial 1 1 A227 Fri 10.00 – 12.00am
Tutorial 2 2 A227 Fri 12.00 – 2.00pm
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Subject Summary
This subject introduces students to the multidisciplinary nature of tourism studies. The theoretical,
strategic, structural and methodological approaches to understanding tourism are outlined in both
the academic literature and the explanation of these principles as defined by the research produced
y key academics, writers and tourism authorities within the field.
Students will learn about the key characteristics, elements and factors that both are representative
and formative of tourism. Importantly, students will be required to strip away the obvious external
displays and concepts of how tourism is presented, to explain the underlying more subtle and
culture driven meanings of tourism as a field of study and a body of knowledge.
Students will be asked to consider and evaluate issues of historical, theoretical, ethical, cultural and
philosophical relevance within tourism as a basis for structural meaning in their ongoing studies.
Core academic research skills are embedded in this unit.
Intended Learning Outcomes
Key knowledge and skills students would be expected to attain by successfully completing this
subject
Intended Learning Outcome (ILO)
Assessment
Task
1 Examine the key historical, theoretical and political factors that
characterise tourism as a field of study
1,4
2 Identify and explain both the positive and negative impacts of tourism 1,2
3 Explain the importance of tourism on a local, regional, national and
global scale
1,2
5 Undertake prescribed research activities in tourism studies 3,4
4 Evaluate the relevant literature that defines and explains tourism
principles
2,3,4
Graduate Attributes
Graduate Attribute
Level of
inclusion
Assessment
task
2a ethical and social understanding t/f 1-4
3 systematic and coherent body of knowledge exa 1-4
4a (cognitive) analyse, critique, consolidate t/f 1-4
5 scholarly skills exa 2-4
6b teamwork skills exa 2
7a (communication) written, oral, numerical t/f 1-4
Faculty of Higher Education
TOU551-Sem XXXXXXXXXXPrepared by: Dr. Caroline Winter
©William Angliss Institute Page 4 of 20
Threshold Learning Outcomes
This is the minimum threshold standards that are expected of all tourism, hospitality or events
graduates
To what extent does the task require students to evidence the TLO?
Key: Weak (1) – Strong (5)
Tourism, Hospitality and Events Threshold Learning
Outcomes
Level of
Evidence
Assessment
task
1 Interdisciplinary Inquiry 5 1-4
3 Collaboration 3 2
5 Professional and Civic Responsibility 3 4
Student workload
No. of timetabled
hours/week
No. of personal study
hours/week
Total workload hours/week
4 6 10
Assessment Summary and Due Dates
Assessment Task
Word
Count
When
Assessed
Weighting
1 In class tests (2) – tourism theories and
principles, research concepts
45 min
per test
Weeks
5 &11
20%
2 Group debate covering the value, purpose and
impact of a particular tourism concept, theory or
application. Topics will be given to student groups
y the subject coordinator. Teams of 3.
15
minutes
per team
Weeks
7-12
30%
3 Annotated bibliography
(preparation for the essay)
800 Week 8
10%
4 Essay on a particular principle, idea or factor of
tourism that is either reflective of the academic
literature or that is exhibited within the scope of
tourism as a field of study.
2,000 Week 12
40%
Faculty of Higher Education
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Please take the time to familiarise yourself with the Faculty Assessment Regulations.
These can be found on the MyWAI portal under Higher Education announcements or use the link
elow:
Faculty Assessment Regulations
https:
mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Assessment_Regulati
ons.pdf
Faculty Exam Regulations
https:
mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Exam_Regulations.pdf
https:
mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Assessment_Regulations.pdf
https:
mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Assessment_Regulations.pdf
https:
mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Exam_Regulations.pdf
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©William Angliss Institute Page 6 of 20
Assessment 1: Tests to be held during the Lecture
Assessment Type: Test, 45 minutes
Weighting: Two tests, each of 10%, Total of 20%
Due date: Week 5 and Week 11, during lecture
The tests will comprise multiple choice and short answer questions.
Test 1 in Week 5 will be based on Lectures 1 to 4
Test 2 in Week 11 will be based on Lectures 5 to 9
More information will be given closer to the dates.
YOU ARE STRONGLY ADVISED TO ATTEND THESE TESTS
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©William Angliss Institute Page 7 of 20
Assessment 2: Group Debate
Assessment Type: In class debate
Weighting: 30%
Time Limit:
15 Minutes per debate team (Teams of 3 students)
Each student to speak for 5 minutes
Due date: Weeks 7-12 during Tutorials
Topics will be given to student groups by the subject coordinator and debates will take place during
tutorials, beginning in Week 7.
Students will form into teams of 3 and argue either FOR or AGAINST their allocated question from
the list below. That is, each week one team will present the FOR argument, and the other will
present the AGAINST argument.
Each team must submit a properly formatted (APA) Reference List. Please hand or
email a copy to your tutor after the debate.
You may wish to use Powerpoint slides, but it is not part of the marking strategy. Each
presentation should be 15 minutes (5 minutes for each person).
THE TOPICS ARE COMPLEX, BUT PLEASE BE ASSURED THAT WE WILL DISCUSS THEM
WITH EACH TEAM DURING CLASS SO THAT YOU ARE CLEAR ABOUT YOUR TASK
Tasks of each team will be:
Team member 1: Introduction
Introduce the Team members and their roles
Introduce your Argument and
iefly state why it is important
Define key terms
Team member 2: Main arguments
Detail the main points that support your argument
Team member 3: Summary and conclusions
Summarise your team’s case/argument
Critique (Rebut) the other Team’s argument
Faculty of Higher Education
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Topics for debate Students Date
Topic 1:
Commodification creates many benefits for tourist
destinations.
Versus
Commodification causes problems at tourist destinations.
Wk 7
Topic 2:
Personal connection with a site is the most important for a
tourist.
Versus
Tourists have multiple foci when they travel, not just
personal.
Wk 8
Topic 3:
Information about places from films (film tourism) creates
unrealistic expectations for tourists, and cause problems of
authenticity for people and places.
Versus
Film tourism has many benefits for people and places.
Tourists are not fooled by the images from films.
Wk 9
Topic 4:
Tourists want to visit World Heritage sites because they are
authentic.
Versus
Tourists do not care about the authenticity of a site, so long
as it is interesting. World Heritage status makes no
difference to most tourists.
Wk 10
Topic 5:
To cope with GHG emissions and climate change, tourists
will have to have their holidays at home.
Versus
Tourists will still be able to travel in a radical climate change
scenario.
Wk 11
Topic 6: When tourists just want to look at the sites, it
causes less problems than having experiences.
Versus
The idea of tourists “just looking” at sites, causes just as
many problems as experiences.
Wk 12
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TOU551-Sem XXXXXXXXXXPrepared by: Dr. Caroline Winter
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Assessment 2: Debate Team Marking Ru
ic (30 Marks)
Score Marks Reference List (4 marks)
0 Debate team did not submit a Reference List
1-2 Debate team submitted a Reference List, however it contained e
ors: were
not judged as credible (i.e. Wikipedia), with APA format e
ors
3-4 Debate team submitted a co
ectly formatted, credible APA Reference List.
In-debate Reference Usage (2 marks)
0 Debate argument had poor use of