TLH107 Impacts of Festival & Events
Assessment Question 2021
Assessment: Canvas Deadline: Tuesday 10th August 2021 by 2pm
Module Leader: Carly Florentine Learning outcomes.
Upon successful completion of this module, students will have demonstrated
- Explain theoretical management concepts within the events and entertainment sector
- Discuss solutions to a range of events management problems
- Appreciate the events policy and planning environment at local, regional and national scales
- Exercise judgement in the planning and control of tasks in the events industry
- Demonstrate responsibility for the achievement of personal and group outcomes for events projects
Assignment: Report (testing all learning outcomes)
VALUE: 100%
Assignment Brief: (maximum 2,500 words)
You work for an Events Management company. The main project task is to present and discuss an event in order to convince the city council to be hosted in this capital city of your selection.
In order to make this event feasible, you need to present a political, economic, social, technological, environmental and legal aspects of the impact of your event in the specific country/city in a PESTEL analysis.
The current impact could be major or minor based on the strengths and weaknesses of your event, when the potential (positive or not) can be understood by the opportunities and threats that your event shows in a SWOT Analysis.
Finally, you need to conclude in major negative impacts as well as major positive impacts. Here, you need to show how the negative will be handled so to be minimised and the positive will be maximised. The discussion at this level should show focus on four elements: social, financial, local government (political) and environmental aspects.
Step 1: Select a city
Step 2: Select a type of Event (celebration, festival, fashion show, sports, concert) and then a particular event to move to your city (i.e. Eurovision, Red Bull Air Race, NY Fashion Week, Tomorrow-land etc.) Step 3: Using the above task start writing your report focusing in the following structure:
Introduction on the event and the city PESTEL in the country (the city belongs to) SWOT on the event
Conclusion and Recommendations (negative impacts and how to minimise, positive impacts and how to maximise).
Note 1: adding a charity to be supported you can increase the positive impact to the society
Note 2: Include figures, images, tables, statistics, graphs, academic journals as well as magazines, internet and newspaper current information, from reliable sources, to increase the professional style and quality of your presented ideas.
Notes:
You can find information about referencing from the session on Referencing, from the My Module Resources in Canvas and from Cite Them Right Online. These include explanations of what and when to reference, as well as guidance on how to use Harvard references in-text, in your reference lists and bibliography.
You can access Cite them Right Online both on and off-campus. Visit http://www.citethemrightonline.com.If you are on campus, you should be logged in automatically. If you are off-campus, click on ‘How to access > institutional login’ and use your university username and password.
Provisional marks and feedback are released within four working weeks of your submission.
It is important to adhere to the prescribed word count limit to avoid any penalties. Your word count excludes table of title page, table of content, any appendices and reference list/bibliography. The word count must be stated at the bottom of your title page.
Please note falsifying the word count is classed as an academic misconduct.
WORD COUNT PENALTIES
| Exceeds limit by up to 10% | No penalty – tolerance band (see below) |
| Exceeds limit by 10.1-20% | -5 percentage points |
| Exceeds limit by 20.1-30% | -10 percentage points |
| Exceeds limit by 30.1-40% | -15 percentage points |
| Exceeds limit by 40.1-50% | -20 percentage points |
| Exceeds limit by more than 50% | Mark of zero |
For further information see AQH-F14 Policy on Penalties for Exceeding the Prescribed Word Limit for an assignment https://goo.gl/ckLmDZ.
Assessment Regulations
For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity, please refer to your Programme Handbook on the University of Sunderland in London information page on Canvas.
Reading List
Reading list (My Module Resources)
Your reading list can be accessed directly through the module’s “My Module Resources” site, either directly through Canvas or the library “My Module Resources” link.
My module resources link
Recommended Reading List:
Ali-Knight, J., Robertson, M., Fyall, A. and Ladkin, A. (2008) International Perspectives of Festival s and Events, USA: Elsevier Science.
Allen, J., O’Toole, W., McDonnell, I. and Harris, R. (2008) Festival & Special Event Management. (4th edition). Sydney: John Wiley & Sons Australia Ltd
Barker, M., Page, S. & Meyer, D. (2002). Modelling tourism crime: The 2000 America’s Cup,
Annals of Tourism Research, vol.29: 3, 762
Burbanks, M.J. , Andranobich, G.D. and Heying, C.H. (2001) Olympic Dreams: The Impact of Mega-events on Local Politics, Lynne Rienner Publishers Inc.: US.
Daniels, M.J. and Norman, W.C. (2003) “Estimating the Economic Impacts of Seven Regular Sport Tourism Events”, Journal of Sport Tourism, vol. 8: 4, 214–222.
Dwyer, L., Forsyth, P. and Spurr, R. (2005) “Estimating the Impacts of Special Events on an Economy”,
Journal of Travel Research, vol. 43, 351-359.
Fredline, E. and Faulkner, B. (2000) “Host Community Reactions – a Cluster Analysis”, Annalsof Tourism Research, vol.27: 3, 763-784.
Hall, C.M. (1992). Hallmark tourist events–Impacts, management and planning, Bellhaven Press: London.
Jackson, J., Houghton, M., Russell, R. and Triandos, P, (2005), “Innovations in Measuring Economic Impacts
of Regional Festival: A Do-It Yourself Kit”, Journal of Travel Research, vol. 43, 360 – 367. Lucas, J.A (1992) The Future of The Olympic Games, Human Kinetics, Champaign, Llinois Madden, J.R. (2002) “The Economic Consequences of the Sydney Olympics: The
CREA/Arthur Andersen Study”, Current Issues in Tourism, vol. 5: 1, 7-21.
Picard, D. and Robinson, M. (2006) Festivals, tourism and social change: remaking worlds. Clevedon, Channel View Publications
Preuss, H. (2008) The Impact and Evaluation of Major Sporting Events, London: Routledge.
Pyo, S., Cook, R. and Howell, R. (1988) Summer Olympic tourism market: learning from the past. Tourism Management, No. 2, 137–144
Richards, G. and Palmer, R. (2010) Eventful Cities: Cultural Management and Urban Revitalisation. Amsterdam; London: Butterworth–Heinemann
Ritchie, J.R.B. (1984) “Assessing the impact of hallmark events: conceptual and research Issues”, Journal of Travel Research, vol. 23: 1, 2-11.
ROCHE M. (2000) Mega-Events and Modernity: Olympics and Exposing the Growth of Global Culture Routledge, London
Sola, F. E. (1998) The impact of mega-events. Annals of Tourism Research, Issue 25, No. 1, 241–245
Yeoman, I., Robertson, M., Ali-Knight, J. and Drummond, S. (2003) Festival and EventsManagement: An International Arts and Culture Perspective, ButterworthHeinemann:Oxford.
Journals
Please note that while most of these journals are not specific event journals, relevant articles are included in all them.
- Annals of Tourism Research
- Current Issues in Tourism
- International Journal of Contemporary Hospitality Management
- Journal of Hospitality, Leisure, Sports and Tourism Education
- Environment and Planning D: society and space
- Journal of Tourism and Cultural Change
- Leisure Management
- Leisure Studies
- Recreation Management
- Sports Management
- Social Policy and Development
- Sociology
- Tourism Geographies
- Tourism Management
- Tourism Review
- Tourism Studies Internet Sources
- scholar.google.com
- http://www.virginlondonmarathon.com/ and many others…
An updated list of all tourism, hospitality and events related journals available to you through the library can be found through My Module Resources:
If you are looking for a journal article or book, either in print or electronically, which is not available through the University of Sunderland’s library they will try to obtain it for you from another library through the Interlibrary Loans Service: http://library.sunderland.ac.uk/resources/interlibrary-loans/
Please make use of the variety of Journals available to you through the library using DISCOVER.
For more library support information please check the next section on “Assignment support through Library services” of this module guide.
An updated list of all tourism, hospitality and events related journals available to you through the library can be found through My Module Resources: https://moduleresources.sunderland.ac.uk/course_identifier?ci=TOUJOU
If you are looking for a journal article or book, either in print or electronically, is not availablethroughtheUniversityofSunderland’slibrarytheywilltrytoobtainitforyoufrom another library through the Interlibrary Loans Service: http://library.sunderland.ac.uk/resources/interlibrary–loans/
Please make use of the variety of Journals available to you through the library using DISCOVER.
For more library support information please check the next section on“0 Assignment support through Library services” of this module guide.
Submission guidelines
There are currently two steps that you need to follow to ensure that you successfully submit your work for marking. Your submission links will become available approximately 3 weeks prior to your submission 7 | P a g e
deadline, along with detailed instructions on how to submit your assignment, but in the meantime please feel free to also watch this Assignment Submission Instructions video.
Grading
You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
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Generic Assessment Criteria – Undergraduate Bachelor’s degree
These should be interpreted according to the level at which you are working
| Categories | ||||||||
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature | |
| Pas s | 86 – 100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the Qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | ||||||
| 76-85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality | |||||||
| 70 – 75% | The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | |||||||
| 60 – 69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Good analysis, clear and orderly | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some Distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of uptodate and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources | |
| 50 – 59% | Some attempt to address the requirements of the assessment: may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an | Some analytical treatment, but may be prone to description, or to narrative, which lacks clear | Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical | Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library |
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| appreciation of its significance | analytical purpose | mode(s) couched in simplistic terms | texts. Competent use of source material. | |||||
| 40 – 49% | Some correlation with the requirements of the assessment but there are instances of irrelevance | Basic understanding of the subject but addressing a limited range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed but mainly derivative. | A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader | Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. | |
| 35 – 39% | Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging | A limited understanding of a narrow range of material | Heavy dependence on description, and/or on paraphrase, is common | Little evidence of coherent argument: lacks development and may be repetitive or thin | Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase | Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or | Barely adequate use of literature. Over reliance on Material provided by the tutor. | |
| Fail |
| terms | repetitious style | |||||||
| The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. | ||||||||
| 30 – 34% | The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. | |||||||
| 15-29% | The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. |
| 0-14% | The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. |
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