TecnoCampus Foundation
eCampus
University Business
eCampus

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General information

Subject type: Mandatory

Coordinator: Judith Turrión Prats

Trimester: Third term

Credits: 6

Teaching staff: 

Judith Turrión Prats
Jose Maria Raya Vilchez 

Teaching languages

  • Catalan
  • Spanish

Skills

Basic skills

  • CB1. That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects. involving knowledge from the forefront of their field of study.

  • CB2. That students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.

Specific skills

  • CE2. Analyze the impacts generated by tourism in its economic, social and environmental aspects and provide innovative solutions.

  • CE18. Understand the characteristics of cultural heritage management and be able to develop innovative initiatives for its enhancement as a tourist attraction.

General competencies

  • CG2. Be able to generate ideas and solve problems, both individually and collectively.

  • CG3. Be able to innovate by developing an open attitude to change and be willing to reevaluate old mental models that limit thinking.

Transversal competences

  • CT1. Communicate properly orally and in writing in the two official languages ​​of Catalonia.

  • CT2. Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange.

  • CT3. Formulate critical and well-argued reasoning, using precise terminology, specialized resources and documentation to support these arguments.

  • CT4. Demonstrate entrepreneurial leadership and leadership skills that build personal confidence and reduce risk aversion.

  • CT5. Master the main applications of computer tools and new technologies for ordinary academic activity.

  • CT6. Carry out tasks autonomously with the correct organization and timing of academic work.

  • CT7. Develop the ability to assess inequalities due to sex and gender to design solutions.

Description

  • Tourism in the context of sustainability.
  • Economic, social and environmental impact of tourism.
  • The responsibility of tourism actors with sustainability: Sustainable tourism and its commitment to sustainabilityL. to sustainable destination management as an element of competitiveness.
  • Instruments for sustainable tourism planning; Measurement and control instruments. The indicators. Need, procedure and measurement techniques, models and indices.
  • Advances and research in sustainable tourism. Experiences of good practices in sustainable tourism.

The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer the prejudices of others.

Learning outcomes

  • Assess the impacts of tourism.
  • Design planning and strategy in the management of tourist destinations to promote a more sustainable and innovative local development. 

Working methodology

Theoretical sessions:
MD1. Master class: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject.
MD3. Presentations: in multimedia formats.

Guided learning:
MD5. Seminars: Face-to-face format in small work groups. These are sessions linked to the theoretical sessions of the subject that allow to offer a practical perspective of the subject and in which the participation of the student is key.
MD7. Case study: Dynamics that starts from the study of a case, which serves to contextualize the student in a specific situation, the teacher can propose different activities, both individually and in groups, among their students.

Autonomous learning:
MD9. Solving exercises and problems: Non-contact activity dedicated to solving practical exercises based on the data provided by the teacher.
MD10. Research and critical reading of articles. Students start from a working hypothesis that they will develop, following the phases of the research methodology, including the critical reading of articles.
MD11. Non-contact tutorials: The student will have telematic resources such as e-mail and ESCSET intranet resources.

Contents

Topic 1. Tourism sustainability

1.1. Dimension of the tourism sector

1.2. Sustainable tourism

  • Economic criterion
  • Sociocultural criterion
  • Environmental criteria

1.3. Change in tourism demand preferences

1.4. The value chain of tourism. Examples of good practice

1.5. Environmental assessment of tourism

 

Subject 2. Evaluation of the impact of the tourism

2.1. Introduction

2.2. Methodologies for impact assessment

  • Economic evaluation of tourism
  • Social evaluation of tourism
     

Learning activities

AF1. Theoretical sessions

AF2. Seminars

AF3. Work in group

AF4. Individual work

Evaluation system

- Participation in classroom activities, individual and group work: 40% 

- Exhibitions: 10% 

- Exam: 50% 

Each part has a minimum grade of 4. In the recovery all parts can be recovered except group work. 

REFERENCES

Basic

Raya Vílchez, Josep Maria and Moreno-Torres, Ivan (2013). “Practical guide 9: introduction to economic evaluation”. Ivalua collection of practical guides. Ivalua.

Sancho, Amparo and Ruiz, Paz (2004). Methodological approach for the use of indicators in the tourist management of Protected Natural Areas ”, contribution to the IX AECIT Congress The tourist use of natural spaces. Logroño, 11 and 12 November 2004.

Sancho, Amparo; Garcia, Gregorio and Rozo, Edna. (2007). Comparison of sustainability indicators for developed destinations, in development and with vulnerable populations. Annals of Tourism Research, 9(1), 150-177.

Raya, Josep Maria; Martínez-Garcia, Esther and Celma, Dolors (2018). Economic and social yield of investing in hiking tourism: the case of Berguedà, Spain. Journal of Travel & Tourism Marketing, 35(2), 148-161.

Complementary

Taks, Marijke; Késenne, Stefan; Chalip, Laurnence; Green, B.Christine and Martyn, Scott (2011). “Economic Impact Analysis Versus Cost Benefit Analysis: The Case of a Medium-Sized Sport Event.” International Journal of Sport Finance, 6, 187-203.

 

Barajas, Angel; Salgado, Jesica and Sánchez, Patricio (2012). "Problems of economic impact studies of sporting events." Applied Economics Studies 30 (2), 441-462.

From Rus Mendoza, Ginés (2008). "Cost-Benefit Analysis: Economic Evaluation of Investment Policies and Projects." Barcelona: Ariel.