General information

Subject type: Mandatory

Coordinator: Judith Turrión Prats

Trimester: Second term

Credits: 4

Teaching staff: 

Louis Garay

Teaching languages

  • Catalan
  • Spanish

Catalan Spanish. Some additional resources in English.


Basic skills
  • 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.

  • CB3. That students have the ability to gather and interpret relevant data (usually within their area of ​​study) to make judgments that include reflection on relevant social, scientific, or ethical issues.

Specific skills
  • CE8. Direct different types of tourism entities defining objectives, strategies, commercial policies and managing financial resources.

General competencies
  • CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.

  • CG4. Be able to integrate the values ​​of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Tourism and Leisure Management contribute to train citizens for a just, democratic society based on a culture of dialogue and peace.

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.


The societies of the countries in our geographical and economic environment have experienced important transformations in terms of leisure models in recent decades. These transformations have been accompanied by important changes in other spheres (demography, technology, environmental awareness), giving rise to new products and markets and also rejuvenating others that had developed decades or even centuries ago.

In general, leisure time and the needs to manage our well-being are expected to increase, in all societies, but particularly in those with a greater level of social and economic development. This reality invites us to learn what have been the main forces or engines that have recently transformed leisure, as well as to anticipate in detail what those resources and processes are that can drive new changes, to imagine plausible scenarios and to detect new opportunities that right now might they are not obvious enough or are just beginning to be felt.

Learning outcomes

Study of the evolution towards the leisure society.

Analysis of leisure time associated with different territories and resources.

Creation of products and events related to leisure.


At the end of the course the student will be able to:

Identify products related to leisure and wellness and develop innovative business models.

In addition to:

  • Understand the drivers that have led to the development of leisure in our societies in relation to different scenarios and resources
  • Achieve a vision of leisure and well-being that goes beyond the specifically tourist proposals that have been seen during the double degree
  • Detect and analyze new trends in the way we understand leisure.
  • Know the external variables and new technologies that could have a more significant impact on leisure activities
  • Understand the consumer decision-making process, particularly purchase decisions
  • Imagine new viable business models in the field of leisure. Analyze current success stories (from different perspectives) and propose new possible models.
  • Apply in a practical and direct way concepts and experiences of the subject to the TFGs that the students are developing.

Working methodology

Given the subject's status in the curriculum, priority will be given to debate and active student participation in class. There will be permanent feedback between the student's participation and the knowledge pills that the teacher will share verbally or through content available in the classroom.

Real study cases will also be worked on, in this case individually, that students can adapt to their interests. Finally, collaborative work will also be privileged with a final group activity.



  1. Background of leisure. From the first manifestations linked to leisure in antiquity to leisure in the first stages of industrialization
  2. Sun and beach leisure. The coast as a major protagonist of leisure in societies fordists or twentieth century industrialists.
  3. Leisure in the urban area. The city takes over as the main scene of post-industrial leisure. Success and dangers of leisure in the globalized cities of the XNUMXst century.
  4. Leisure in the rural area. Leisure as the eternal hope of development for economies and societies empty of the rural area.
  5. Leisure linked to natural resources. Nature at the center of the new leisure manifestations of developed societies.
  6. Leisure linked to cultural resources. Culture as the axis of typologies that have gone from elitism to massification.
  7. Responsible and accessible leisure. From the needs of leisure compatible with the climatic, social and economic context to the dangers of the greenwashing.
  8. The impact of ICT on leisure. The profound transformations in the framework of the technological revolution. From the Internet to the impact of platforms and the metaverse
  9. Innovation in leisure production. New transformation possibilities that combine sustainability and technology or depart from them.
  10. Examples of leisure products. The need for new generations of professionals to be empowered in future leisure proposals.


Learning activities

Active participation in classes, which want to have a vocation more of a debate than a lecture, will be highly valued. Two works will be carried out related to cases of practical studies around the reality of leisure in our societies. As also mentioned, there will be a final group work to develop cooperation between the students. The subject will be closed with a final exam which should not mean spending a lot of extra effort if the previous activities have been followed.

Evaluation system

The final grade of the course will consist of the sum of different activities of continuous assessment:

  1. Active participation in face-to-face classes. 10%
  2. Participation in the debates in the virtual classroom. 10%
  3. Individual work on case studies, searching and creating new examples (30%)
  4. Group work showing the application of the concepts studied in a specific business model (10%).
  5. Exhibition of group work (10%)
  6. Final exam (30%)

To pass the course you must obtain an average of 5 or more and none of the parties can have less than 4. Only the final exam can be retaken. In order to take the exam, you must have taken the final exam.



Jensen, Rolf and Aaltonen, Mika (2013). The Renaissance Society: How the Shift from Dream Society to the
Age of Individual Control will Change the Way You Do Business. McGraw‐Hill Education

Bauman, Zygmunt (2003). Liquid modernity. Editorial of the Economic Culture Fund.

Puertas, Xavier (2014). Leisure management in the tourism field. Editorial Synthesis.


SRI, Global Wellness Institute (2013) The Global Wellness Tourism Economy

André, María Encarnación (2002). Urban tourism in Spain: challenges and opportunities of an activity in
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Anton Clavé, S. (2006). From the processes of diversification and qualification to tourist products
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Canoves, Gemma; Herrera, Luis and Villarino, Montserrat (2005). Rural tourism in Spain: new landscapes and users
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