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Catalan Spanish. Some additional resources in English.
B2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study
B3_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
E8_Managing different types of tourism entities by defining objectives, strategies, commercial policies and managing financial resources
G1_ Be able to work in a team, actively participating in tasks and negotiating dissenting opinions to reach consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge
G4_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 Business Administration and Innovation Management contribute to to train citizens for a just, democratic society based on a culture of dialogue and peace
T1_Communicate properly orally and in writing in the two official languages of Catalonia
T2_Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange
T4_Show entrepreneurial leadership and leadership skills that build personal confidence and reduce fear of risk
T5_Domain the computer tools and their main applications for the ordinary academic and professional activity
T3. Formulate critical and well-argued reasoning, using precise terminology, specialized resources and documentation that supports these arguments.
T6.Develop tasks autonomously with a correct organization and timing of academic work
T7_ 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.
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:
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.
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.
The final grade of the course will consist of the sum of different activities of continuous assessment:
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.
Canoves, Gemma; Herrera, Luis and Villarino, Montserrat (2005). Rural tourism in Spain: new landscapes and users
uses and new visions. Tourism notebooks (15).
André, María Encarnación (2002). Urban tourism in Spain: challenges and opportunities of an activity in
expansion Economists (XX, 92).
Anton Clavé, S. (2006). From the processes of diversification and qualification to tourist products
emerging Changes and opportunities in the recent dynamics of coastal tourism. Papers of
Spanish Economy (2004, 102).
SRI, Global Wellness Institute (2013) The Global Wellness Tourism Economy
https://globalwellnessinstitute.org/
https://www.worldleisure.org/