General information


Subject type: Basic

Coordinator: Judith Turrión Prats

Trimester: Third term

Credits: 6

Teaching staff: 

Jose Maria Raya Vilchez

Teaching languages


There may be materials in English and Catalan.

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.

  • CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

Specific skills
  • CE4. Turn an "empirical" problem into a research project and draw conclusions.

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.

  • 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.

  • 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.

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

  • 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


Ability to recognize, become familiar with and use statistical techniques when making market decisions in the tourism sector. All this approach will make compatible the ability to manually calculate the various tools for a small set of data with the ability to use and analyze and interpret the outputs of statistical software. Some questions that will be solved throughout the course with what we will know:

  • How do we know if an AAVV's wages are high or not? Are these wages very similar or are they widely dispersed?
  • Are reservations and final occupancy of hotel rooms linked?
  • What does the Google correlate tool tell us?
  • Can we know the profitability of a year of education?
  • How much does the price of a tourist home in Barcelona increase by increasing its surface by one square meter?
  • How much is the seasonal effect of August for the number of tourists in Catalonia?
  • What is the expected value that an entrepreneur will get when deciding whether or not to raise the price?
  • What is the probability that a tourist blog will have 1000 visits tomorrow if we know that visits to blogs in Spain follow a certain normal distribution?
  • What are the main sources of tourism data?
  • Can we know the personality of a tourist from the text he writes on social networks?
  •  

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


  • Apply qualitative and quantitative statistical techniques for market research
  • Plan, organize, carry out and present a market research project in the business field of the tourism sector and use the results obtained for decision-making

Working methodology


The face-to-face sessions with the whole group will combine theory sessions with hand-held exercise resolution sessions and through case studies with data from real companies.

In the practical sessions students will work on exercises and databases with the Stata / R program (to be determined). You will need to bring a laptop to the classroom.

There will be a conference by a professional who uses Statistics applied to Marketing. Whether in market research, big data or strategic positioning.

Contents


Topic 1

 

Introduction

  • Tourism data sources
  • Basic concepts: population, sample, sampling type, variables, variable types, data and data types

Topic 2

One-dimensional statistics

  • Centralization measures
  • Dispersion measures
  • Symmetry measurements
  • Measures of kurtosis
  • Case 1: marketing company

Topic 3

Two-dimensional statistics

  • Association of quantitative variables: linear regression
  • Association of qualitative variables
  • Case 2: relationship between sales and advertising

 

Topic 4

Time series

  • Components of a time series
  • Seasonalization of a time series
  • Case 3: Sales series analysis

 

 

Topic 5

Probability

  • Basics
  • Discrete distributions: binomial distribution
  • Continuous distributions: normal distribution

 

 

 

Learning activities


Exercise Descriptive statistics. Individual (Inside and outside the classroom)

Descriptive statistical test. Individual (Inside and outside the classroom). Virtual

Exercise association between quantitative variables. Individual (Inside and outside the classroom)

Exercise association between quantitative variables. Individual (Inside and outside the classroom)

Exercise of time series. Individual (Inside and outside the classroom)

Association test between quantitative and qualitative variables and time series. (In and out of the classroom). Virtual

Binomial distribution exercise. Individual (Inside and outside the classroom)

Normal distribution exercise. Individual (Inside and outside the classroom)

Probability test. (In and out of the classroom). Virtual

Work with computer software. Group (Inside and shape of the classroom)

Exam. Individual

 

Evaluation system


The quarterly evaluation will take into account the following aspects with the weights indicated:
- Final term exam: 60%
- Work with database: 30%
- Delivery of exercises and proposed practices: 10% 

There will be a recovery at the start of the next quarter. Only the exam will be retaken. The other 40% will maintain the quarterly assessment mark

REFERENCES


Basic

RAYA, J. (2004). Statistics applied to Tourism. Prentice hall

RAYA, J. (2012): Statistics applied to business and marketing. Prentice Hall

MOORE, Mc. CABE (2005), Introduction to the practice of Statistics. Freeman

SPIEGELHALTER, D. (2019): The art of statistics: learning by data. Pelican

Complementary

NEWBOLD, PAUL, Carlson, W., Thorne, W. (2007), Statistics for Business and the Economy, 6th edition, Madrid, Prentice Hall.

FREEDMAN, P. (1991). PURVES, R., PISANI, R. and ADHIKARI. Statistics. 2ªed. Antoni Bosch.

RADZIWLL, CN (2015). Statistics with R: (the Easier Way). Lapis Lucera.