TecnoCampus Foundation
eCampus
University Business
eCampus

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General information

Subject type: Mandatory

Coordinator: Alex Araujo Batlle

Trimester: Third term

Credits: 6

Teaching staff: 

Judith Turrión Prats

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 generate ideas and solve problems, both individually and collectively.

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.

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.

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 using Zoom: Lectures based on the teacher's explanation attended by all students enrolled in the subject.
MD3. Presentations: in multimedia formats.
MD4. Video capsules: Resource in video format, which includes contents or demonstrations of the thematic axes of the subjects. These capsules are integrated into the structure of the subject and serve students to review as many times as necessary the ideas or proposals that the teacher needs to highlight in their classes.

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.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

The Tecnocampus will make available to teachers and students the digital tools needed to carry out the course, as well as guides and recommendations that facilitate adaptation to the non-contact mode.

 

Contents

Topic 1. Tourism sustainability
1.1. Dimension of the tourism sector
1.2. Sustainable tourism
1.2.1.1. Economic criterion
1.2.1.2. Sociocultural criteria
1.2.1.3. Environmental criteria
1.3. The circular economy
1.4. Change in tourism demand preferences
1.5. The value chain of tourism. Examples of good practice

Subject 2. Socioeconomic evaluation of the tourism
2.1. Introduction
2.2. Methodologies for impact assessment
      2.2.1. Economic impact analysis (IEA). Input-Output Model
      2.2.1.1. Why it is useful to evaluate tourism socio-economically
      2.2.1.2. Previous concepts
      2.2.1.3. The input-output model
      2.2.1.4. Calculation of direct, indirect and induced impacts
      2.2.1.5. Criticisms of economic impact analysis
      2.2.1.6. Case studies
      2.2.1.7. Critical analysis of real examples

2.3. Cost-Benefit Analysis (CBA)
       2.3.1. Advantages of cost-benefit analysis over economic impact analysis
       2.3.2. The costs. The shadow price
       2.3.3. Income. Goods that have no market
       2.3.4. Decision criteria
       2.3.5. Sensitivity analysis
       2.3.6. Case studies

Learning activities

AF1. Theoretical sessions

AF2. Seminars

AF3. Work in group

AF4. Individual work

Evaluation system

SE1. Participation in the activities proposed in the classroom: Timely participation that adds value to the topics covered. Consultations with teachers on guides and methodologies for the best development of assignments. Active participation in discussions, either in face-to-face classes or through the virtual forum. Preparation and resolution of practical cases. Design and participation of practical sessions.
SE2. Group work: Punctual deliveries. Complete contents and adjusted to the requested. Quality in the presentation. Gender perspective: the bibliography must include at least two works by women.
SE3. Exhibitions: Equitable distribution of topics to be presented among team members.
SE4. Final exam: Development of ideas applying the concepts learned.

Evaluation:

Topic 1: 30% of the grade

-Examination: 60% 

-Group work: 40%

 

Topic 2: 70% of the grade

- Activities proposed in the classroom: 10% 

- Group work: 30% 

- Exhibitions: 10% 

- Exam: 50% 

Delivery of a report and performance of a group presentation of a tourist economic evaluation.

 

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, developing and 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.