RESEARCHING PEOPLE AND PLACES

TOU 2111 RESEARCHING PEOPLE AND PLACES 2015 - 2016 Module leader Dr Anthony Thickett Module tutor Dr Barbora Cherifi Lecture: Monday 16:00 – 17:00 (Portakabin" rel="nofollow">in 7A) Semin" rel="nofollow">inar: check UniHub Middlesex University, Busin" rel="nofollow">iness School, Marketin" rel="nofollow">ing, Brandin" rel="nofollow">ing and Tourism Department TOU 2111 – RESEARCHING PEOPLE AND PLACES Onlin" rel="nofollow">ine location of handbook: This handbook can also be accessed via the TOU 2111 onlin" rel="nofollow">ine learnin" rel="nofollow">ing portal (UniHub) Other formats available: This handbook is available in" rel="nofollow">in large prin" rel="nofollow">int format. If you would like a large prin" rel="nofollow">int copy please contact the Disability Support Service ([email protected], 0208 411 4945). If you have other requirements for the handbook, please contact the module leader. Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the in" rel="nofollow">information you require and in" rel="nofollow">include details of your disability Disclaimer The material in" rel="nofollow">in this handbook is as accurate as possible at the date of production however you will be in" rel="nofollow">informed of any major changes in" rel="nofollow">in a timely manner Other documents Your module handbook should be read and used alongside your programme handbook and the in" rel="nofollow">information available to all students on UniHub in" rel="nofollow">includin" rel="nofollow">ing the Academic Regulations and Student Charter 1 Contents Introduction and welcome Page 2 Module teachin" rel="nofollow">ing team page 3 Contactin" rel="nofollow">ing the module leader Page 3 Module Aims & Objectives Page 4 Learnin" rel="nofollow">ing Outcomes Page 4 Assessment of Learnin" rel="nofollow">ing Outcomes Page 5 Teachin" rel="nofollow">ing and Learnin" rel="nofollow">ing Page 5 - 6 Week-by-week schedule Page 7 - 10 The Fieldtrip Page 11 Learnin" rel="nofollow">ing Resources Page 12 - 14 Referencin" rel="nofollow">ing and Plagiarism Page 15 Module Assessment Page 16 - 20 Glossary of key termin" rel="nofollow">inology Page 21 - 26 2 Introduction and welcome Welcome to TOU 2111 Researchin" rel="nofollow">ing People and Places. This is a core module for students enrolled on the followin" rel="nofollow">ing programmes: BA International Tourism Management; BA International Tourism Management with Spanish/Mandarin" rel="nofollow">in. This is a 30 credit module, which will foster critical awareness of a range of approaches to undertakin" rel="nofollow">ing and in" rel="nofollow">interrogatin" rel="nofollow">ing research in" rel="nofollow">in the context of tourism studies. It will develop students’ ability to relate theoretical material to real world case study examples, and to consider the relationships between theory, methods of data collection and processes of analysis. An additional objective of the module will be to build the capacity of students to communicate research results. This will in" rel="nofollow">involve workin" rel="nofollow">ing effectively as part of a group, and makin" rel="nofollow">ing creative use of resources, in" rel="nofollow">in order to deliver an engagin" rel="nofollow">ing, in" rel="nofollow">informative presentation. Graduate numeracy skills will also be addressed. The module is taught by staff members based in" rel="nofollow">in the Department of Marketin" rel="nofollow">ing, Brandin" rel="nofollow">ing and Tourism in" rel="nofollow">includin" rel="nofollow">ing Anthony Thickett and Barbora Cherifi, and consists of lectures, semin" rel="nofollow">inar and workshop sessions, and a fieldtrip, which all students are required to undertake. Upon completion of this module students should have acquired a structured, in" rel="nofollow">in-depth awareness of many of the key issues associated with undertakin" rel="nofollow">ing and critically evaluatin" rel="nofollow">ing tourism research. Specific emphasis will be placed on the practical skills required to undertake rigorous, theoretically-driven, ethically-in" rel="nofollow">informed data collection and analysis, and the techniques via which research results are dissemin" rel="nofollow">inated. Furthermore, the module will equip students with a flexible in" rel="nofollow">investigative skillset which will assist in" rel="nofollow">in successfully undertakin" rel="nofollow">ing a project or dissertation in" rel="nofollow">in the third year, and provide a solid foundation from which to approach postgraduate study/research. This handbook gives you an overview of the content of this module, provides details of the methods of teachin" rel="nofollow">ing and forms of assessment to be deployed, and contain" rel="nofollow">ins the contact details for the module teachin" rel="nofollow">ing team. It will help you through your studies and should be read in" rel="nofollow">in conjunction with the University Guide and Regulations, which is available on the University website 24-7. The material in" rel="nofollow">in this handbook is as accurate as possible at the time of production. Any updates or changes will be communicated durin" rel="nofollow">ing teachin" rel="nofollow">ing sessions and in" rel="nofollow">incorporated in" rel="nofollow">into the Handbook on UniHub (the university’s virtual learnin" rel="nofollow">ing environment). Your comments on any improvements in" rel="nofollow">in this handbook are welcome and should be put in" rel="nofollow">in writin" rel="nofollow">ing (with the name of the handbook) to the module leader. Anthony Thickett (October 2015) 3 Module teachin" rel="nofollow">ing team Module leader: Anthony Thickett [email protected] 0208 411 4826 Room: W221 Module tutor Module GAA Barbora Cherifi Marta Sobotka [email protected] [email protected] 0208 411 3001 0208 411 4457 Room W 221 W222 Subject Librarian Kate Healy [email protected] 0208 411 2176 Contactin" rel="nofollow">ing the module leader My office hours (for general enquiries) are: Wednesday 13:00 – 15:00 If you would like to request a tutorial (to discuss any detailed module-related issues, for me to comment on an assignment outlin" rel="nofollow">ine, etc) please contact me via email – [email protected] - to arrange an appoin" rel="nofollow">intment. 4 Aims and Objectives This module aims to develop critical awareness of a range of quantitative and qualitative research methodologies and techniques, and the underlyin" rel="nofollow">ing prin" rel="nofollow">inciples of research in" rel="nofollow">in the context of tourism. It will also develop a students’ ability to relate theory to real world case study material, makin" rel="nofollow">ing clear the lin" rel="nofollow">inks between theory, method and data. In addition, the module will develop students’ key employability skills. Specific attention will be paid to exploration of in" rel="nofollow">individual research methods and techniques and their applicability to a range of tourism-related research contexts. Changes in" rel="nofollow">in approach, especially the rise of qualitative approaches and techniques, will be considered. The module will also seek to promote students’ ability to thin" rel="nofollow">ink critically – or critique – existin" rel="nofollow">ing research. Learnin" rel="nofollow">ing Outcomes Knowledge On completion of this module the successful student will be able to: 1. Evaluate and discuss the impact of state tourism policy on a local area related to their field study 2. Explain" rel="nofollow">in the lin" rel="nofollow">inks between theory, methods and data 3. Discuss ethical issues related to real world research Skills This module will call for the successful student to: 4. Identify, locate, evaluate and synthesise relevant in" rel="nofollow">information from a range of sources both primary and secondary 5. Select and employ a range of appropriate statistical and non-statistical research methods 6. Apply research theory in" rel="nofollow">in a practical, fieldwork, settin" rel="nofollow">ing (observation and evaluation) 7. Demonstrate and effectively apply group workin" rel="nofollow">ing, use presentation skills ‘in" rel="nofollow">in the field’ through imagin" rel="nofollow">inative use of resources and prepare to time an effective fieldwork report to academic standards 8. Reflect constructively on the experience of deployin" rel="nofollow">ing different research methods and conductin" rel="nofollow">ing fieldwork 5 Assessment of Learnin" rel="nofollow">ing Outcomes Individual student grades for the module will be determin" rel="nofollow">ined by aggregate performance in" rel="nofollow">in the followin" rel="nofollow">ing summative assessment components: 1) Portfolio of 4 x 1000 word workshop exercise write-ups (50%) submitted at the end of week 12 – Learnin" rel="nofollow">ing Outcomes 2, 4, 5 and 8 2) Group presentation (15%) whilst on the fieldtrip – Learnin" rel="nofollow">ing Outcomes 4, 6 and 7 3) Experiential learnin" rel="nofollow">ing narrative (35%) submitted on or before university coursework deadlin" rel="nofollow">ine – Learnin" rel="nofollow">ing Outcomes 1, 2, 3, 4, 5, 6, and 8 Teachin" rel="nofollow">ing and Learnin" rel="nofollow">ing This module will be delivered via a combin" rel="nofollow">ination of lectures, practical exercises carried out in" rel="nofollow">in workshops, readin" rel="nofollow">ing-based semin" rel="nofollow">inar discussions and a week-long fieldtrip. These will be configured so as to develop important graduate skills that are highly valued within" rel="nofollow">in the academic community, but also by employers (e.g. personal and career development, communication and teamwork skills, ICT proficiency, numeracy skills and in" rel="nofollow">information search techniques). Lectures, which will be 60 min" rel="nofollow">inutes in" rel="nofollow">in duration, will be used to in" rel="nofollow">introduce students to the concepts, theories and processes relevant to undertakin" rel="nofollow">ing and critically evaluatin" rel="nofollow">ing tourism-relevant research. These will be considered in" rel="nofollow">in greater depth via further readin" rel="nofollow">ing, and within" rel="nofollow">in semin" rel="nofollow">inars and workshops. Semin" rel="nofollow">inars/workshops will be of 90 min" rel="nofollow">inutes duration. Independent readin" rel="nofollow">ing will play a vital role in" rel="nofollow">in enablin" rel="nofollow">ing students to participate effectively in" rel="nofollow">in both teachin" rel="nofollow">ing sessions and module assessment, and students will be signposted to material which will be made available via the onlin" rel="nofollow">ine module site. Failure to engage effectively with this aspect of the module will put students at a significant disadvantage when it comes to producin" rel="nofollow">ing the module assessment. In addition to engagement with appropriate literature, students will participate in" rel="nofollow">in processes of primary data collection, content analysis, and in" rel="nofollow">interrogation of existin" rel="nofollow">ing secondary (statistical) datasets, which will be provided at the appropriate time. The skills developed durin" rel="nofollow">ing the semin" rel="nofollow">inar/workshops and the knowledge gain" rel="nofollow">ined from the teachin" rel="nofollow">ing programme will be important for the successful completion of the module assessment. All students are expected to attend scheduled lectures and semin" rel="nofollow">inar/workshops. Students are also expected to allocate study hours outside class contact (see below) and prepare material before the semin" rel="nofollow">inar/workshops as required. This may in" rel="nofollow">involve readin" rel="nofollow">ing specific articles or the preparation of data for analysis and 6 discussion in" rel="nofollow">in the semin" rel="nofollow">inar/workshop. It is important that all students do the preparatory work if they are to make the best use of the semin" rel="nofollow">inar/workshop time. For this module students will be expected to study for a total of 300 hours. These hours are allocated approximately as follows: • 20 hours – lectures • 30 hours – semin" rel="nofollow">inars/workshops • 50 hours - fieldtrip • 200 hours - self study and assessment (i.e. an average of 8 - 10 hours per week durin" rel="nofollow">ing term time) Note: Students with specific learnin" rel="nofollow">ing difficulties are asked to register with the Disability Support Service – ([email protected], 0208 411 4945). In addition, please advise the module leader so that appropriate learnin" rel="nofollow">ing support can be provided. 7 Week-by-week schedule When? Topic Semin" rel="nofollow">inar/workshop Week 1 W/c 05/10/15 (AT) Lecture: Module in" rel="nofollow">introduction: teachin" rel="nofollow">ing sessions, learnin" rel="nofollow">ing resources, fieldtrip, assessment, etc Readin" rel="nofollow">ing: Module handbook Week 2 W/c 12/10/15 (AT) Lecture: What is research and how is it relevant to tourism? Readin" rel="nofollow">ing : Veal (2011) Chapter 1 (pp. 3 – 49) Introductions, assessment, Q & A AND Discussion based on Veal (2011) Chapter 1 Week 3 W/c 19/10/15 (AT) Lecture: Quantitative, qualitative and mixed method approaches to research Readin" rel="nofollow">ing: Hesse M, Tutenges S, Schliewe S & Rein" rel="nofollow">inholdt T(2008) Party package travel: alcohol use and related problems in" rel="nofollow">in a holiday resort: a mixed methods study BMC Public Health Vol. 8 No. 351 Discussion based on: Hesse M et al (2008) Party package travel: alcohol use and related problems in" rel="nofollow">in a holiday resort: a mixed methods study BMC Public Health Vol. 8 No. 351 Week 4 W/c 26/10/15 (AT) Lecture: Identifyin" rel="nofollow">ing relevant literature Readin" rel="nofollow">ing: Veal chapter 6 (pp 153 – 177) Summative Assessment Workshop: Portfolio Exercise I Searchin" rel="nofollow">ing databases & journals AND producin" rel="nofollow">ing a literature review Week 5 W/c 02/11/15 (RG) Lecture: Social research ethics Readin" rel="nofollow">ing: Ryan C (2005) Ethics in" rel="nofollow">in Tourism Research: Objectivities and Personal Perspective. Wallin" rel="nofollow">ingford, CABI Publishin" rel="nofollow">ing Discussion based on: Ryan C (2005) Ethics in" rel="nofollow">in Tourism Research: Objectivities and Personal Perspectives. Wallin" rel="nofollow">ingford, CABI Week 6 W/c 09/11/15 Lecture: Designin" rel="nofollow">ing and usin" rel="nofollow">ing questionnaires Readin" rel="nofollow">ing: Veal chapter 10 (pp 279 – 300) Summative Assessment Workshop: Portfolio Exercise II Questionnaire design exercise 8 Week 7 W/c 16/11/15 (BC) Lecture: Statistics in" rel="nofollow">in Tourism Studies Readin" rel="nofollow">ing: chapter 1 Lane (ed.) (2011) Introduction to Statistics (electronic resource) Jacobsen, T.G. (2003) How Statistics Is Useful in" rel="nofollow">in Social Science – An example from the Kalmar war, in" rel="nofollow">in Popularised Science, 20/3/13 (via Moodle) Introduction to SPSS Recognisin" rel="nofollow">ing and labellin" rel="nofollow">ing different data types Week 8 W/c 23/11/15 (BC) Lecture: Usin" rel="nofollow">ing and in" rel="nofollow">interpretin" rel="nofollow">ing statistics I Readin" rel="nofollow">ing: Chapter 2 & 3 Lane (ed.) (2011) Introduction to Statistics (electronic resource) Usin" rel="nofollow">ing SPSS to Describe Data. Central Tendency and Descriptive techniques in" rel="nofollow">in SPSS Week 9 W/c 30/11/15 (BC) Lecture: Usin" rel="nofollow">ing and in" rel="nofollow">interpretin" rel="nofollow">ing statistics II Readin" rel="nofollow">ing: Chapter 15 & 16 Lane (ed.) (2011) Introduction to Statistics (electronic resource) Drawin" rel="nofollow">ing in" rel="nofollow">inferences throguh regression. Recognisin" rel="nofollow">ing different data types and understandin" rel="nofollow">ing the null hypothesis Week 10 W/c 07/12/15 (BC) Lecture: Usin" rel="nofollow">ing and in" rel="nofollow">interpretin" rel="nofollow">ing statistics III (summary session) Readin" rel="nofollow">ing: Chapter 15 & 16 Lane (ed.) (2011) Introduction to Statistics (electronic resource) Summative Assessment Workshop: Portfolio Exercise III Usin" rel="nofollow">ing regression to analyse data. Applyin" rel="nofollow">ing probability, and in" rel="nofollow">interpretin" rel="nofollow">ing SPSS tables Week 11 W/c 14/12/15 (AT) Lecture: Conductin" rel="nofollow">ing in" rel="nofollow">interviews Readin" rel="nofollow">ing: Chapters 1 and 5 in" rel="nofollow">in: Kvale S (2007) Doin" rel="nofollow">ing Interviews London Sage Summative Assessment Workshop: Portfolio Exercise IV Interview exercise Christmas Vacation – 18.12.15 – 11.01.16 Week 12 W/c 11/01/16 (AT) Lecture: TBC Readin" rel="nofollow">ing: TBC TBC Set up Focus Group exercise ASSESSMENT Q&A 9 Week 13 W/c 18.01.16 (AT) Lecture: Facilitatin" rel="nofollow">ing Focus Groups Readin" rel="nofollow">ing: Chapter 1 in" rel="nofollow">in Krueger R & Cassey M (2009) Focus Groups: A Practical Guide for Applied Research. Thousand Oaks (California), Sag Focus group exercise (prenomin" rel="nofollow">inated facilitator & topic) Week 14 W/c 25.01.16 (AT) Lecture: Analysin" rel="nofollow">ing in" rel="nofollow">interview and focus group data: buildin" rel="nofollow">ing the narrative Readin" rel="nofollow">ing: Seers K (2012) Qualitative Data Analysis. Evidence-Based Nursin" rel="nofollow">ing Vol. 15 No. 1 Analysis of, and reflections on, focus group exercise Week 15 W/c 01.02.16 (AT) Lecture: Observational research Readin" rel="nofollow">ing: Chapter 8.2 (Observation) in" rel="nofollow">in Punch K (2014) Introduction to social research : quantitative and qualitative approaches. California. Sage Discussion based on: Punch K (2014) Chapter 8.2 (Observation) in" rel="nofollow">in Introduction to social research: quantitative and qualitative approaches.California. Sage Set up observation activity Week 16 W/c 08.02.16 (AT) Lecture: Observation activity (on campus) Readin" rel="nofollow">ing: TBC Analysis of, and reflections on, observation activity Week 17 W/c 15.02.16 (AT) Lecture: Visual methods in" rel="nofollow">in social research Readin" rel="nofollow">ing: chapter from Burns P, Lester J & Bibbin" rel="nofollow">ings L (eds.) (2010) Tourism and Visual Culture Volume II: Methods and Cases. Wallin" rel="nofollow">ingford, CABI Publishin" rel="nofollow">ing Discussion of: chapter from Burns P, Lester J & Bibbin" rel="nofollow">ings L (eds.) (2010) Tourism and Visual Culture Volume II: Methods and Cases. Wallin" rel="nofollow">ingford, CABI Publishin" rel="nofollow">ing Week 18 W/c 22.02.16 (AT) Lecture: TBC Readin" rel="nofollow">ing: TBC TBC Week 19 W/c 29.02.16 (AT) Lecture: Recruitin" rel="nofollow">ing and engagin" rel="nofollow">ing participants Readin" rel="nofollow">ing: chapter 6 in" rel="nofollow">in Blaxter, Huges & Tight (2010) Preparin" rel="nofollow">ing to collect data Maidenhead, Open University Press Preparation for fieldtrip Week 20 W/c 07.03.16 Lecture: Discussion of key fieldtrip issues, in" rel="nofollow">introduction to fieldtrip tutors Readin" rel="nofollow">ing: Fieldtrip Handbook Preparation for fieldtrip 10 Week 21 14.03.16 Provisional fieldtrip date (TBC December) Week 22 21.03.16 (AT) Lecture: Analysin" rel="nofollow">ing fieldtrip data Readin" rel="nofollow">ing: Chapters 8 & 9 in" rel="nofollow">in Mason J (2002) Qualitative Researchin" rel="nofollow">ing London, Sage Reflections on the fieldtrip and discussion about how to organise/manage your data Easter Vacation – 25.03.16 – 11.04.16 Week 23 W/c 11.04.16 (AT) Lecture: Communicatin" rel="nofollow">ing research: report writin" rel="nofollow">ing & presentin" rel="nofollow">ing Readin" rel="nofollow">ing: Veal chapter 18 Applied analysis on fieldwork data Week 24 W/c 18/04/16 Lecture: Plannin" rel="nofollow">ing your dissertation Readin" rel="nofollow">ing: chapter 2 in" rel="nofollow">in Bell J (2010) Doin" rel="nofollow">ing Your Research Project. OU Press Assessment Workshop 11 The Fieldtrip The module requires that all students undertake a week-long fieldtrip, which will provide an extended opportunity to deploy the knowledge acquired and research skills developed durin" rel="nofollow">ing weeks 1 – 19, and gain" rel="nofollow">in first-hand experience of conductin" rel="nofollow">ing and communicatin" rel="nofollow">ing field research. In particular, the fieldtrip will provide a chance for students to explore the in" rel="nofollow">influence of state tourism policy on the tourism experience, and the impact of tourism as a development strategy. Students will be required to collect and record primary and secondary data in" rel="nofollow">in order to generate systematic in" rel="nofollow">insights in" rel="nofollow">into the key dimensions of a maturin" rel="nofollow">ing destin" rel="nofollow">ination, and to assess the myriad challenges and opportunities generated by tourism development. Methodologically, triangulation of in" rel="nofollow">information collected via different methods/sources will be a key objective. An additional handbook will be provided closer to the departure date, which will contain" rel="nofollow">in detailed in" rel="nofollow">information relatin" rel="nofollow">ing to the destin" rel="nofollow">ination you will be travellin" rel="nofollow">ing to, the key academic themes of the trip, and a day-to-day itin" rel="nofollow">inerary of your visit. The criteria that will be used to grade the fieldtrip-related assessment can be found in" rel="nofollow">in the ‘Module Assessment’ section of this handbook. Additional in" rel="nofollow">information concernin" rel="nofollow">ing titles, presentation formats, etc will be distributed well in" rel="nofollow">in advance of departure. However, at this stage it is worth notin" rel="nofollow">ing that particular objectives of the fieldtrip will be to: 1) Augment conceptual work you will have undertaken in" rel="nofollow">in other areas of the programme (especially on modules TOU 1011, TOU 1003, TOU 2001 and TOU 2012) by way of gain" rel="nofollow">inin" rel="nofollow">ing empirical in" rel="nofollow">insight in" rel="nofollow">into issues such as: • the effectiveness of state-led tourism development policy • the impacts of changin" rel="nofollow">ing relationships between guests and hosts • the significance of the global economy and in" rel="nofollow">international relations on processes of tourism development 2) Develop practical skills in" rel="nofollow">in terms of: • relatin" rel="nofollow">ing theory to the real world (and vice versa) • the systematic recordin" rel="nofollow">ing of field observations and data • the ability to engage participants and conduct micro-in" rel="nofollow">interviews and surveys • group-work and presentation skills in" rel="nofollow">in a practical context • Innovation and creative use of resources 12 Learnin" rel="nofollow">ing Resources Essential Readin" rel="nofollow">ing Veal, A (2011) Research Methods for Travel and Tourism: A Practical Guide (4th Edition). Harlow, Prentice Hall (course text) Blaxter L, Hughes, C & Tight M (2010) How to Research (4th Edition). Maidenhead, Open University Press Lane (ed.) (2011) Introduction to Statistics. Houston, Rice University (electronic resource) Weekly readin" rel="nofollow">ings as notified Strongly recommended Part 1 (weeks 1 – 11) Bryman, A (2012) Social research methods. Maidenhead, Open University Press De Vaus, D (2002) Surveys in" rel="nofollow">in social research. London, UCL Press Fin" rel="nofollow">ink, A (2009) How to Conduct Surveys, A Step by Step Guide. London, Sage Fin" rel="nofollow">inn, M, Elliott-White, M, & Walton, M (2000) Tourism & Leisure. Data Collection, Analysis and Interpretation. Harlow, Longman Hart, C (1998) Doin" rel="nofollow">ing a Literature Review: Releasin" rel="nofollow">ing the Social Science Research Imagin" rel="nofollow">ination. London, Sage Kvale, S (2007) Doin" rel="nofollow">ing Interviews. London, Sage Richie, B, Burns, P & Palmer, C (eds.) (2005) Tourism Research Methods: Integratin" rel="nofollow">ing Theory with Practice. Wallin" rel="nofollow">ingford, CABI Publishin" rel="nofollow">ing Matthews, B & Ross, L (2010) research Methods: a Practical Guide for the Social Sciences. Harlow, Pearson Rubin" rel="nofollow">in, H & Rubin" rel="nofollow">in, I (2012) Qualitative Interviewin" rel="nofollow">ing: The Art of Hearin" rel="nofollow">ing Data (3rd edition). Thousand Oaks, Sage Seidman, I (2006) Interviewin" rel="nofollow">ing as a Qualitative Research: A guide for researchers in" rel="nofollow">in Education and the Social Sciences. London, Teacher’s College Press 13 Silverman, D (2010) Doin" rel="nofollow">ing Qualitative Research: A Practical Handbook. London, Sage Part 2 (weeks 12 – 19) Briggs, D (2013) Deviance and Risk on Holiday. An Ethnography of British Tourists in" rel="nofollow">in Ibiza. Basin" rel="nofollow">ingstoke, Palgrave Macmillan Burns, P, Lester, J & Bibbin" rel="nofollow">ings, L (eds.) (2010) Tourism and Visual Culture, Volume 2: Methods and Cases. Wallin" rel="nofollow">ingford, CABI Publishin" rel="nofollow">ing Heath, C, Hin" rel="nofollow">indmarsh, J & Luff, P (2010) Video in" rel="nofollow">in Qualitative Research: Analysin" rel="nofollow">ing Social Interaction in" rel="nofollow">in Everyday Life. London, Sage Kreuger, R & Casey, M (2009) Focus Groups: A Practical Guide for Applied Research (4th edition). Thousand Oaks, Sage Punch, K (2014) Introduction to social research: quantitative and qualitative approaches. California. Sage Rakic, T & Chambers, D (eds) (2012) An Introduction to Visual Research Methods in" rel="nofollow">in Tourism. Abin" rel="nofollow">ingdon, Routledge Rose, G (2011) Visual Methodologies: An Introduction to Researchin" rel="nofollow">ing with Visual Materials. London, Sage Banks, M (2001) Visual Methods in" rel="nofollow">in Social Research. London, Sage Mason, J (2002) Qualitative Researchin" rel="nofollow">ing. London, Sage Seers, K (2012) Qualitative Data Analysis. Evidence Based Nursin" rel="nofollow">ing Vol. 15 No. 1 Warr, D (2005) “It was fun... but we don't usually talk about these thin" rel="nofollow">ings'': Analyzin" rel="nofollow">ing Sociable Interaction in" rel="nofollow">in Focus Groups. Qualitative Inquiry Vol. 11 Part 3 (weeks 21 – 24) Altin" rel="nofollow">inay, L & Paraskevas, A (2008) Plannin" rel="nofollow">ing Research in" rel="nofollow">in Hospitality and Tourism. Oxford, Butterworth-Hein" rel="nofollow">inemann Andrews, H (2011) The British on Holiday: charter tourism, identity and consumption. Bristol, Channel View Bell, J (2010) Doin" rel="nofollow">ing your Research Project: A guide for first time researchers in" rel="nofollow">in education, health and social science. Maidenhead, Open University Press 14 Coles, T, Duval, D, & Shaw, G (2013) A Student’s Guide to Writin" rel="nofollow">ing Dissertations and Theses in" rel="nofollow">in Tourism Studies and Related Disciplin" rel="nofollow">ines. Abin" rel="nofollow">ingdon, Routledge. Hakim, C (2000) Research Design: Successful Designs for Social and Economic Research. Abin" rel="nofollow">ingdon, Routledge Mason, J (2002) Qualitative Researchin" rel="nofollow">ing. London, Sage Walliman, N (2004) Your Undergraduate Dissertation: The Essential Guide for Success. London, Sage Recommended Journals International Journal of Tourism Research International journal of culture, tourism and hospitality research Annals of Tourism Research Qualitative Inquiry Forum Qualitative Social Research Weekly readin" rel="nofollow">ing materials All weekly readin" rel="nofollow">ing materials will be uploaded on UniHub Lecture slides and semin" rel="nofollow">inar materials Lecture slides will be uploaded onto UniHub after delivery of the relevant session 15 Referencin" rel="nofollow">ing and Plagiarism Referencin" rel="nofollow">ing It's really important to learn how to reference your work properly. Work that doesn’t adhere to referencin" rel="nofollow">ing protocol will certain" rel="nofollow">inly result in" rel="nofollow">in you bein" rel="nofollow">ing marked down and can result in" rel="nofollow">in you bein" rel="nofollow">ing charged with plagiarism (see below). If you are in" rel="nofollow">in any doubt about how to reference properly, I would recommend in" rel="nofollow">in the strongest possible terms that you consult - http://libguides.mdx.ac.uk/content.php?pid=220238&sid=1828721 and/or make an appoin" rel="nofollow">intment with a member of the Learnin" rel="nofollow">ing Enhancement Team (LET) to attend an Academic Writin" rel="nofollow">ing and Language (AWL) workshop. For details, or to book an appoin" rel="nofollow">intment - [email protected] What is plagiarism? Plagiarism is the presentation of someone else's work as your own. This in" rel="nofollow">includes the work, written or otherwise, for any other person, in" rel="nofollow">includin" rel="nofollow">ing another student. Examples of plagiarism in" rel="nofollow">include: • verbatim copyin" rel="nofollow">ing of another's work without acknowledgement • the close paraphrasin" rel="nofollow">ing of another's work without acknowledgement • unacknowledged quotation of phrases from another's work It is a central prin" rel="nofollow">inciple of the assessment process that the work submitted by a student is that of the candidate. Plagiarism is therefore very severely punished by Assessment Boards, and normally leads to a student failin" rel="nofollow">ing the entire module. Avoidin" rel="nofollow">ing plagiarism Plagiarism is easy to avoid. The standard method which is accepted in" rel="nofollow">in all academic in" rel="nofollow">institutions is to acknowledge your sources. This in" rel="nofollow">involves: • Separate all direct quotations from your own work by usin" rel="nofollow">ing quotation marks (and if usin" rel="nofollow">ing, long quotations separate by in" rel="nofollow">indentin" rel="nofollow">ing the quoted section) • Cite the precise source of the quotation in" rel="nofollow">in a note in" rel="nofollow">in brackets within" rel="nofollow">in the main" rel="nofollow">in text, in" rel="nofollow">includin" rel="nofollow">ing the page number on which it appears in" rel="nofollow">in the edition quoted. • List all sources used in" rel="nofollow">in preparin" rel="nofollow">ing the essay or dissertation in" rel="nofollow">in a clear and detailed bibliography at the end of your work. • Where you are not usin" rel="nofollow">ing a direct quotation but a re paraphrasin" rel="nofollow">ing someone else's argument, it is advisable to note the origin" rel="nofollow">inal source in" rel="nofollow">in the same way as for a direct quotation, except that here quotation marks should not be used. If students are in" rel="nofollow">in any doubt about how to acknowledge sources, they should consult - http://libguides.mdx.ac.uk/content.php?pid=220238&sid=1828720 16 Module Assessment Formative assessment Durin" rel="nofollow">ing term 1, students will participate in" rel="nofollow">in a programme of in" rel="nofollow">inter-active, activitybased workshops durin" rel="nofollow">ing which tutors will provide verbal feedback on students’ engagement and performance. These sessions will also provide a forum for clarification of any issues prior to the write-up and submission of the portfolio of workshop exercises (see below). Similar sessions will be run whilst we are on the fieldtrip and after our return to the university in" rel="nofollow">in order to support students with summative assessments 2 and 3. Summative Assessment Summative Assessment 1: Portfolio of workshop exercises (50%) (4 x 1000 words) This assessment requires you to produce an account of each of the four assessed workshop exercises (see below) undertaken durin" rel="nofollow">ing term 1. If you do not attend all the relevant workshops, it will render producin" rel="nofollow">ing the portfolio of writeups highly problematic. Write-ups should balance a brief description of the activity and its objectives with a critical, reflective account of how the processes undertaken relate to broader methodological issues in" rel="nofollow">in both practical and theoretical terms. Write-ups should adopt a concise report format. See below for details of the requirements of the in" rel="nofollow">individual portfolio components and how they will be assessed. Exercise 1: requires you to describe, in" rel="nofollow">in practical terms, the process of undertakin" rel="nofollow">ing a search for academic literature about Club 18 – 30-style Mediterranean party tourism holidays AND produce a short, critical review (circa 750 words) synthesisin" rel="nofollow">ing the key issues discussed in" rel="nofollow">in the material you identify. Mark scheme: Component % of total grade Write-up of search exercise 25% Content of literature review 50% References & referencin" rel="nofollow">ing 25% Exercise 2: requires you to produce a questionnaire that could be deployed to elicit feedback from holidaymakers who have been on a Club 18 – 30-style Mediterranean party tourism holiday. Your questionnaire (which you should aim to fit on to two 17 sides of A4) should be designed to obtain" rel="nofollow">in both quantitative and qualitative data of value to an operator. Your write-up (circa 750 words) should critically reflect on the process of questionnaire design, draw on relevant literature, and identify strengths and limitations associated with this method of data collection. Mark scheme: Component % of total grade Questionnaire 50% Reflection on ques’nnaire design 50% Exercise 3: usin" rel="nofollow">ing the data provided to you in" rel="nofollow">in class, write-up your use of SPSS to describe, and analyse the data. Your write-up should comprise a description and the fin" rel="nofollow">indin" rel="nofollow">ings of 1 example each of (i) SPSS in" rel="nofollow">in descriptive statistics, and (ii) SPSS in" rel="nofollow">in analytical statistics. In each case provide visual and statistical evidence of your work i.e. provide a graph/bar chart/histogram/scattergram etc. to present your fin" rel="nofollow">indin" rel="nofollow">ings and the correspondin" rel="nofollow">ing SPSS output table. Explain" rel="nofollow">in what SPSS function(s) you used in" rel="nofollow">in your work and why this was most appropriate for your data selection. Mark scheme: Component % of total grade Descriptive statistics exercise 50% Analytical statistics exercise 50% Exercise 4: requires you to draft an in" rel="nofollow">interview question checklist and produce a write-up (circa 750 words) of the in" rel="nofollow">interviewin" rel="nofollow">ing exercise you will have undertaken in" rel="nofollow">in week 11, durin" rel="nofollow">ing which you will have spent 15 min" rel="nofollow">inutes in" rel="nofollow">interviewin" rel="nofollow">ing a fellow student about the factors that would in" rel="nofollow">inform their decision whether or not to go on a Club 18 – 30-style Mediterranean party tourism holiday. You will have the opportunity to critically reflect on the process of draftin" rel="nofollow">ing the in" rel="nofollow">interview checklist and conductin" rel="nofollow">ing the in" rel="nofollow">interview. Please be aware that whilst you may reflect on the data generated by the in" rel="nofollow">interview, the primary objective of this task is to reflect on the in" rel="nofollow">interview process itself and relate it to relevant literature. 18 Mark scheme: Component % of total grade Interview checklist 25% Reflection on in" rel="nofollow">interview activity 75% Submission (of portfolio contain" rel="nofollow">inin" rel="nofollow">ing all workshop exercises): on (or before) 15.01.16 via UniHelp Summative Assessment 2: Group presentation (15%) This assessment requires you to work effectively as part of a group to demonstrate and creatively apply presentation skills ‘in" rel="nofollow">in the field’ i.e. whilst you are away on the fieldtrip. In addition to clearly and directly addressin" rel="nofollow">ing your choice of research question (which will be circulated nearer the time) and makin" rel="nofollow">ing direct reference to data you/your group have collected, credit will be given for adoptin" rel="nofollow">ing a creative presentation style/use of resources. Presentations will be of 8 min" rel="nofollow">inutes duration. Groups and topics will be arranged upon arrival at the fieldtrip destin" rel="nofollow">ination. Grades will be assessed at the time of presentation. All group members must actively participate in" rel="nofollow">in the preparation AND delivery of the presentation. See below for the criteria via which the presentations will be assessed. More in" rel="nofollow">information with respect to presentation titles, possible formats, etc will be provided prior to departure Presentation mark scheme: Aspect of presentation Percentage of total presentation grade Structure/flow/balance of contributions 20% Factual content 20% Conceptual content 20% Creativity/audience engagement 20% Time management 20% Delivery: whilst on fieldtrip (provisionally week 21) Summative Assessment 3: Experiential learnin" rel="nofollow">ing narrative (35%) (3,000 words) This assessment comprises 2 parts: a 1,500 word analysis of the role of the state in" rel="nofollow">in supportin" rel="nofollow">ing tourism development in" rel="nofollow">in Crete/Mallorca which will draw on your fieldwork data and key literature; and a 1,500 reflection on the deployment of the 19 methods used to collect data and any issues/challenges that were encountered whilst in" rel="nofollow">in the field. Failure to keep a detailed, systematic record of your thoughts, observations and micro-in" rel="nofollow">interview data while on the fieldtrip will put students at a significant disadvantage when it comes to producin" rel="nofollow">ing the experiential learnin" rel="nofollow">ing narrative (ELN). See below for the mark scheme via which your ELN will be assessed, and some advice with respect to how you should approach this piece of assessment. More in" rel="nofollow">information, in" rel="nofollow">includin" rel="nofollow">ing the ELN titles, and about how to present your ELN, will be provided in" rel="nofollow">in the fieldtrip handbook/durin" rel="nofollow">ing term 2. ELN mark scheme: Component Requirements % of total grade 1 1) Directly address you chosen title 2) Draw substantively on data you (and your group) collected 3) Engage with key conceptual issues 4) Draw on relevant literature 5) Present clear, concise conclusions / recommendations 50% 2 1) Critically reflect on your deployment of the 3 key methods of primary data collection (a descriptive summary will not put you in" rel="nofollow">in a position to compete for a good grade) 2) Engage with key issues / challenges you encountered when collectin" rel="nofollow">ing/analysin" rel="nofollow">ing your data (in" rel="nofollow">includin" rel="nofollow">ing ethics and triangulation) 3) Draw on relevant literature 50% Experiential learnin" rel="nofollow">ing narrative: some advice The main" rel="nofollow">in objectives of the fieldtrip will be to analyse the positive and negative impacts of tourism development in" rel="nofollow">in Crete/Mallorca, and to reflect on the research methods and processes you deploy in" rel="nofollow">in collectin" rel="nofollow">ing in" rel="nofollow">information in" rel="nofollow">in order to undertake this analysis. This will in" rel="nofollow">involve evaluatin" rel="nofollow">ing tourism's economic, social, cultural and environmental impacts in" rel="nofollow">in the various towns and regions visited. A key issue will be that of sustain" rel="nofollow">inability In order to be in" rel="nofollow">in a position to produce a good experiential learnin" rel="nofollow">ing narrative, you will need to systematically gather and record data usin" rel="nofollow">ing a range of methods. It is vital that you take careful notes from your field observations (in" rel="nofollow">includin" rel="nofollow">ing the coach journeys), from the micro-in" rel="nofollow">interviews you conduct with tourists/local residents, and accurately complete the questionnaire surveys. Fieldwork sheets are provided in" rel="nofollow">in the work book to help you keep systematic records. These observations should be supplemented with additional fieldnotes, photographs, post cards, local literature and other relevant 20 secondary source in" rel="nofollow">information, and in" rel="nofollow">information provided by our tour guide and the other speakers we have arranged Undertakin" rel="nofollow">ing micro-in" rel="nofollow">interviews and questionnaires with local residents can be particularly useful in" rel="nofollow">in identifyin" rel="nofollow">ing how local people perceive the development of tourism and its varyin" rel="nofollow">ing impacts, while tourists' attitudes, expectations and demands are also important in" rel="nofollow">in determin" rel="nofollow">inin" rel="nofollow">ing the kin" rel="nofollow">ind of tourism developed and its likely consequences Not all tourists are alike – knowledge and understandin" rel="nofollow">ing of how different types of tourist behave and what motivates them can be useful in" rel="nofollow">in plannin" rel="nofollow">ing future developments in" rel="nofollow">in tourism. It is useful therefore to attempt to assess tourism in" rel="nofollow">in Crete/Mallorca through the ‘eyes’ of different types of tourist and other stakeholder groups Please remember that whilst you are required to share all of the data you collect in" rel="nofollow">in your groups, this is an in" rel="nofollow">individual piece of assessment and the normal plagiarism protocols will apply Submission: on (or before) 04.05.16 via UniHelp