The role and perspectives of stakeholders in destination planning

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Coursework Assessment Brief

Assessment Details

Module Title:

Tourism Destination Management and Planning

Module Code:

QHO553

Module Leader:

 

Module Tutor:

 

Level:

5

Assessment Title:

Tourism Destination Management and Planning

Assessment Number:

1

Assessment Type:

Essay

Restrictions on Time/Word Count:

3000 words +/- 10%

Individual/Group:

Individual

Assessment Weighting:

100%

Issue Date:

Week 1

Hand In Date:

28th January 2022 by 4pm online

Planned Feedback Date:

Four weeks after submission

Mode of Submission:

On-line/presentation

Number of copies to be submitted:

Where on-line submission via ‘Solent Online Learning’ is used, students are not required to submit a hard copy.

Anonymous Marking

 

This assessment will be marked anonymously

 

Assessment Task

Write an essay on  the following topic

The role and perspectives of stakeholders in destination planning

  • A minimum of 3 destinations will be expected to be used as examples in your essay
  • You should include further empirical evidence from destinations as long as these examples are relevant to the chosen essay topic.
  • You must support your arguments in the report with relevant academic theories and sources.

Your essay must include the following features:

  • A concise introductory paragraph (around 300 words)
  • A body of evidence featuring insights from a range of destinations (around
  • 1200 words)
  • A discussion that links the evidence to the relevant academic literature
  • (around 1000 words)
  • Concluding remarks and a personal reflection (around 500 words)

NOTE: References are not included in the word limit, but you must provide a

reference list at the end of the essay (min of 15.)

 

Assessment Criteria

 

HIGH FIRST BAND A1-2 The work produced is EXCELLENT in most/all aspects, substantially exceeding expectations for this level.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

A1    100

 

A2    92

 

 

● Exceptional breadth and depth;

● Exemplary exploration and evaluation of information/ideas from an extensive range of sources, including primary sources (may be at the forefront of knowledge/practice);

● Highly developed critical understanding of abstract concepts, theories and/or cutting‐edge practice, their implications and applications. The role and perspectives of stakeholders in destination planning

● Applies and refines appropriate methods to address/solve complex, unfamiliar and unpredictable problems;

● Exceptional critical judgement in analysis, evaluation and reformatting of information and application of prior learning in differing contexts;

● Excellent investigative skills, and research skills beyond expectations for this level;

● Creative/original conclusions or practical solutions are convincingly justified/argued/evidenced. 

● Consistent competence, within broad parameters, in all the required specialised practical, technical, creative, scholarly or work‐related skills, with indications of exceptional ability in some and understanding of professional contexts and expectations.

● Excellent presentation and organisation of work and lucid communication in all contexts;

● Exemplary referencing/citation;

● Work demonstrates autonomy and initiative in setting challenging objectives and taking accountability for outcomes;

● Evidences sustained team‐working and clear leadership skills;

● Critical reflection and self‐evaluation sustained and exceptionally insightful.

 

FIRST BAND A3-4 The work produced is EXCELLENT, exceeding expectations for this level in many aspects.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

A3    83

 

A4    74

● Accurate and coherent in breadth, with depth in most areas;

● Explores and evaluates information from a wide range of sources, both primary & secondary (some may be at the forefront of knowledge/practice);

● Developed understanding of abstract concepts, theories and/or current practice and several of their implications and applications. The role and perspectives of stakeholders in destination planning

● Selects and applies appropriate methods to address/solve complex, unfamiliar and unpredictable issues/problems;

● Critical judgement in analysis, evaluation and reformatting of information and application of prior learning in different contexts;

● Systematic and thorough investigation generates well‐founded conclusions/practical solutions showing some originality or creativity.

● Competence, within broad parameters, in all the required specialised practical, technical, creative, scholarly or work‐related skills, exceeds level expectations in some aspects and shows awareness of professional contexts and expectations.

● Excellent presentation and organisation of work and lucid communication in most contexts;

● Referencing/citation comprehensive;

● Work demonstrates independence and some initiative in setting challenging objectives and taking accountability for outcomes;

● Evidences developed team‐working and some leadership skills;

● Reflection and self‐evaluation frequently critical and insightful.

 

UPPER SECOND BAND B The work produced is VERY GOOD. It meets all of the intended learning outcomes and exceeds the threshold expectations for this level in several of them.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

B1    68

B2    65

B3    62

● Accurate in breadth, with depth in many areas;

● Locates and explores a wide range of information/evidence with some use of primary sources;

● Thorough understanding of abstract concepts, theories and/or current practice and some of their implications and applications.

● Applies appropriate methods to address/solve complex issues/problems, some unfamiliar/unpredictable;

● Largely consistent and critical judgement in analysis, evaluation and reformatting of information and application of prior learning in different contexts;

● Thorough investigation generates well‐founded conclusions/practical solutions with some aspect of creativity or originality.

● Competence, within broad parameters, in all the required specialised practical, technical, creative, scholarly or work‐related skills, with indications of more developed ability in some areas and an awareness of professional contexts and expectations.

● Presentation and organisation of work appropriate to context and purpose, communication clear;

● Referencing/citation consistent and accurate;

● Work demonstrates independence and occasional initiative in setting objectives beyond those given and taking accountability for outcomes;

● Evidences a high level of team‐working and some leadership skills;

● Sustained reflection and self‐evaluation generates a number of critical insights.

 

LOWER SECOND BAND C The work produced is GOOD. It meets all of the intended learning outcomes and exceeds the threshold expectations for this level in some of them.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

C1    58

C2    55

 

C3    52

● Accurate, with depth in several aspects;

● Locates and organises a satisfactory range of information/evidence, with limited use of primary sources;

● Satisfactory understanding of the relevant concepts, theories and/or practice and their main implications and applications;

● Understanding of more abstract aspects sometimes less developed.

● Uses appropriate (largely given) methods to analyse unfamiliar/unpredictable and complex issues/problems, with some evaluation and reformatting of information;

● Applies some aspects of prior learning to different contexts;

● Investigation generates satisfactory conclusions/practical solutions with limited creativity/originality.

● Achieves a basic level of competence in all the required specialised practical, technical, creative, scholarly or work‐related skills, with more developed capability in at least one area and an awareness of professional contexts and expectations.

● Satisfactory organisation and presentation of work, communications mostly appropriate to the context/purpose;

● Referencing/citation largely consistent/accurate;

● Work demonstrates satisfactory independence in addressing objectives (some beyond those given) and taking responsibility for outcomes;

● Evidences team‐working and basic leadership skills;

● Satisfactory self‐evaluation and reflection with some critical insights.

 

THIRD BAND D The work produced is SATISFACTORY. It meets all of the intended learning outcomes at, but rarely exceeding the threshold expectations for this level.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

D1    48

 

D2    45

 

D3    42

● Largely accurate across most areas, with limited depth;

● Locates and organises an acceptable range of information/evidence often from given/familiar secondary sources;

● Adequate understanding of the main concepts, theories and/or practice;

● Limited ability to deal with abstract or unfamiliar ideas and their implications and applications.

● Uses appropriate given methods to analyse unfamiliar/unpredictable issues/problems, with limited evaluation;

● Limited application of prior learning to new contexts;

● Tendency to description and reliance on familiar/given material or approaches;

● Basic investigation generates adequate, mainly derivative conclusions/practical solutions, adequately argued/evidenced.

● Achieves basic competence in all the required specialised practical, technical, creative, scholarly or work‐related skills, with little awareness of professional contexts and expectations.

● Organisation and presentation of work and communications adequate in most contexts, with some mistakes/irrelevancies;

● Some errors in referencing/citation;

● Work demonstrates adequate independence in addressing given objectives and taking some responsibility for outcomes;

● Tendency to rely on support/direction from others;

● Limited teamworking skills;

● Self‐evaluation and reflection limited with few insights.

 

MARGINAL FAIL BAND F1-2 The work does NOT MEET THE REQUIRED STANDARD. It fails to meet all of the intended learning outcomes and is marginally inadequate for this level.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

F1    35

F2    20

 

● Accuracy limited in breadth and depth;

● Some inaccuracies/omissions;

● Range of information/evidence limited, mostly from familiar/given secondary sources, sometimes poorly organised;

● Understanding of main concepts, theories and/or practice not wholly accurate;

● Engagement with unfamiliar/abstract ideas or implications and applications is slight.

● Superficial analysis of unfamiliar/unpredictable issues/problems, lacking in evaluation;

● Little attempt to apply prior learning to new contexts;

● More descriptive than analytical and tends to rely on familiar/given material or approaches;

● Basic investigation generates few or partial and often derivative conclusions/practical solutions, insufficiently argued/evidenced.

● Marginally fails to achieve basic competence in (some of) the required specialised practical, technical, creative, scholarly or work‐related skills, with only slight awareness of professional contexts and expectations.

●Elements of disorganisation/poor presentation/ poor or inappropriate communication or expression;

● Errors/omissions in referencing/citation, or none;

● Work demonstrates insufficient independence in attempting to address given objectives

 

 

MID AND LOW FAIL BAND F3 The work produced does NOT MEET THE REQUIRED STANDARD. It fails to meet all of the intended learning outcomes and is inadequate for this level.

 

Knowledge & Understanding

Cognitive Skills

Practical & Professional Skills

Transferable & Key Skills

F3    15

 

 

● Superficial/partial with substantial inaccuracies/omissions/irrelevancies;

● Relies on inadequate range of poor‐quality information, inaccurately understood/organised;

● Substantial errors in understanding of concepts, theories and/or practice, or none;

● Fails to engage with/address complex/abstract/unfamiliar ideas or their implications.

Relies on description, no analysis or evaluation;

● Fails to apply learning to different contexts;

● Poor investigation with erroneous conclusions/practical solutions, or none, inadequately argued or evidenced.

● Fails to achieve basic competence in the required specialised practical, technical, creative, scholarly or work‐related skills; no awareness of professional contexts/expectations. The role and perspectives of stakeholders in destination planning

● Work is disorganised, poorly presented with poor/inappropriate expression/communication;

● Substantial errors in referencing/citation, or none;

● Work lacks independence, does not address objectives and fails to take responsibility for outcomes;

● Fails to engage in/shows deficiencies in team‐working;

● Self‐evaluation and reflection inadequate/absent with no insight.

SUBMITTED BAND S The work is submitted, but shows no attempt to address any of the criteria

 

Learning Outcomes

This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the Module descriptors.

Late Submissions

Students are reminded that:

  • If this assessment is submitted late i.e. within 5 working days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;
  • If this assessment is submitted later than 5 working days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;
  • If this assessment is being submitted as a referred piece of work then it must be submitted by the deadline date; any Refer assessment submitted late will be regarded as a non-submission and will be awarded a zero.

https://students.solent.ac.uk/official-documents/quality-management/academic-handbook/2o-assessment-principles-regulations-temporary-amendments-for-covid-19-contingency-plans.pdf

Extenuating Circumstances

The University’s Extenuating Circumstances procedure is in place if there are genuine circumstances that may prevent a student submitting an assessment. If students are not `fit to study’, they can either request an extension to the submission deadline of 5 working days or they can request to submit the assessment at the next opportunity (Defer).  In both instances students must submit an EC application with relevant evidence.   If accepted by the EC Panel there will be no academic penalty for late submission or non-submission dependent on what is requested.  Students are reminded that EC covers only short term issues (20 working days) and that if they experience longer term matters that impact on learning then they must contact the Student Hub for advice.

Please find a link to the EC policy below:

https://students.solent.ac.uk/official-documents/quality-management/academic-handbook/2p-extenuating-circumstances.pdf

Academic Misconduct

Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct.  Students should check this link before submitting their work.

Procedures relating to student academic misconduct are given below:

https://students.solent.ac.uk/official-documents/quality-management/academic-handbook/4l-student-academic-misconduct-procedure.pdf

Ethics Policy

The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.

The Ethics Policy is contained within Section 2S of the Academic Handbook:

https://staff.solent.ac.uk/official-documents/quality-management/academic-handbook/2s-solent-university-ethics-policy.pdf

Grade marking

The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook. The role and perspectives of stakeholders in destination planning

https://students.solent.ac.uk/official-documents/quality-management/academic-handbook/2o-annex-3-assessment-regulations-grade-marking-scale.docx

Guidance for online submission through Solent Online Learning (SOL)

http://learn.solent.ac.uk/onlinesubmission


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