Business & Law
Within the fields of tourism and leisure, finance and people as visitors are increasingly internationally mobile. Geographic areas around the world are in competition with each other like never before for access to both investment and visitors bringing economic and other benefits. In the western world, much traditional industrial activity has declined and post-industrial areas are often under particular pressure to transform themselves into places which can be internationally competitive at providing tourism and leisure interest. In the economically developing world, local and regional economies are increasingly seeing international tourism and leisure as a central opportunity for economic development.
In this context, effective strategic spatial/physical planning is of critical importance for geographic areas to form a coherent way forward for how to attract investment and visitors but also to appreciate and manage the wider social, environmental and economic impact of such growth. It is also vital that planning balances the interests of investors, visitors and new and existing residents.
2. Learning Outcomes.
Upon successful completion of this module, students will have demonstrated
1. to describe and discuss the benefits of strategic spatial planning of tourism and leisure development and management ,including in the context of places competing internationally for investment and visitors
2. to identify and critically evaluate the fundamental components of effective strategic spatial planning and the key topics that planners encounter, e.g. mobility, mixed use development
3. to have a critical understanding of the way in which key principles and topics in strategic spatial planning are expressed in policies and plans
1. the ability to perform independent research
2. skills in thinking strategically and engaging with the key principles and topics in strategic spatial planning
3. analysis, interpretation, evaluation and application in dealing with concepts and data as well
4. producing writing which is structured, professional and imaginative
3. Teaching and Learning Approaches
There will be twelve sessions of three hours in duration consisting of a mixture of lectures, seminars, workshops and discussion. Student participation will be expected.
4. Student Learning Time
Each 20 credit module is made up of 200 student learning hours. Each student should decide the optimum use of her or his time. The class schedule will be as follows:
1. Introduction: strategic spatial planning for tourism and leisure development, maps and tourism and events planning
2. Describing the international context of strategic spatial planning of tourism and leisure: competition for investment and visitors, place branding, using events
3. Connecting tourism and leisure to the wider context of successful places: creative cities, liveable cities, the image of the modern and the historic
Evaluating existing development policy and plans for an area
4. Defining the development site for the assessment – an urban UK seaside site
Exploring the historic themes and current challenges facing UK seaside towns
5. Spatial planning and its motivations
Collecting data to help a planner understand a development site and its environs
6. The development process part 1
Conducting a SWOT analysis for a development site for the driving growth in tourism and leisure
7. The development process part 2
Creating a vision for a development site
8. Climate change and planning – mitigation and adaption
Implementing the vision for a development site
9. Assignment workshop
10. Mobility and planning
Monitoring and evaluation to develop a picture of the outcomes of development
Easter break and assignment submission deadline (Fri 18th April 2014 at 4pm)
11. Planning of retail facilities
Spatial growth management
12. Module summary and conclusion
100% of the marks for this module are allocated on the basis of a written assignment. Some of the activities organised in class involve you working in groups to develop skills and knowledge that feed into the assignment. In addition, you are encouraged to visit the site that the assignment is based on and you are free to do this in groups. You may also find it helpful to discuss the themes involved in the assignment in groups. However, the final written assignment is an individual piece of work and you must write it individually. You must take care to avoid plagiarising over members of the class.
The task: Produce a strategic plan to guide the spatial/physical development of an area focussing particularly on tourism and leisure functions (an area is identified for you during the module sessions)
(4000 words (+/- 10%)) (All learning outcomes covered) – 100% of module mark
You must include the following sections:
a) A section describing the benefits of producing strategic plans to guide the spatial/physical development of an area, focusing on areas that include tourism and leisure functions but not excluding other important functions (academic and other sources must be used)
b) Describe the area to be developed and its context (you must refer to a range of existing policy/plans and data available about the area as well as any other relevant reliable sources including academic sources). Include an identification of the need in and around the area for change as well as the elements of the area which mean there is an opportunity to develop tourism and/or leisure. Include a SWOT analysis of the area.
c) Describe a successful example of spatial/physical development that has happened in another area, which included tourism and/or leisure functions. The area should be comparable to the area which is the focus of this document. Identify what benefits the development brought.
d) Describe your vision for the development of your area which must include tourism and/or leisure functions
e) Say how your vision will be implemented
f) How will your site benefit existing nearby residents as well as visitors from further afield
You are encouraged to use maps, images, diagrams, tables and other figures to help communicate what you want to say. Label all figures.
Harvard referencing is to be used throughout the document to reference all sources used
Submission deadline: Friday 18th April 2014 at 4pm
1 copy for submission to the St. Peter’s LRC by 4pm, Friday, 18th April 2014.
You must also submit one copy before the same time through turnitin on the module in NEWSUNSPACE.
Where module assessment comprises two or more contributory elements, a pass will be awarded when a student achieves an overall grade of 40% or above for the module, providing the student has submitted all elements of assessment. A summary of the Universities Regulations can be found at:
All coursework must be handed in by the stated deadline. Any work which is handed in after the deadline with no extenuating circumstances will, in accordance with university regulations, be awarded zero. If for any reason you are unable to complete the coursework on time please contact the module tutor in advance. It is important to obtain and submit written evidence of any illness. See the following document for a statement on the University of Sunderland Extenuating Circumstances Policy:
You will be marked in accordance to the University of Sunderland assessment criteria (page 9-10). The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
You must use Times New Roman point 12 and double line space your essays. Never underestimate the difference good presentation makes and always proof read your essay.
Areas for Commendation
Areas for Improvement
Assessors Signature Overall Mark : Subject to ratification by the assessment board Moderators Signature
Students Signature: You must sign this declaring that it is all your own work and all sources of information have been referenced:
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
Pass 86 – 100% The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
70 – 75% The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69% Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Good analysis, clear and orderly Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. Well written, with standard spelling and grammar, in a readable style with acceptable format Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources
50 – 59% Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic Competently written, with only minor lapses from standard grammar, with acceptable format Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.
40 – 49%
Some correlation with the requirements of the assessment but there is a significant degree of irrelevance Basic understanding of the subject but addressing a limited range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.
Fail 35 – 39% Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms A limited understanding of a narrow range of material Heavy dependence on description, and/or on paraphrase, is common Little evidence of coherent argument: lacks development and may be repetitive or thin Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style Barely adequate use of literature. Over reliance on
material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – 34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.
Plagiarism is absolutely forbidden. It consists of the unacknowledged copying of passages from other people’s work, even if paraphrased by altering occasional words or phrases. This applies to work of any kind, including books, articles, encyclopaedias, student essays, newspapers or any other source, whether written, printed, electronic or any other form. It also applies to all internet sources. Presenting other people’s work as your own is dishonest and could mean that you have obtained your class of degree by corrupt means. To ensure that you cannot be accused of plagiarism, place all quotes from other works within quotation marks and reference them. If you are at all uncertain as to what constitutes plagiarism or how to deal with the problem seek advice from a relevant member of staff.
At the University you will continually engage with the words, thoughts and findings of others as part of your studies and it’s expected that you will incorporate these into your own work. However, you must also demonstrate your own understanding of the subject or topic that you are studying. Simply repeating or paraphrasing the words of others is academic dishonesty and suggests a lack of understanding and application to your work. Where plagiarism is proven you will be penalized. It is therefore important to give full acknowledgement where it is due and cite all your sources correctly. It is essential to reference all material you have used and to keep a complete and accurate bibliography. The following document explains the universities policy on plagiarism.
Support in Referencing
Your essay must be academic in focus and therefore must be grounded in suitable academic literature, including text books and journal articles. The University of Sunderland uses the Harvard and British Standard system as standard referencing systems. ‘Cite them Right’ is an excellent guide to the Harvard and British Standard systems of bibliographical referencing and avoiding plagiarism. You can access ‘Cite them Right’ at the following URL: nb. you must be logged with your User ID in to access this document.
Also see the following document for further referencing guidelines
There are a number of textbooks that will provide valuable background, and you should search through journals that are available. I have indicated where Ebooks are available.
Ashworth, G.; Tunbridge, J. (2000) The tourist-historic city. London. Belhaven (ebook)
Borden, I. Hall, T. Miles, M. (2003). The City Cultures Reader. Routlege London.
Fainstein, S. Judd, D R; Hoffman, L M (2003). Cities and visitors : regulating people, markets and city space. Blackwell. New York.
Hall, T. Hubbard, P. Short, R.S. (2008). The SAGE Companion to the City. Sage. London.
Hannam, K. Knox, D. (2010). Understanding Tourism. Sage. London.
Hayllar, B; Griffin, T; Edwards, D. (2008). City spaces – tourist places : urban tourism precincts. Butterworth-Heinemann. Available as EBOOK
Heeley, J. (2011). Inside City Tourism: A European Perspective. Channel View. (ebook)
Judd, D.R . (2003) The infrastructure of play : building the tourist city. Armonk, New York.
Judd, D. R., & Fainstein S. S.(Eds). (1999). The Tourist City. Yale University Press: London.
Kolb, B. (2006). Tourism Marketing for Cities and Towns: Using Branding and Events to Attract Tourists. Butterworth-Heinemann: London.(ebook)
Kotler, P. Haider, D.H. Rein, I. J. (2002). Marketing Places. Free Press. New York.
Law. C.M. (2001) Urban Tourism – The Visitor Economy and the Growth of Large Cities. Continuum, London.
Lasansky, M. McLaren, B. (2004). Architecture and tourism: perception, performance, and place. Berg. New York.
Mazanec, J. Wober, K.(2009). Analysing International City Tourism. Springer. Vienna. (ebook)
Maciocco,G. Serreli, S. (2009). Enhancing the City: New Perspectives for Tourism and Leisure. Springer, New York. (ebook)
Massey, D. (2007). World City. Polity Press. London.
McKercher, B. Du Cros, H. (2002). Cultural tourism: the partnership between tourism and cultural heritage management. Routledge. London.
Newman, P. Maitland, R. (2008). World tourism cities : developing tourism off the beaten track. Cabi. London.
Ooi, C. S. (2002). Cultural tourism and tourism cultures: the business of mediating experiences. CBS Press. Copenhagen.
Otgaar,A. H. J. Van Den Berg,L. Berger,C. Feng,, R. X. (2010). Industrial Tourism: Opportunities for City and Enterprise. Ashgate. London.(ebook)
Orbasli, A. (2000). Tourists in historic towns : urban conservation and heritage management. Taylor & Francis. London. (ebook)
Page, S. and Hall, C. (2003) Managing Urban Tourism. Pearson Education, Harlow.
Rath,J. (2007).Tourism, ethnic diversity and the city. Routledge. New York.(ebook)
Richards, G. (2007). Cultural tourism: global and local perspectives. Routledge. London.
Richards, G. Palmer, R. (2010). Eventful Cities. Butterworth-Heinmann. London.
Richards, G. Wilson, J. (2007). Tourism, creativity and development. Routledge, London. (ebook)
Ritchie, B. W; Maitland, R. (2009). City Tourism : national capital perspectives. Wallingford, Cambridge. (ebook)
Spirou, C. (2011). Urban Tourism and Urban Change: Cities in a Global Economy. Routledge. London.
Smith, M.K. (2009). Issues in Cultural Tourism Studies. Tayor and Francis. London.(ebook)
Smith, M.K. (2007). Tourism, culture and regeneration. CABI.
Timothy, D. (2005). Shopping tourism, retailing, and leisure. Channel View. London. (ebook)
Timothy,D. Boyd, S. (2003). Heritage Tourism. Pearsons. London.
Verebeke, J. Priestley, G. Russo, A. (2008). Cultural Resources for Tourism: Patterson, Processes and Policies. Nova Science Publishers. London.
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