Subject Outline
Subject Title Tourism and Leisure Management
Subject Code BX2091
Credit Points 3
Study Period TR2
Attendance Mode Internal
Campus Singapore
Prerequisite/s 6CP LEVEL 1 SUBJECTS
Subject Coordinator/
College
College of Business, Law & Governance

At James Cook University, we acknowledge the Australian Aboriginal and Torres Strait Islander peoples
of this nation. We acknowledge the Traditional Owners of the lands on which our campuses and study
centres are located and where we conduct our business. We pay our respects to ancestors and Elders,
past, present and future. JCU is committed to honouring Australian Aboriginal and Torres Strait Islander
peoples’ unique cultural and spiritual relationships to the land, waters and seas and their rich
contribution to JCU and society.

© Copyright 2024
This publication is covered by copyright regulations. Apart from any fair dealing for the purpose of private
study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by
any process or placed in computer memory without written permission (including file sharing websites).
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Contents
1 Subject details ........................................................................................................................................ 3
1.1 Student participation requirements ................................................................................................... 3
1.2 Teaching Staff contact details............................................................................................................. 4
1.3 Subject description ............................................................................................................................ 4
1.4 Subject learning outcomes and course learning outcomes ................................................................. 4
1.5 Student feedback on subject and teaching ......................................................................................... 4
1.6 Subject resources and special requirements ....................................................................................... 5
1.7 Generative AI Usage ........................................................................................................................... 5
2 Assessment details................................................................................................................................ 6
2.1 Key dates ........................................................................................................................................... 6
2.2 Requirements for successful completion of this subject ..................................................................... 6
2.3 AccessAbility Services and Support..................................................................................................... 7
2.4 Assessment items .............................................................................................................................. 8
3 Submission and return of assessment.......................................................................................... 15
3.1 Submission of assessment ................................................................................................................ 15
3.2 Late submissions .............................................................................................................................. 15
3.3 Special Consideration (including deferrals and extensions) ............................................................... 15
3.4 Academic Integrity ........................................................................................................................... 15
3.5 Return of assessment ....................................................................................................................... 16
3.6 Review of assessment ...................................................................................................................... 16
4 Learning and teaching in this subject ........................................................................................... 17
4.1 Subject calendar .............................................................................................................................. 17
4.2 Learning and teaching activities/expectations .................................................................................. 19
5 Appendix 1: Assessment Criteria Sheets or Rubrics ................................................................ 20
5.1 Assessment Item 2: Criteria sheet/Rubrics ....................................................................................... 20
5.2 Assessment Item 3: Criteria sheet/Rubrics ....................................................................................... 22

This Subject Outline has been prepared by John Ng for the College of Business, Law & Governance,
James Cook University. Updated 9 April 2024

The information provided in this subject outline is correct as at the time of completion and may change
in response to changing University resources. Any changes will be approved by the College Dean or
representative and will be communicated to students by the LearnJCU subject site.
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1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for
a three (3) credit point subject requires a 130 hour work load of study related activities, including
attendance, assessment and self-directed study over the duration of the subject with equivalency across
all attendance modes.

Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be
required per week for those students in need of English language, numeracy or other learning support.

Key subject activities
On-campus > Lectures - may include recorded
presentations, online activities & self-learning
activities inclusive of lectures, via LearnJCU (20 hours)
Refer to the appropriate Timetable:
• JCU Australia
• JCU Brisbane
• JCU Singapore
or your eStudent personal timetable
On-campus > Tutorials - may include recorded
presentations, online activities & self-learning
activities inclusive of synthesising sessions, via
LearnJCU (20 hours)
5-6pm Tuesdays
Refer to the appropriate Timetable:
• JCU Australia
• JCU Brisbane
• JCU Singapore
or your eStudent personal timetable

For information regarding class registration, visit the Class Registration Schedule.
Learning and teaching activities may be recorded for this subject. Personal information in the form of
images and audio may be collected by JCU during the recording. This personal information may appear
as part of the recording which is accessible to students and staff in this subject on LearnJCU.

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1.2 Teaching Staff contact details
Teaching
team
Staff member Room Phone Email
Consultation
times*
Subject
Cordinator
Kim Lim Tan TBA TBA kimlim.tan@jcu.edu.au
Tuesdays 9-
11am
Lecturer John Ng, Manisha TBA TBA John.ng@jcu.edu.au
manisha.agarwal@jcu.edu.au
By email
Tutor John Ng, Manisha TBA TBA Same as above BY email
Learning
Advisors
JCU Singpore Learning
Centre
C1-12B n/a
learningcentre-
singapore@jcu.edu.au
By email
Librarian JCUS Library C1-08 n/a library-singapore@jcu.edu.au By email

*Other consultation times by appointment only.
1.3 Subject description
This subject focuses on fostering a sustainable future for tourism and leisure. It builds from a social
science foundation of tourism and leisure: namely geography, economics, psychology and history; into
an analysis of the positive and negative impacts on the physical, ecological, economic and sociocultural
environments. The subject may include a fieldwork component which will provide a practical
understanding of the relationship of the tourism and leisure product to its environments.
1.4 Subject learning outcomes and course learning outcomes
On successful completion of this subject, you will be able to:
• demonstrate essential knowledge of the nature of leisure and tourism
• explain the Tourism and Leisure products and who provides and delivers these services
• appreciate the broad social, cultural, economic and environmental impacts of tourism
• discuss how tourist and leisure activities are managed and marketed for a sustainable future
These outcomes will contribute to your overall achievement of course learning outcomes.

1.5 Student feedback on subject and teaching
Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects
and teaching, we regularly seek feedback on the JCU student experience.
YourJCU Surveys are available to all students through LearnJCU. You will receive an email invitation
when the survey opens.

In response to previous student feedback and other data, the following enhancements to this subject
have been made:
• We reduced the number of blogs required for the blog assignment;
• We also tried to include more discussion on con-current topics and integrated into the relevant concepts.

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Students’ feedback from previous years indicated that those who are actively involved in the workshop/tutorial
discussions are more likely to achieve high distinction and enjoy more of this subject. The previous students also
commented that the little quizzes are good channels to help improve their understanding of the key concepts in
the relevant areas.
1.6 Subject resources and special requirements
All subject readings and resources, including journal articles, book chapters, websites, videos, print and
eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.

Textbooks are listed in your Readings list, including links to library holdings. The JCU Library has limited
print copies of prescribed textbooks for two-day loan, and options for viewing available eTextbooks
online.

Additionally, you can find the most appropriate library subject resources, including dedicated discipline-
specific Library Guides, relevant databases and access to library services and staff through the Your
Library tool, in your LearnJCU subject site.

Prescribed textbook:
Weaver, D. B., & Lawton, L. J. (2014).
Tourism Management (5th ed.). Milton: John
Wiley & Sons.
The required resource is available in multiple formats and
options:
The printed textbook and E-Text can be purchased
from just $65 from Wiley:
http://www.wileydirect.com.au/buy/tourism-
management-5th-edition/
Or the printed textbook can be purchased via online
retailers (Zookal, Booktopia, Amazon etc.)
For students currently in China, you can purchase your
resource from the Wiley China website:
https://www.wiley.com/en-
cn/Tourism+Management%2C+5th+Edition-p-
9780730335580

Wiley offers an e-text version for $65. This is available directly from the Wiley Website:
http://www.wileydirect.com.au/buy/tourism-management-5th-edition
The JCU Library has limited copies of all prescribed textbooks available for 2 day loans. The full-text of
the book is also available through the library as an e-book
Textbooks are available to purchase online through the Co-op Bookshop. The JCU Library has limited
copies of all prescribed textbooks available for 2-day loans.

1.7 Generative AI Usage
This subject does not require or permit the use of Generative AI tools for the completion of learning
activities or assessment.



Page 6 of 26
2 Assessment details
2.1 Key dates
Key dates Date
Census date and Last date to withdraw without financial
penalty
See 2024 JCUS Study Period and Census Dates
Last date to withdraw without academic penalty See 2024 JCUS Study Period and Census Dates
Assessment item 1: Written – Online Test/Quiz 1 (20%)
Due:
Quiz 1: Week 3 open from 0:01 – 23:59, 8 June 2024
Quiz 2: Week 5 open from 0:01 – 23:59, 6 July 2024
Quiz 3: Week 8 open from 0:01 – 23:59, 27 July 2024
Quiz 4: Week 10 open from 0:01 – 23:59, 10 August 2024
Assessment item 2: Multi method - Blended media blog
(group or individual) (30%)
Due: 11.59pm 20 July 2024
Assessment item 3: Written - Workbook (50%) Due: 11.59pm 11 August 2024

2.2 Requirements for successful completion of this subject
In order to pass this subject, you must:
• Achieve an overall percentage of 50% or more.
• Demonstrate regular attendance and engagement with the content of this subject in accordance with
student participation requirements as outlined above, including but not limited to any mandatory face to
face attendance or online session participatory attendance.
• Demonstrate a reasonable attempt on all assessment items. Students who have completed less than
100% of the assessment will be subject to review by the College Assessment Committee which could
result in failing the Subject (F – Fail).
• Complete at least 80% of assessment requirements, as listed above.
• Failure to comply with the above will result in an F (Fail) Result.
• Demonstrate a reasonable attempt on all assessment items.

Final results for this subject will be graded as described in the Student Results Policy.

Supplementary examinations/supplementary assessments are available for this subject, in accordance
with the Learning, Teaching and Assessment Procedure (3.2.10) and the Student Results Policy (2.1).

A supplementary assessment (non-examination) may be granted for the following reasons:

• When the subject does not have a final examination and the student achieved an accumulative subject score
within 5% below the passing score required for the subject; or
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• if a student passes the final examination, and the student achieved an accumulative subject score within 5%
below the passing score required for the subject; or
• when a student passes the final examination and achieves the passing accumulative score for the subject, but
has not passed all ‘must pass’ assessment items in the subject; or
• when the subject has a pass/fail result system and the student has not passed one ‘must pass’ assessment item
in the subject; or
• as a result of an application for Special Consideration; or
• as an outcome of a review or appeal, a special examination request, or an academic misconduct investigation;
or
• in accordance with the supplementary examination progression requirements stipulated in the Subject Outline.

2.2.1 How do I track my progress in this subject?
• Progress quizzes will be marked automatically by the system; the results will be available to view after the
closure of each quiz, via the Learn JCU subject site Grade Center;
• General comments to each quiz will be provided in the following workshop/tutorial;
• You should carefully assess your performance after each quiz, identify your weaknesses and aim for
improvement in the next quiz;
• Feedback for the blended media blog will be provided within 21 days after the due date.

2.3 AccessAbility Services and Support
Reasonable adjustments may be made to assist you to manage additional circumstances impacting on
your studies provided these do not change the academic integrity of a course. Reasonable adjustments
do not alter the need to be able to demonstrate the inherent requirements of the course.
If you believe you will experience challenges completing your subject or course because of a disability,
health condition or other reason, you should fill up the Accessibility Intake form (click Forms for
Prospective Students to locate this) and submit to the relevant Student Ambassador at JCUS who will be
in touch with you.

Your course inherent requirements can be found here

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2.4 Assessment items
ASSESSMENT ITEM 1: TEST/QUIZ 1
Aligned subject learning
outcomes
• SLO1: Demonstrate essential knowledge of the nature of leisure and tourism.
• CLO1: Demonstrate essential knowledge and innovative thinking necessary for a career
in ever changing business and not-for-profit environments.
Group or individual Individual assessment item
Weighting and due date
20%
Quiz 1: Week 3 open from 0:01 – 23:59, 8 June 2024
Quiz 2: Week 5 open from 0:01 – 23:59, 6 July 2024
Quiz 3: Week 8 open from 0:01 – 23:59, 27 July 2024
Quiz 4: Week 10 open from 0:01 – 23:59, 10 August 2024
Requirements for
successful completion of
this assessment item
You must attempt at least 2 of the quizzes in order to pass this assessment item.
Generative AI use
Generative AI tools cannot be used in this assessment task
In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 1: DESCRIPTION
The aim of this assessment is to test your understanding of the key concepts/ideas relevant to leisure and tourism
progressively over the study period. You will have 15 mins to complete each quiz. Each quiz will be open for 24
hours; but once you start the quiz, you have to complete it within 15 minutes.
Instructions
1. Log on to your LearnJCU subject site to access the links to each online quiz. The quiz links will be
accessible via the Assessment tab in the Quizzes Folder.
2. Select the online quiz link and read all quiz instructions before commencing

Useful Information:
Quiz 1 8 June Week 3 Covering readings, videos and workshop materials from Weeks
1 & 2
5%
Quiz 2 6 July Week 5 Covering readings, videos and workshop materials from Weeks
3, 4 & 5
5%
Quiz 3 27 July Week 8 Covering readings, videos and workshop materials from Weeks
6, 7 & 8
5%
Quiz 4 10 August Week 10 Covering readings, videos and workshop materials from Weeks
9 & 10
5%

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To avoid any technical problems such as internet drop out or screen freeze, please ensure you are working on a
PC/Mac desktop or laptop with a decent and reliable internet connection (Wi-Fi is not recommended). Please
ensure you have a LearnJCU compatible browser. There is a web browser checking tool on the login page of
LearnJCU: https://learnjcu.jcu.edu.au/. Do not attempt an online test or quiz on a mobile device, tablet or smart
phone.

Please email businessonline@jcu.edu.au for assistance with all educational technology/online challenges.
Return of assessment:
The quiz will be marked automatically by the system and your results will be available after the closure
of the quiz.
ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)
N/A

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ASSESSMENT ITEM 2: FIELD VISIT BLENDED MEDIA VIDEO BLOG POST
Aligned subject learning
outcomes
• SLO2: Explain the Tourism and Leisure products and who provides and delivers these
services;
• SLO3: Appreciate the broad social, cultural, economic and environmental impacts of
tourism;
• SLO4: Discuss how tourist and leisure activities are managed and marketed for a
sustainable future.
• CLO3: Critically analyse the core professional obligations, values and operations of
organisations including sustainability.
• CLO7: Convey information and ideas through effective communication skills appropriate
to diverse audiences
Group or individual Group & Individual
Weighting and due date
30% (written text – 10% + video – 20%)
Due – Week 7: 20 July 11.59 pm
Requirements for
successful completion of
this assessment item
You must complete the blog post on PebblePad blog site in order to pass this assessment.
Generative AI use
Generative AI tools cannot be used in this assessment task
In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 2: DESCRIPTION
The field-trip based blended multimedia blog post task allows you to reflect on and present your field exploration
and perspective on an interesting tourism and leisure related product or issue.

Instructions:
1. Identify one tourism or leisure product or issue;
2. Attend/undertake a field visit relevant to your identified product or issue; and
3. Develop a blog post consists of: a 5 minute blended multimedia video and 500 word written commentary.

This assessment requires a written part and a video: one (1) 500 word written blog post + one (1) blended media
video based on a field visit. This assessment will be completed within PebblePad.

Due: 20 July Week 7 by 11:59pm Written part – 500 words

Based on any leisure or tourism related
product or issue; comments on your
visit and supplements to the video
10%
Field Visit Blended Media Video – 5
minute video
Based on insights gained from a field
visit to a leisure or tourism site
20%

Useful information
• The field visit blended media video blog post may be about any tourism and/or leisure related product/issue
that is of interest to you. This may include; a leisure facility or resource, an event, a new tourism
Page 11 of 26
development, a marketing campaign, a destination, a government initiative to get people active, etc. You
have wide scope what interests you.
• This post should be a combination of a written blog (maximum 500 words) with a self-made video that
includes a blend of various media. It must be based on insights you have gained from a field visit to a leisure
or tourism site, or an event. You may choose to join the class arranged visit, or choose a location of your
own preference.
• The combination of the written part and the video should document your reflection on how the content in
this subject relates to your chosen product or issue:
▪ The post should not simply be a description of your field trip experience but rather should
endeavour to either apply concepts you are learning to the product/issue you chose, or
analyse the product/issue by asking insightful questions such as “who are the winners and
losers?”
▪ You have flexibility in the products/issues you select and explore so choose what interests
and engages you.
• The written part:
• The written part should not exceed 500 words (not inclusive of references) and may be illustrated
with hyperlinks to assist in reflecting on the issues.
• It is NOT the script of your presentation in the video but serves as supplements to your video.
• It should include at least but not limit to the following elements:
• Background introduction to the field site (before the video),
• Brief introduction to the relevant tourism/leisure concept (before the video), and
• Conclusion and further comments (after the video).
• The blended media video:
• The blended media video will be around 5 minutes in length.
• This is the core section which includes your key critical analysis and discussions.
• It should integrate different modes of digital communication in any combination, providing a
creative way of communicating. The video must incorporate you narrating your script along with a
blend of any of the following elements:
• video and images taken by you on your field visit,
• voice-over narration,
• text,
• animations,
• 3rd party videos and images,
• video of you presenting information,
• music
Submission
1. All submission instructions are provided on the LearnJCU subject site under the assessment task 2 tab
Return of assessment:
The marked assessment and feedback will be available online through LearnJCU no later than 21 days after the
due date.


Page 12 of 26
ASSESSMENT ITEM 2: CRITERIA SHEET (OR RUBRIC): refer to Appendix 1
The field visit blended media should be developed with the following criteria in mind (see Section 5 for
the full marking criteria):
Criteria Description Mark

WRITTEN PART
Written Content
Development

Demonstrates creative ability to organise the written content in a logical, concise
and cohesive manner with good critical analysis, and outcomes supported with
clear evidence.
/15
Syntax and Mechanics of
Written Part

Uses expressive language that conveys meaning to readers with clarity and
minimal errors. The writing engages the reader.
/10
BLENDED MEDIA PART
Content Development

Engages audience through a “good story”. Demonstrates creative ability to
organise the video content in a logical, concise and cohesive manner with good
critical analysis, and outcomes supported with clear evidence.
/20
Multi-media support
and visual Aids

Demonstrates creative use of multimedia that assists the presentation and helps
understanding. e.g. multimedia is easy to read, informative, error free; contains
appropriate amount of text; balance between written/ visual.
/15
Verbal Narration

Presents a verbal presentation that engages audience and is of an appropriate
length. E.g. clear voice projection, appropriate terminology, speaking pace,
pronunciation and timing that maintains audience interest and engagement.
Delivery makes good use of the allotted time, for optimum audience engagement.
/15
THE OVERALL POST
Coherence, Presentation
and Engagement
Written content supports the multi-media content and visual aids well to provide
a well-integrated blog entry. Demonstrates excellent ability to present materials
that is engaging and involving audience in an online format. Highly interesting and
engaging.
/15
Sources and Evidence

Demonstrates good use of relevant research evidence from an array of related
sources to support ideas that are appropriate for the style of writing and
presenting with accurate referencing.
/10









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ASSESSMENT ITEM 3: RESEARCH WORKBOOK
Aligned subject learning
outcomes
• SLO1: Demonstrate essential knowledge of the nature of leisure and tourism.
• SLO2: Explain the Tourism and Leisure products and who provides and delivers these
services;
• SLO3: Appreciate the broad social, cultural, economic and environmental impacts of
tourism;
• SLO4: Discuss how tourist and leisure activities are managed and marketed for a
sustainable future.
• CLO1: Demonstrate essential knowledge and innovative thinking necessary for a career
in ever changing business and not-for-profit environments.
• CLO3: Critically analyse the core professional obligations, values and operations of
organisations including sustainability.
• CLO6: Apply critical thinking and problem-solving strategies in disruptive domestic and
global business contexts.
Group or individual Individual assessment item
Weighting and due date
50%
Due: 11.59pm 11 August 2024
Requirements for
successful completion of
this assessment item
You must complete on workbook template in order to pass this assessment item.
Generative AI use
Generative AI tools cannot be used in this assessment task
In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 3: DESCRIPTION
Aims:
This workbook exercise aims to enhance and broaden your knowledge in the key topic areas in this subject, as
well as serve as a practice to conduct relevant research in tourism and leisure area.
Instructions:
• The workbook task requires you to do extensive research on key topics within this subject.
• This workbook assessment will be completed on a template. A template of this workbook assessment will
be provided.
• Follow the prompts for each scenario/question, conduct relevant research to complete the questions.
o Based on given scenarios and/or questions asked that are relevant to the key topics, you will have
to expand your knowledge and readings by searching additional information from relevant
platforms, including but not limited to journal articles, government/industry reports, destination
websites, online forums, and/or social media.
o Prompts will be provided to advise what kind of information is needed, how to do research and
how to structure the response.

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Useful information:
• Useful journals:
o Tourism Management
o Annals of Tourism Research
o Journal of Travel Research
• Useful destination websites:
o Tourism Australia
o Tourism and Events Queensland
o Singapore Tourism Board
• Useful online forums
o TripAdvisor

ASSESSMENT ITEM 3: CRITERIA SHEET (OR RUBRIC)
Refer to Appendix

Page 15 of 26
3 Submission and return of assessment
3.1 Submission of assessment
Assessment 1: online quizzes – completed and submitted online;
Assessment 2: field visit blended media video blog post – completed and submitted in dropbox;
Assessment 3: research workbook – completed and submitted on template Workbook dropbox.

Details on accessing and submitting the assessments are provided on LearnJCU Assessment folder.

3.2 Late submissions
The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties
imposed for submission of an assessment item after the due date. This formula is 5% of the total
possible marks for the assessment item per day including part-days, weekends, and public holidays. If
submitted after 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of
total possible marks in penalties). For assessment items weighted 0%, and submitted after 10 days a
DNS (Did Not Submit) grade is awarded.

3.3 Special Consideration (including deferrals and extensions)
You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Learning, Teaching and Assessment Procedure 3.1 requires that you must
make yourself available for assessments and examinations at the scheduled times and extensions or
deferrals for an assessment item due to previously scheduled commitments such as weddings or
holidays, will not be granted.

All Special Consideration requests can be applied for through the Special Consideration application
form. The form is linked to the Special Consideration Procedure and also available on the Student
Forms webpage.

3.4 Academic Integrity
As outlined in the Coursework Academic Integrity Policy and Procedure, you are required to complete
the Coursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-
completion may be applied.

All non-examination items of assessment are required to be submitted with the Assessment Declaration
available through LearnJCU. The Assessment Declaration contains statements relating to academic
integrity under the Coursework Academic Integrity Policy and Procedures. All instances of academic
misconduct are treated very seriously by the University and students may be severely penalised for
committing any form of academic misconduct.
For more information regarding academic integrity, see https://www.jcu.edu.sg/current-
students/student-support-services/learning-support/academic-integrity-at-james-cook-university-
singapore
Page 16 of 26
3.5 Return of assessment
The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures.
Feedback will be given, as per clause 3.5 of the Learning, Teaching and Assessment Procedures. You will
be informed of your grade for every component of assessment as per clause 3.5.1 and 3.5.2 of
the Learning, Teaching and Assessment Procedures. You can also request written or verbal feedback
from the marker (see Learning, Teaching and Assessment Procedures 3.5).

3.6 Review of assessment
Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching
and Assessment Procedures, 3.6). It is important to be aware that assessment results “must always
undergo final ratification for each study period. No single grade or mark represents a final result in a
subject” (Learning, Teaching and Assessment Procedures, 3.7.4.).

Audio and/or video recording of assessment (e.g. oral assessment) may be used in this subject as per
the Learning Teaching and Assessment Procedure (3.1.5f) and will be securely stored in line with
Learning Teaching and Assessment Procedure (3.8.1).

Students can seek a review of individual assessment pieces through the process identified in clause 3.8
of the Learning, Teaching and Assessment Procedures.

Students can seek a review of the final subject result through the process contained in the Review and
Appeal of a Final Subject Result Procedure.

Confirmation of Student Authorship
A confirmation of student authorship may apply if a lecturer suspects the student has submitted work
that is not their own.
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4 Learning and teaching in this subject
4.1 Subject calendar
Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. Please monitor
announcements made via LearnJCU.

Week/Module Lecture (pre-recording) Online collaborations Readings/Preparation Relationship to assessment
1
• Introduction to Tourism
& Leisure;
• Consumerism vs
Sustainability
Subject overview and
assessments briefing
Page & Connell (2010). Chapter 1
Leisure – An Introduction
Godbey (2004). Chapter 1 - After
the Anthill was stomped.
Content assessable on Quiz 1
2
Consumers and the Evolution of
the Leisure Lifestyle
Q&As for Quiz 1
Discussion on 1) lockdown
leisure; 2) serious tourism
Roberts (2016). Chapter 1 – The
Business of Leisure
Textbook Chapter 3
Content assessable on Quiz 1
3
Co-creation of Value, the Social
Economy and Desire
Create a blog post on PebblePad

Independent Study:
Quiz 1 Due 8 June
Yurksel & Yanik (2014). Chapter
14 – Co-creation of Value
Content assessable on Quiz 2
4
The Tourism System and Patterns
of Demand
Provide feedback on Quiz 1
Conduct a field visit
Lynch & Veal (2006). Chapter 6 –
Leisure Providers
Textbook Chapters 2 & 4
Content assessable on Quiz 2
5
Leisure & Tourism Providers and
Provisions
Q&As for Quiz 2
Create a muitimedia video
Independent Study:
Quiz 2 Due 6 July
Textbook Chapter 5 Content assessable on Quiz 2
LR LECTURE RECESS
Page 18 of 26
Week/Module Lecture (pre-recording) Online collaborations Readings/Preparation Relationship to assessment
6
Sustainability for Leisure &
Tourism
Provide feedback on Quiz 2
Review and comment on your
blog post draft

Textbook Chapter 11
Miller et al (2007) - Exec
summary. Public Understanding
of sustainable leisure and
tourism
Bedford et al (2011). Sustainable
Leisure.
Content assessable on Quiz 3
7 Economic Impacts
Q&As for blog assignment
Independent Study:
Blog post Due 20 July
Textbook Chapter 8 Content assessable on Quiz 3
8
Environmental Impacts & Socio-
Cultural Impacts
Q&As for Quiz 3
Independent Study:
Quiz 3 Due 27 July
Environmental Impacts:
Newsome et al (2002). Chapter 3
Environmental Impacts.
Textbook Chapter 9 pp268-275
Social-Cultural Impacts:
Textbook Chapter 9 pp254-267
EPAS (2015) Promote social
sustainability of major sport
events.
Content assessable on Quiz 3
9 Tourism & Event Marketing
Provide feedback on Quiz 3
Discussion on Research
Workbook
Textbook Chapter 7 Content assessable on Quiz 4
10 Destination Development
Q&As for Quiz 4
Q&As for Research Workbook
Subject overview
Independent Study:
Quiz 4 Due 10 August
Textbook Chapter 10 +
Textbook Chapter 11 pp343-345
Content assessable on Quiz 4
SB STUDY VACATION (Research workbook Due 11 August)
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4.2 Learning and teaching activities/expectations
This subject is based an active and participatory learning approach. This subject uses a combination of
approaches to teaching and learning, including both student centred and teacher directed approaches.
The content of the subject is disseminated using a variety of teaching strategies including practical
activities, case studies, discussions, and readings. At the beginning of each teaching session, you will be
made aware of the expected learning outcomes, how such outcomes are relevant to the world of
tourism, and the resources that support the learning outcomes of this subject. You are expected to be
an active participant in the learning process and are encouraged to participate in the available learning
activities and undertake weekly readings beyond the classroom.
Active learning – Our Tutorial (Discussion or Presentation by group)
• Active learning commonly includes collaboration between students in pairs or larger groups, to discuss
an issue, a question, a journal article, or a case study and to share their thoughts through leading
discussion or presentation to the whole class. Or even a classroom debate on a certain topic of interest.
Benefit of Active learning
• It provides lecturers with feedback about what students are learning.
• It helps students gauge their own understanding. By grappling with ideas, students connect new
concepts to prior knowledge in meaningful ways and construct their own understanding.
• Collaborating with classmates promotes community and connection between students, which
can enhance a sense of belonging as well as motivation.
• It creates a low bar to participation for quiet or passive students by encouraging every student to
think and do.

Page 20 of 26
5 Appendix 1: Assessment Criteria Sheets or Rubrics
5.1 Assessment Item 2: Criteria sheet/Rubrics
Field Visit Blog Levels of Achievement
Criteria Below Expectations Meets Expectations Exceeds Expectations
Written Part
SLO2 & CLO3:
Written Content
Development
(15%)
0 to 7.5 points
o Some ability to organise content though
lacking critical analysis.
o Purely descriptive account.
7.5 to 11.25 points
o Demonstrates sound ability to organise content in
a logical, concise and cohesive manner with sound
critical analysis, and outcomes supported with
clear evidence.
o Demonstrated some appreciation of the relevant
impacts.
11.25 to 15 points
o Demonstrates creative ability to organise
content in a logical, concise and cohesive
manner with good critical analysis, and
outcomes supported with clear evidence.
o Demonstrated an in-depth appreciation of the
relevant impacts.
SLO4 & CLO3:
Syntax &
Mechanics of
Written Entries
(10%)
0 to 5 points
o Uses language that conveys meaning to
readers without clarity.
o Some errors evident.
5 to 7.5 points
o Uses appropriate language that conveys meaning
to readers with clarity and minimal errors.
7.5 to 10 points
o Uses expressive language that conveys meaning
to readers with clarity and minimal errors.
o The writing engages the reader.
Blended Media Video Part
SLO2, SLO3, SLO
4, CLO3 & CLO7:
Blended Media
Content
Development
(20%)
0 to 10 points
o Limited ability to organise content.
o Lacking critical analysis.
o Lacked suitable explanation of the
relevant products and providers being
explored and any appreciation of the
relevant impacts.
o Purely descriptive account.
10 to 15 points
o Demonstrates sound ability to organise content
in a logical, concise and cohesive manner with
sound critical analysis, and outcomes supported
with clear evidence.
o Story line is not particularly engaging.
o Has a sound explanation of the relevant
products and providers being explored.
o Demonstrated some appreciation of the
relevant impacts though lacking insightful
discussion of sustainable management.
15 to 20 points
o Demonstrates creative ability to organise
content in a logical, concise and cohesive
manner with good critical analysis, and
outcomes supported with clear evidence.
o Engaged the audience with a well-developed
story line.
o Has a thorough explanation of the relevant
products and providers being explored.
o Demonstrated an in-depth appreciation of the
relevant impacts and discussion of sustainable
management for the future.
SLO4 & CLO7:
Multi-media
support and
visual aids (15%)
0 to 7.5 points
o Lack of appropriate use of multimedia
that assists the presentation.
7.5 to 11.25 points
o Demonstrates appropriate use of multimedia
that assists the presentation and helps
understanding .e.g. easy to follow; informative,
error free, appropriate amount of text vs images
vs external content.
11.25 to 15 points
o Demonstrates creative use of multimedia that
assists the presentation and helps
understanding. e.g. multimedia is easy to
read, informative, error free; contains
appropriate amount of text vs images;
Page 21 of 26
balance between written/ visual/ external
content.
SLO2 & CLO7:
Verbal Narration
(15%)
0 to 7.5 points
o Delivers the presentation with little
credibility and authority. E.g.
inappropriate voice projection, speaking
pace too fast/slow.
7.5 to 11.25 points
o Presents a verbal presentation that receives
audience attention. E.g. appropriate voice
projection, use of language, speaking pace,
pronunciation.
11.25 to 15 points
o Presents a verbal presentation that engages
audience. e.g. clear voice projection,
appropriate terminology, speaking pace,
pronunciation which maintains audience
interest / interaction.
o Delivery makes good use of the allotted time,
for optimum audience engagement.
The Overall Blog Post
SLO4 & CLO7:
Coherence,
Presentation and
Engagement
(15%)
0 to 7.5 points
o Disconnects between written and
multi-media content.
o Poorly presented.
o Demonstrates very little ability to
interest or engage others.
7.5 to 11.25 points
o Some connects between written and multi-
media content.
o Fair visual presentation.
o Demonstrates sound ability to involve
audience in an online format. Reasonably
interesting and engaging.
o
11.25 to 15 points
o Written content supports the multi-
media content very well.
o Visually pleasing.
o Demonstrates excellent ability to involve
audience in an online format. Highly
interesting and engaging.
SLO4 & CLO7:
Sources and
Evidence (10%)
0 to 5 points
o Little evidence of research evident.
o Little or no referencing.
5 to 7.5 points
o Demonstrates sound use of relevant research
evidence from an array of related sources to
support ideas that are appropriate for the style
of writing with accurate referencing.
o Mostly accurate referencing.
7.5 to 10 points
o Demonstrates good use of relevant research
evidence from an array of related sources to
support ideas that are appropriate for the
style of writing with accurate referencing.
o Accurate referencing.
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5.2 Assessment Item 3: Criteria sheet/Rubrics
Research Workbook Levels of Achievement
Criteria Below Expectations Meets Expectations Exceeds Expectations
Q1: The Tourism Sytem
1.1 Describe the extent to
which Singapore functions
simultaneously as an origin
region, transit region and
destination region. (5%, 100
words) – 5% (SLO1, SLO2 &
CLO1)
0 to 2.5 points
o Do not understand the functions of an
origin region, transit region and destination
region correctly; fail to apply them into
Singapore’s context and/or the applications
do not reflect correct Singapore context;
no examples provided; no references
provided.
2.5 to 3.75 points
o Show good understanding of the functions of
an origin region, transit region and
destination region, able to apply them into
Singapore’s context; some of these
applications might not fit well into Singapore
context, or lack of references; some
examples provided but not perfect examples.
3.75 to 5 points
o Critically demonstrate excellent
understanding of the functions of an
origin region, transit region and
destination region, and manage to
correctly apply them into Singapore’s
context; full marks for supplements
with good examples, as well as with
relevant references cited.
1.2 Discuss the potential
synergies and conflicts that
emerge from each of the three
region combinations (e.g.
origin/transit,
origin/destination,
transit/destination). (5%, 100
words) – 5% (SLO2, SLO3 &
CLO3)
0 to 2.5 points
o Fail to fully discuss potential synergies and
conflicts that emerge from origin/transit,
origin/destination, transit/destination; fail
to attempt any justifications to synergies
and conflicts; no examples; no references.
2.5 to 3.75 points
o Manage to present potential synergies and
conflicts that emerge from origin/transit,
origin/destination, transit/destination;
attempt to provide justifications to synergies
and conflicts, but lack of criticism, lack or
good examples, and/or lack of academic
references to support.
3.75 to 5 points
o Critically analyse the potential
synergies and conflicts that emerge
from origin/transit, origin/destination,
transit/destination; and demonstrate
justifications to synergies and conflicts;
full marks for supplements with highly
relevant examples, as well as with
relevant references cited.
1.3 Define your most recent
experience as a tourist, in
terms of which of the four
categories in Figure 1 below it
falls under, and also which
purpose or purposes as
discussed in topic of purposive
component of the tourist (e.g.
leisure, VFR, business, sport,
spiritual & health, education,
0 to 2.5 points
o Focus on detailing your most recent
experience, with too much unnecessary
information that is helpful to explain the
tourist category and travel purpose; no
references.
2.5 to 3.75 points
o Manage to describe your most recent
experience as a tourist, defining a category in
Figure and explaining your travel purpose;
your description includes explanation of why
that tourist category is linked, and why for
the travel plan and activities arranged; there
is also some unnecessary information but not
dominating; limited references.
3.75 to 5 points
o Concisely comment on your most
recent experience as a tourist in the
way to define a category in Figure 1
and explain your travel purpose; your
comment is able to reflect the criteria
for categorizing tourist groups, and
explains how the travel purpose plays a
role in your trip planning and on-site
experience; there is limited
unnecessary information included; full
marks for integrating with academic
references.
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others). (5%, 100 words) – 5%
(SLO1 & CLO1)

Q2: Tourism Demand
2.1 Rank the following ten
destination countries
beginning with the one that
you would most like to visit
for a one-month vacation,
and ending with the one that
you would be least
interested in visiting for a
one-month vacation. (3%)
Zimbabwe Fiji Mexico China
United States France Dubai
India United Kingdom Russia
– 3% (SLO2 & CLO1)
0 to 1.5 points
o Fail to attempt the ranking.
1.5 to 2.25 points
o Attempt to rank the given destinations but
fail to rank all the 10.
2.25 to 3 points
o Full marks for ranking all the 10
destinations. Appreciate those who
complete the rankings by clicking the
link to a Qualtrics survey.
2.2 Indicate the reasons for
your rankings, referring in
each case to each of the pull
factors discussed in class.
(6%, 150 words) – 6% (SLO2
& CLO3)
0 to 3 points
o Fail to justify the rankings from the
destinations’ pull factors; the
justifications are mainly guess work; no
references.
3 to 4.5 points
o Manage to justify the rankings from each
destination’s pull factors; some of the
factors might not correctly reflect the
destination’s key feature, and/or with
limited references.
4.5 to 6 points
o Critically justify the rankings from the
pull factors perspective; the pull
factors in each destination’s context
are the correct representative factors
and with references cited properly.
2.3 Figures 2 & 3 below
depict the top international
tourist arrivals (by country)
to Australia in 2010 and
2018. Please describe the
differences between the two
profiles, listing the factors
that help to explain these
differences. (6%, 150 words)
– 6% (SLO1, SLO2 & CLO6)
0 to 3 points
o Fail to compare the differences between
the two profiles; just simply describe
each profile; fail to attempt to explain
the reasons for these differences, or the
explanations are pure guess work.
3 to 4.5 points
o Manage to compare the differences
between the two profiles; attempt to
reflect the trends, changes and patterns of
tourist demand but might miss some
aspects in the comparison; the factors to
help explain these differences are not fully
from research – some are guess work.
4.5 to 6 points
o Critically compare the differences
between the two profiles, reflecting
the trends, changes and patterns of
tourist demand; the factors to help
explain these differences are based
on research; full marks for
supplementing excellent examples
and with highly relevant references.
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2.4 Please predict what the
pattern might look like in
2030. (5%, 100 words) – 5%
(SLO4 & CLO6)
0 to 2.5 points
o Fail to predict the 2030 pattern in a
realistic way; lack of evidence to support
the prediction; pure guess work; no
references.
2.5 to 3.75 points
o Manage to predict the 2030 pattern, based
on either the 2010 and 2018 profiles or
academic research; some guess work in the
prediction; limited references; lack of
creation.
3.75 to 5 points
o Critically predict the 2030 pattern;
justifications are based on BOTH the
2010 and 2018 profiles and
academic research; full marks for
creative but reasonable thinking in
the prediction, as well as with correct
references cited.
Q3: Tourism and Leisure Sustainability
3.1 Speculate on the likely
positive sociocultural,
economic and
environmental impacts
associated with sex tourism
(for example, in
Amsterdam’s red light
district). (10%, 200 words) –
10% (SLO2, SLO3, CLO1 &
CLO2)
0 to 5 points
o Fail to evaluate appropriate positive
impacts on all the three dimensions or
some of them; no nomination of a sex
tourism destination; no general and/or
academic reference.
5 to 7.5 points
o Manage to evaluate the possible positive
sociocultural, economic and environmental
impacts from sex tourism at a reasonable
level; attempt to nominate a sex tourism
destination and illustrate examples to
evaluate the positive impacts though the
examples might not be perfect and/or lack
of evidence support (either general or
academic).
7.5 to 10 points
o Critically evaluate the possible
positive sociocultural, economic and
environmental impacts from sex
tourism; higher marks for nominating
a destination with phenomenal sex
tourism as an example for the
evaluation; full marks for
supplementing appropriate examples
for the impacts on the three
dimensions, as well as relevant
references (both general and
academic) properly cited.
3.2 Consider the likely
negative sociocultural,
economic and
environmental impacts
associated with volunteer
tourism (for example, a
scenario involving a
volunteer organization with
a humanitarian focus). (10%,
200 words) – 10% (SLO3 &
CLO6)
0 to 5 points
o Fail to evaluate appropriate negative
impacts on all the three dimensions or
some of them; no nomination of a
volunteer tourism destination/event; no
general and/or academic reference..
5 to 7.5 points
o Manage to evaluate the possible negative
sociocultural, economic and environmental
impacts from volunteer tourism at a
reasonable level; attempt to nominate a
volunteer tourism destination/event and
illustrate examples to evaluate the
negative impacts though the examples
might not be perfect and/or lack of
evidence support (either general or
academic).
7.5 to 10 points
o Critically evaluate the possible
negative sociocultural, economic and
environmental impacts from
volunteer tourism; higher marks for
nominating a destination/event with
phenomenal volunteer tourism as an
example for the evaluation; full
marks for supplementing appropriate
examples for the impacts on the
three dimensions, as well as relevant
references (both general and
academic) properly cited.
Q4: Tourism and Leisure Marketing
4.1 Conduct a SWOT analysis
of a particular destination.
0 to 7 points
o Fail to select four destinations at the right
scale level; fail to analyse each
7 to 10.5 points
o Carefully select four destinations at the
appropriate scale level; manage to analyse
10.5 to 14 points
o Wisely select four destinations at the
perfect scale level and critically analyse
Page 25 of 26
Each of the four destinations
should be located adjacent to
one another either at the
international scale (e.g.
Singapore, Malaysia, Indonesia
and Thailand) or at the
subnational scale (e.g. Gold
Coast, Brisbane, Sunshine
Coast and Hervey Bay). (14%,
250 words) – 14% (SLO2, SLO4
& CLO3)
destination’s tourism situation following
the full SWOT framework; none of the four
SWOT dimensions is thoroughly explored;
no attempt to illustrate with examples; no
references.
each destination’s tourism situation
following SWOT framework; exploration on
one or two of the SWOT dimensions might
need more effort; attempt to provide some
examples to assist with the illustration,
though some examples might not be perfect;
limited references either general or
academic.
each destination’s tourism situation
following SWOT framework; each of
the SWOT dimension is thoroughly
explored; higher/full marks for
supplementing the SWOT features with
appropriate examples, as well as
relevant references, both general and
academic.
4.2 Show how the other three
destinations fit into the SWOT
analysis of each destination.
(6%, 150 words) – 6% (SLO2,
SLO4 & CLO3)
0 to 3 points
o Fail to fit each of the four destinations into
each other’s SWOT analysis in a proper
way; fail to explore the fitness in a
thorough way; no attempt to provide
examples; no references.
3 to 4.5 points
o Manage to fit each of the four destinations
into each other’s SWOT analysis; some of the
fitness exploration need more effort;
attempt to illustrate the fitness with
examples though some examples might not
be perfect; limited references, either general
or academic.
4.5 to 6 points
o Critically demonstrate how the four
destinations fit into each other’s SWOT
analysis; higher/full marks for a
thorough consideration of the fitness,
and the fitness is supplemented with
appropriate examples and evidences –
both general and academic references.
4.3 Indicate ways in which the
competition-related threats of
these other destinations can
be converted into
opportunities. (5%, 100 words)
– 5% (SLO2, SLO4 & CLO6)

0 to 2.5 points
o Fail to illustrate how the competition-
related threats of other destinations could
be turned into opportunities; no any kind
of evidence attempted; no references.
2.5 to 3.75 points
o Manage to discuss how to turn the
competition-related threats of other
destinations into opportunities; attempt to
supplement either theoretical or practical
evidences.
3.75 to 5 points
o Critically transform the competition-
related threats of other destinations
into opportunities; higher/full marks
for supplementing with evidences,
both theoretical and practical
evidences.
Q5: Tourism Demand
5.1 Identify the measures, if
any, taken by the destination
managers and communities
to rejuvenate the
destination. (10%, 200
words) – 10% (SLO2, SLO4 &
CLO3)
0 to 5 points
o Fail to select an appropriate mature
destination, no attempt or fail to explain
it current development stage or the fact
that it has had its carrying capacities
breached by tourism development; fail to
identify any measures that the
destination managers or communities
implemented or about to implement to
5 to 7.5 points
o Carefully select a mature destination, and
attempt to explain its current development
stage and the fact that it has had its
carrying capacities breached by tourism
development, though the explanation is a
bit too descriptive; manage to identify the
measures that the destination managers
and communities implemented or are
7.5 to 10 points
o Wisely select a mature destination,
and briefly explain its current
development stage and the fact that
it has had its carrying capacities
breached by tourism development;
critically identify the measures that
the destination managers and
communities implemented or are
Page 26 of 26
rejuvenate the destination; no
references.
about to implement to rejuvenate the
destination but with limited references.
about to implement to rejuvenate
the destination; full marks for
supplementing with both general and
academic references.
5.2 Show how these
measures are innovative
with respect to, for example,
organization, collaboration,
technology, product
development, marketing
and/or management. (10%,
200 words) – 10% (SLO2 &
CLO1)
0 to 3 points
o Fail to explain how these measures are
innovative in any area; fail to attempt the
exploration with details or appropriate
examples; no references.
3 to 4.5 points
o Manage to explain how these measures
are innovative in 1-2 areas in the following:
organization, collaboration, technology,
product development, marketing, or
management; the exploration in some
areas might need more effort, or attempt
to deep dive into the exploring areas but
supported with limited theoretical and/or
practical example; limited references.
4.5 to 6 points
o Critically demonstrate how these
measures are innovative in 2-3 areas
in the following: organization,
collaboration, technology, product
development, marketing, or
management; innovative measures in
each area explored are discussed in
depth, and supported with both
relevant theoretical and practical
examples; references cited properly.