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TO2051-TO2051 Innovation for Tourism, Hospitality and Events Futures代写
时间：2024-06-07
Subject Outline
Subject Title Innovation for Tourism, Hospitality and Events Futures
Subject Code TO2051
Credit Points 3
Study Period TR2
Attendance Mode Internal
Campus Singapore
Prerequisite/s Nil
Subject Coordinator/
College
Kim Lim Tan (JCU Singapore)
Gianna Moscardo (JCU Australia)
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).
Page 2 of 23
Contents
1 Subject details ........................................................................................................................................ 3
1.1 Student participation requirements ................................................................................................... 3
1.2 Teaching Staff contact details............................................................................................................. 3
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 ....................................................................................... 4
1.7 Generative AI Usage ........................................................................................................................... 4
2 Assessment details................................................................................................................................ 5
2.1 Key dates ........................................................................................................................................... 5
2.2 Requirements for successful completion of this subject ..................................................................... 5
2.3 AccessAbility Services and Support..................................................................................................... 5
2.4 Assessment items .............................................................................................................................. 7
3 Submission and return of assessment.......................................................................................... 13
3.1 Submission of assessment ................................................................................................................ 13
3.2 Late submissions .............................................................................................................................. 13
3.3 Special Consideration (including deferrals and extensions) ............................................................... 14
3.4 Academic Integrity ........................................................................................................................... 14
3.5 Return of assessment ....................................................................................................................... 14
3.6 Review of assessment ...................................................................................................................... 14
4 Learning and teaching in this subject ........................................................................................... 16
4.1 Subject calendar .............................................................................................................................. 16
4.2 Learning and teaching activities/expectations .................................................................................. 20
5 Appendix 1: Assessment Criteria Sheets or Rubrics ................................................................ 21
5.1 ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC) ......................................................................... 21
5.2 ASSESSMENT ITEM 2: PART 1 CRITERIA SHEET (OR RUBRIC) ............................................................. 22
5.3 ASSESSMENT ITEM 2: PART 2 CRITERIA SHEET (OR RUBRIC) ............................................................. 23
This Subject Outline has been prepared by John Ng for the College of Business, Law and Governance,
James Cook University. Updated 12 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.
Page 3 of 23
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)
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.
1.2 Teaching Staff contact details
Teaching
team
Staff member Room Phone Email
Consultation
times*
Subject
Coordinator
Kim Lim Tan E3-01 TBC kimlim.tan@jcu.edu.au By email
Lecturer John Ng TBC TBC john.ng@jcu.edu.au By email
Tutor John Ng TBC TBC john.ng@jcu.edu.au 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.
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1.3 Subject description
Improving the performance of tourism, hospitality and events (THE) requires an understanding of these
sectors as a system and the pressures on these systems. One critical pathway to this is through systems
analysis and the ability to generate and use futures scenarios to improve business and government
strategy in the sectors. This subject will examine the key features of THE systems and the current and
predicted forces that will impact on them, specifically in the areas of changing technologies, changing
market demand, changing political, social and cultural dimensions of tourism practice and
environmental issues and limitations. The subject will also cover futures scenario building methods and
demonstrate how future scenarios can be used to improve THE planning and management.
1.4 Subject learning outcomes and course learning outcomes
On successful completion of this subject, you will be able to:
• compare and contrast the systems and pressures impacting on the tourism, hospitality and events
(THE) industry
• use big data to describe impacts and assess trends for sustainable growth initiatives in the tourism,
hospitality and events (THE) industry
• use futures scenario techniques to improve tourism, hospitality and event planning and management
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.
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 or
directly in the relevant week/topic folder in the LearnJCU subject site.
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.
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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 - Workbook (40%) Due Week 5, 6 July 2024
Assessment item 2: Written - Research report (60%)
- Part 1 (30%)
- Part 2 (30%)
Part 1: Due Week 8, 27 July 2024
Part 2: Due Week 10, 10 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.
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).
2.2.1 How do I track my progress in this subject?
Attendance at classes and/or engagement with the learning materials may include quizzes and revision
exercises which will provide students with formative feedback on their progress.
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.
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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 https://www.jcu.edu.au/inherent-
requirements/bachelor-of-tourism-hospitality-and-events-inherent-requirements
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2.4 Assessment items
This subject has 2 assessments as set out in the Courses and Subjects Database which contribute to the
overall marks and grade for the subject. Please note the Research report has two parts the to
assessment.
There is also a pre-census formative self-evaluation that is not compulsory, and which does not
contribute to the overall marks for the subject. The aim is to allow student to assess their progress in
the so that they can adjust their enrolments before the census date.
This is a short online quiz (30-60 minutes) that will be available through the subject learnjcu site for
students to complete. The test will be open on 28 May 9am and will be available until 11pm on 29 May.
All core assessment items must meet the following minimum standards to achieve a minimum pass
level
Criteria Unsatisfactory Minimum Standard Required for a Pass
Presentation & Style
Convey information clearly and
fluently, in high quality written
form appropriate for target
audiences
Presented work that demonstrates a lack
of literacy and rudimentary writing skills.
Does not convey specific meaning, has a
number of grammatical and English
expression errors and uses poor
referencing.
Employs appropriate language and accepted principles
of English and APA citation. Communicates clearly and
coherently but not always concisely with very few
errors in expression and referencing
Presentation & Style
Full and proper acknowledgment
of sources
Plagiarism software identified issues
with material taken from sources
without appropriate acknowledgment
No identification of direct quotes or a
failure to use in text citation with page
numbers for direct quotes
Poor referencing
More than 5 direct quotes
All sources are acknowledged with in text citations and
proper and complete APA style references
All direct quotes are identified with quotation marks,
author and date and page number
Plagiarism software does not identify issues with close
paraphrasing
Uses 5 or fewer direct quotes
Structure
Must include all the sections set
out as instructed
Not included or not completed according
to directions
Included and completed as directed
Effort
Students must be able to
demonstrate that they have
made an concerted effort to
complete the work required for
the assessment (ie. Assigned
readings, reading and research
required to understand the topic)
Evidence to support the required effort
is not provided
Evidence to support the required effort is provided
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ASSESSMENT ITEM 1: WORKBOOK
Aligned subject learning
outcomes
• compare and contrast the systems and pressures impacting on the tourism, hospitality
and events (THE) industry
Group or individual Individual assessment item
Weighting and due date 40% Due Week 5, 6 July 2024 11:59pm
Requirements for
successful completion of
this assessment item
Students need to achieve an overall percentage of 50% or more across all assessment tasks, therefore
a student may not need to pass this assessment task to pass this subject.
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
“Everything's science fiction until someone makes it science fact.” Marie Lu, Science Fiction Writer.
Watch the recorded presentation on assessment 1 (in the assessment 1 folder) to get more information
on this assessment.
Students will be required to choose one of the following two options
- read one science fiction book from the list provided in the assessment 1 folder (or any other approved by
the lecturer); or
- read the set of short science fiction stories provided in the assessment 1 folder (this is the option for those
who do not have the ability to access the first option)
Students will then have to answer the following set of questions aligned to the first 4 topics, analysing
what these future visions of tourism/hospitality/events can tell us both about aspects of the future in
general and how current trends might alter THE futures. Students should aim to write between 500 and
1000 words in the answer for each question. You should attempt to demonstrate that you have listened
to and read the relevant recorded lectures and readings set for each topic. Good students will also link
their answers to relevant literature from beyond the set readings.
BE CAREFUL: This is not a book or story report or review, do not provide any evaluation of the quality the
story, or the writing. Focus on the tourism that is portrayed and what it tells us about current tourism
systems and how people think about tourism futures.
Questions for Those that Read One Novel (I expect more depth in the analysis but the answers overall
will be more descriptive)
1. Describe the type of future tourism that is being described in the science fiction novel you read. You should
both describe it briefly in general and then label it using the categories described in the Topic 1 lectures
and readings before briefly setting out the main features of the tourism being described. You should also
briefly describe the core features of the larger world that tourism exists within.
2. Describe what is the same and what is different between current tourism and the future tourism described
in your story. What assumptions have been made about tourism that underpin these things that are the
same and different? What current trends have been used to generate the tourism future described.
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3. Thinking about the larger system that tourism is within in your story. Describe the main ways in which
tourism is influenced by and/or reflects features of the larger system it is within. Describe how the future
tourism portrayed has impacts on the larger world.
4. Decide if the tourism future you are analysing is a desirable one or not. If it is undesirable use back casting
to map out what actions could be started and/or taken now to avoid it. If it is a desirable tourism future
use back casting to map out what actions could be started and/or taken now to move towards it.
Questions for Those that Read The Set of short Stories (I expect less detail for each tourism future but
more analysis based on comparing and contrasting the examples)
Select 4 of the stories and for each of them you should
1. Describe the type/s of future tourism that is being described in each of the stories you read. You should
both describe it or the using the categories described in the Topic 1 lectures and readings and briefly set
out the main features of the tourism being described. You also briefly describe the core features of the
larger worlds that the tourism exists within.
2. For each story you should
a. Describe what is the same and what is different between current tourism and the future tourism
described in the story.
b. What assumptions have been made about tourism that underpin these things that are the same
and different?
c. What current trends have been used to generate the tourism futures described in ech of the three
stories you chose?
3. For the same 4 stories you analysed for the previous question think about the larger systems that tourism
is within in each story. Describe the main ways in which tourism is influenced by and/or reflects features
of the larger system it is within. Describe how the future tourism portrayed has impacts on the larger
world.
4. For each of these same stories decide if the tourism future presented is a desirable one or not. For
undesirable futures use backcasting to map out what actions could be started and/or taken now to avoid
it. For desirable tourism futures use backcasting to map out what actions could be started and/or taken
now to move towards it.
The assessment must be presented with the following sections and the exact headings as set out in the
following list.
Cover page – with student name, student ID, the version of the class they are enrolled in (i.e. CNS
Internal, TSV internal or external), and the name of the book, the films or the short stories that were
read/watched.
Question 1- Descriptions of Tourism Futures Portrayed – answer
Question 2 – Comparisons and Assumptions - answer
Question 3 – Underlying systems - answer
Question 4 – Backcasting to achieve or avoid the portrayed future tourism scenarios - answer
Conclusions – 200–500-word reflection on what you have learnt about tourism from this analysis of
tourism futures represented in science fiction
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References: in APA format including any of the set readings and other material used. It is not necessary
to reference material covered in the recorded lectures.
ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)
Refer to Appendix 1.
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ASSESSMENT ITEM 2 : RESEARCH REPORT PART 1
Aligned subject learning
outcomes
• compare and contrast the systems and pressures impacting on the tourism, hospitality
and events (THE) industry
• use big data to describe impacts and assess trends for sustainable growth initiatives in
the tourism, hospitality and events (THE) industry
Group or individual Individual assessment item
Weighting and due date 30% Due Week 8, 27 July 2024 11:59pm
Requirements for
successful completion of
this assessment item
Students need to achieve an overall percentage of 50% or more across all assessment tasks, therefore
a student may not need to pass this assessment task to pass this subject.
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: PART 1 DESCRIPTION
Students will be provided with a list of trends. The trends are grouped according to major themes. Students
should select one of these trends. Students may need to modify the topic or choose a specific topic within the
trend. The trend should be applied to Australia. Student need to choose a specific region, e.g. Far North
Queensland, QLD, North Coast, NSW or Gippsland, VIC. The report should focus on the current situation and near
future (up to 2028). Students should confirm their topic with their instructor by the online session in Week 6. This
assignment is linked to Assignment 3. Think of how you will develop the topic from assignment 2 to assignment 3.
Students will be required to:
- Seek relevant literature (a minimum of 5 sources including academic papers and industry/government
reports) to investigate this chosen megatrend;
- Explain the trend including the forces that gave rise to this trend and its key characteristics (500-750 words);
and
- Analyse impacts of the trend on the chosen sector and the chosen geographical area (500-750 words).
The list of trends is as follows:
Demographics:
1. A globally ageing population
2. Urbanisation and population loss in regional areas
3. International migration including modern nomads
Social change:
4. The rise of post-modern values of quality of life and memorable experiences
5. Expanding socio-economic inequalities
6. Ethical consumption
Politics:
7. Nationalism on the rise
8. Increasingly challenging bilateral and multilateral relations’
Environment:
9. Growing frequency of extreme weather events and natural disasters
10. The current mass extinction event: rapid loss of biodiversity
11. Influence of climate change on business operations
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Economics:
12. More flexible and less secure work patterns
13. Less predictable patterns of economic growth
14. Asia as an economic centre of the world
Technology:
15. The new industrial revolution through automation
16. A data-driven and connected world: big data, machine learning and Internet of Things
17. Innovation and investment in transportation
18. Other (you can suggest your own topic, the topic must be approved by the lecturer)
The suggested structure of the report is as follows (these are not report subheadings!):
1. Introduction 150-200 words
2. Why is this happening? Factors that gave rise to the trend (250-350 words)
3. What is happening? Explain the trend, what are its key characteristics. Section 2 and this section are
closely interlinked. Both parts are NOT Australia-specific at this stage. You may want to use examples or
best practices from around the world (250-400 words)
4. How is it impacting tourism/hospitality/events in Australia (or specific region)? Apply the trend to the
context of Australia/one of the states/one of the regions. At this stage you don’t need to think about
long-term futures. Focus on the current situation and near future (up to 2027). (400-650 words)
5. Conclusion. Summarise the main idea of the report. (100 words).
1. Make sure that all arguments are supported by the relevant academic literature, industry reports, or
news media. Do not forget to question the accuracy of the information. Industry reports may have vested
interests while news media tends to focus on more sensational material.
ASSESSMENT ITEM 2: PART 1 CRITERIA SHEET (OR RUBRIC)
Refer to Appendix 1
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ASSESSMENT ITEM 2: RESEARCH REPORT PART 2
Aligned subject learning
outcomes
• use futures scenario techniques to improve tourism, hospitality and event planning and
management
Group or individual Individual assessment item
Weighting and due date 30% Due Week 10, 10 August 2024 11:59pm
Requirements for
successful completion of
this assessment item
Students need to achieve an overall percentage of 50% or more across all assessment tasks, therefore
a student may not need to pass this assessment task to pass this subject.
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: PART 2 DESCRIPTION
Students should take the topic from assessment 2 and carry out further analysis using futures thinking
techniques to do the following:
- Identify the desirable future outcome for this trend (with argument for to whom it is desirable - ie. in
what ways will it benefit/impact key stakeholders in the system - and why its desirable) (250-350 words);
- Analyse how to achieve this desirable future by creating a detailed futures wheel with backcasting to at
least 3 levels (diagram can be created using https://online.visual-
paradigm.com/drive/#diagramlist:proj=0&new=FuturesWheel) and short explanations of the main
elements of the futures wheel (500 – 750 words); and
- Identify what changes should be made in present government policy and/or industry practice related to
this trend in order to realise the desired future (750-1000 words).
ASSESSMENT ITEM 2: PART 2 CRITERIA SHEET (OR RUBRIC)
Refer to Appendix 1
3 Submission and return of assessment
3.1 Submission of assessment
All assessments should submitted online though the learnjcu site for the subject.
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.
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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
3.5 Return of assessment
Students will be given feedback online within 7 working days of submission of the assessment if the
assessment is submitted on the due date.
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.).
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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.
Page 16 of 23
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
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
1
What are futures and why do
they matter
- Definitions of key terms
- Benefits for Managers
- Our values & aspirations
- Overview of the whole
subject
Introduction to assessment 1
What about our personal
futures?
Lateral thinking exercises
Create a tourism future.
Think about its impacts
Moscardo, G. (2020). The story turn in tourism: forces and futures. Journal of
Tourism Futures. doi/10.1108/JTF-11-2019-0131.
Van Duijine, F. & Bishop, P. (2018). Introduction to Strategic Foresight. Available
at
https://www.futuremotions.nl/wp-
content/uploads/2018/01/FutureMotions_introductiondoc_January2018.pdf
Voros, J. (2001). A primer on Futures Studies, foresight and the use of scenarios.
Available at https://thevoroscope.com/publications/foresight-primer/
World Business Council for Sustainable development (WBCSD) (2015). Futures
Thinking. Available at
https://docs.wbcsd.org/2017/01/Future_Thinking/1_Futures_Thinking.pd
1
2
Futures Thinking
- Core steps in more detail
An example of application to a
tourism example (Wildlife
Based Tourism)
What do we fear from the
future?
What frightens us the most
when we think about thinking
about the future?
Analyse our Tourism future
from week 1 using the basic
steps of futures thinking
Inayatullah, S. (2008). Six pillars: futures thinking for transforming. Foresight,
10(1); 4-21.
Hughes, K., & Moscardo, G. (2019). ICT and the future of tourist management.
Journal of Tourism Futures, 5 (3), 228-240.
Moscardo, Gianna, Minihan, Christina and O’Leary, Joseph (2015). Dimensions of
the food tourism experience. In I. Yoeman, U. McMahon-Beattie, K. Fields, J.N.
Albrecht and K. Meethan (Eds.), The Future of Food Tourism. Bristol, Channel
View, pp. 208-224.
Moscardo, G. (2021). Promises and pitfalls in the future of sustainable wildlife
interpretation. In G. Bertella (Ed.) Wildlife Tourism Futures (pp. 85-97). Bristol:
Channel View.
1
3
Systems Thinking
- What is systems thinking,
definitions and basic steps
- Building systems models
Build a systems model for a
tourism case
Use the systems model to
identify leverage points for
change and creat a different
Betley, E., Sterling, E.J., Akabas, S., Paxton, A., & Frost, L. (2021). Introduction to
systems and systems thinking. Lessons in Conservation, 11(1), 9-25.
Moscardo, G. (2019). Connecting people with experiences. In S. McCool and K.
Bosak (Eds.). A Research Agenda for Sustainable Tourism (pp. 70-89). Cheltenham;
Edward Elgar.
1
Page 17 of 23
Week/
Module
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
- Using systems models to think
about futures
Links to design
future pathway for your
example
Moscardo, G. The Responsible Management of Ecotourism Experiences: Exploring
Ecotourism Selfies. In D. Agapito, M.A. Ribeiro and K.M. Woosnam (Eds.),
Handbook On The Tourist Experience: Design, Marketing and Management.
Edward Elgar.
4
Futures Methods
- Horizon scanning
- Assumption testing
- Building and using futures
scenarios
- Futures wheels
- Backcasting
- Stakeholder engagement/
empowerment
Storytelling & Story co-creation)
Apply different futures
methods to our tourism
example
Inayatullah, S. (2013). Futures studies: theories and methods. There’s a future:
Visions for a better world, 36-66. Available at
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.739.2488&rep=rep1&
type=pdf
Voros, J. (2001). A primer on Futures Studies, foresight and the use of scenarios.
Available at https://thevoroscope.com/publications/foresight-primer/
World Business Council for Sustainable development (WBCSD) (2015). Futures
Thinking. Available at
https://docs.wbcsd.org/2017/01/Future_Thinking/1_Futures_Thinking.pd
1
5
Defining trends (megatrends
and fads)
Visitor statistics,
Forecasting visitor arrivals and
expenditure
Content analysis of news
List of trends
Simulated parliament dealing
with a problem
Selection of topics for
assignment 2
Pratt, S., & Tolkach, D. (2018). The politics of tourism statistics. International
Journal of Tourism Research, 20(3), 299-307.
Song, H., Qiu, R. T., & Park, J. (2019). A review of research on tourism demand
forecasting: Launching the Annals of Tourism Research Curated Collection on
tourism demand forecasting. Annals of Tourism Research, 75, 338-362.
Tolkach, D., Chon, K. K., & Xiao, H. (2016). Asia Pacific tourism trends: Is the future
ours to see?. Asia Pacific Journal of Tourism Research, 21(10), 1071-1084.
IBISWorld (2021). Tourism in Australia.
https://www.ibisworld.com/au/industry/tourism/1903/
Skift (2021). Megatrends: Looking Ahead to 2025.
Tourism Research Australia (n.d.). Home. https://www.tra.gov.au/
UNWTO (2021). UNWTO Tourism Data Dashboard.
https://www.unwto.org/unwto-tourism-dashboard
WTTC (2021). Data Gateway https://wttc.org/Research/Economic-Impact/Data-
Gateway
2
LR LECTURE RECESS
Page 18 of 23
Week/
Module
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
6
Forces on Tourism Hospitality
Event Systems:
-Motivation
-Leisure
-Transport
-Technology
-Globalisation
-Politics
-Economic development
-Demographics
-Mobilities
-Sustainability
-Marketing
Look at past trends and what
has changed
Tolkach, D. (2016). The Constant Trends of Tourism. In CAUTHE 2016 Conference
Proceedings, pp. 851-857.
Yeoman, I., & McMahon-Beattie, U. (Eds.). (2019). The Future Past of Tourism:
Historical Perspectives and Future Evolutions. Channel View Publications.
2
7
Abrupt Change & Disruption
Risk & Crisis Management
EarthCheck CrisisReady
Program
Workshop on EarthCheck
CrisisReady app
Glaesser, D. (2004). Crisis management in the tourism industry. Routledge.
Ritchie, B. W. (2004). Chaos, crises and disasters: a strategic approach to crisis
management in the tourism industry. Tourism management, 25(6), 669-683.
2
8
Building Resilience
- What is resilience?
- What contributes to
vulnerability in THE?
How might THE contribute to
resilent destination
communities?
Case study
Folke, C., S. R. Carpenter, B. Walker, M. Scheffer, T. Chapin, and J. Rockström.
2010. Resilience thinking: integrating resilience, adaptability and transformability.
Ecology and Society 15(4): 20. [online] URL:
http://www.ecologyandsociety.org/vol15/iss4/art20/26 May
Emma Calgaro, Kate Lloyd & Dale Dominey-Howes (2014) From vulnerability to
transformation: a framework for assessing the vulnerability and resilience of
tourism destinations, Journal of Sustainable Tourism, 22:3, 341-
360, DOI: 10.1080/09669582.2013.826229
Anna Scuttari & Philipp Corradini (2018). Multidisciplinary Approaches to
Resilience in Tourism Destination Studies: A Conceptual Framework. In Destination
Resilience: Challenges and Opportunities for Destination Management and
Governance. Edited By Elisa Innerhofer, Martin Fontanari, Harald Pechlaner.
Routledge.
Girish Prayag (2018). Symbiotic relationship or not? Understanding resilience and
crisis management in tourism, Tourism Management Perspectives, Volume 25,
2018, Pages 133-135, https://doi.org/10.1016/j.tmp.2017.11.012.
3
Page 19 of 23
Week/
Module
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
9
Creativity & Innovation
- Defining creativity and
innovation
- Overview of different types of
innovation
Techniques and exercises for
creativity and innovation
Creative thinking and
innovation exercises
Magadan, M. and Rivas, J. Innovation, Creativity and Tourism (2018), in "Prelims",
Sotiriadis, M. (Ed.) The Emerald Handbook of Entrepreneurship in Tourism, Travel
and Hospitality, Emerald Publishing Limited, Bingley,Chapter 5 pp. 71-88.
https://doi.org/10.1108/978-1-78743-529-220181011.
Nordin, Sara & Hjalager, Anne-Mette. (2017). Doing, Using, Interacting: Towards a
New Understanding of Tourism Innovation Processes. I In book: Driving Tourism
through Creative Destinations and Activities (pp.165-180)10.4018/978-1-5225-
2016-0.ch008.
3
10
Transformation & planned
change
- How do we change THE
governance to be able to
make planned or guided
change
- How do we transform THE so
it moves towards aspirational
futures
Can/how can THE be a force for
good in the future?
Futures wheel example
Matunga, H., Matunga, H. and Urlich, S. (2020). From Exploitive to Regenerative
Tourism: Tino rangatiratanga and tourism in Aotearoa New Zealand. Mai Journal
DOI: 10.20507/MAIJournal.2020.9.3.10.
Joppe, M. (2018). Tourism policy and governance: Quo vadis?, Tourism
Management Perspectives, Volume 25, Pages 201-204,
https://doi.org/10.1016/j.tmp.2017.11.011.
Maria Jose Zapata Campos & C. Michael Hall (2019) Transformative collaboration:
knocking down taboos, challenging normative associations, Journal of Policy
Research in Tourism, Leisure and Events, 11:sup1, s13-s18, DOI:
0.1080/19407963.2018.1556857.
Pg 310 to 2323 of McCool, S. Friemund, W. and Breen C. (2015). Beneifting from
complexity thinking in G.L Worboys, M. Lockwood, A. Kothari. S Peary and I.
Pulsford (eds) Protected Area Governance and Management, pp 291-326. ANU
Press Canberra.
3
SB STUDY BREAK
Page 20 of 23
4.2 Learning and teaching activities/expectations
This subject is based an active and immersive learning approach.
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 21 of 23
5 Appendix 1: Assessment Criteria Sheets or Rubrics
5.1 ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)
All students must achieve the following minimum standards on core criteria to pass. In other words if you don’t
achieve the following criteria you fail no matter the content and other features of the assessment. Students who
exceed the minimum standard may be awarded additional marks for their extra effort. Submissions that are
identified as having significant numbers of unacknowledged sources will be referred to the Academic Head for a
potential student academic misconduct process.
Criteria Unsatisfactory
0-49%
Pass
50-64%
Credit
65 – 74%
Distinction
75 – 84%
High distinction
85 – 100%
For all four questions
Appropriate use and
application of concepts,
processes or methods
from relevant
lectures/readings/learnin
g activities
(20% of the mark for this
assessment)
No, limited or
inappropriate
use of concepts,
processes or
methods
covered in any
aspect of
lectures,
readings or
learning
activities
Some limited
use of relevant
concepts,
processes or
methods but
sufficient to
demonstrate a
basic
understanding
of them
Use of relevant
concepts, processes
and methods in
sufficient detail to
demonstrate a sound
understanding of them
Use of relevant
concepts, processes and
methods in sufficient
detail to demonstrate a
good understanding of
them
Use of additional
references beyond those
provided
Use of relevant
concepts, processes and
methods in sufficient
detail and in innovative
ways to demonstrate a
detailed understanding
of them
Use of additional
references beyond those
provided
Question 1
Description/classification
of tourism futures
(10% of the mark for this
assessment)
No, limited or
incorrect
descriptions and
classifications
Some limited
but correct
description/
classification
with no
additional
detail
Use of correct
description/classificati
on in just enough
detail to demonstrate
a basic understanding
of them
Use of correct
description/classification
in sufficient detail to
demonstrate a good
understanding of them
Use of correct
description/classificatio
n in detail and in
innovative ways to
demonstrate a
sophisticated
understanding of them
Question 2 Comparison
of future tourism to
present tourism and
identification of
assumptions
(20% of the mark for this
assessment)
No, limited or
incorrect
comparisons
and/or
identification of
assumptions
Some limited
but correct
comparison
and
identification of
assumptions
with no
additional
detail
Use of correct
comparison and
identification of
assumptions in just
enough detail to
demonstrate a basic
understanding of them
Use of correct
comparison and
identification of
assumptions in sufficient
detail to demonstrate a
good understanding of
them
Use of correct
comparison and
identification of
assumptions in detail
and in innovative ways
to demonstrate a
sophisticated
understanding of them
Question 3 Analysis of
tourism systems and
future tourism impacts
(20% of the mark for this
assessment)
No, limited or
incorrect
analysis of
tourism systems
and future
tourism impacts
Some limited
but correct
analysis of
tourism
systems and
future tourism
impacts with
no additional
detail
Use of correct analysis
of tourism systems and
future tourism impacts
in just enough detail to
demonstrate a basic
understanding of them
Use of correct analysis
of tourism systems and
future tourism impacts
in sufficient detail to
demonstrate a good
understanding of them
Use of correct analysis
of tourism systems and
future tourism impacts
in detail and in
innovative ways to
demonstrate a
sophisticated
understanding of them
Question 4 Backcasting
(20% of the mark for this
assessment)
No, limited or
incorrect use of
backcasting
techniques
Some limited
but correct use
of backcasting
techniques
Use of correct
backcasting techniques
in just enough detail to
demonstrate a basic
understanding of them
Use of correct
backcasting techniques
in sufficient detail to
demonstrate a good
understanding of them
Use of correct
backcasting techniques
in detail and in
innovative ways to
demonstrate a
sophisticated
understanding of them
Conclusions & Reflection
(10% of the mark for this
assessment)
No, limited or
inappropriate
conclusions,
limited and/or
superficial
reflections
Some limited
but appropriate
conclusions and
a small set of
limited
reflections
Appropriate
conclusions described
in sufficient detail and
a small set of
reflections that suggest
some genuine insights
Appropriate conclusions
described in good detail
detail and a larger set of
reflections that suggest
some genuine insights
Appropriate conclusions
described in good detail
detail and a set of
sophisticated reflections
that suggest genuine
insights and innovative
capacity
Page 22 of 23
5.2 ASSESSMENT ITEM 2: PART 1 CRITERIA SHEET (OR RUBRIC)
Criteria Unsatisfactory
0-49%
Pass
50-64%
Credit
65 – 74%
Distinction
75 – 84%
High distinction
85 – 100%
Introduction and
Defining the
trend
(10% of the mark
for this
assessment)
The trend is not
clearly defined, no
support is provided to
demonstrate what is
happening
The trend is not
very clearly
defined, limited
support is provided
to demonstrate
what is happening
The trend is
adequately defined,
some support is
provided
The trend is clearly
defined with
sufficient detail and
good support
provided to
demonstrate what
is happening
The trend is clearly
defined and excellent
support provided to
demonstrate what is
happening
Forces influencing
the trend
(20% of the mark
for this
assessment)
No understanding of
the forces behind the
trend are evident or
the assertions are
incorrect
Some limited
understanding of
the forces behind
the trend are
evident and/or the
assertions are
partially incorrect
Basic understanding
of the forces behind
the trend is evident
Good
understanding of
the forces behind
the trend is evident
A sophisticated
understanding of the
forces behind the trend is
evident
Explanation of the
trend
(40% of the mark
for this
assessment)
Inadequate
explanation of the
trend with no support
from literature and
examples
Limited explanation
of the trend with
limited support
from literature and
examples
Adequate
explanation of the
trend with some
support from
literature and
examples
Good explanation
of the trend with
support from
literature and
examples
Excellent explanation of
the trend with support
from literature and
examples
Application of the
trend to a
geographical
context and
conclusions
(30% of the mark
for this
assessment)
No, limited or
incorrect application
of the trend to a
geographical context
Brief, barely
adequate or
partially incorrect
application of the
trend to a
geographical
context
Adequate
application of the
trend to a
geographical
context
Good application of
the trend to a
geographical
context with details
and examples
Outstanding application
of the trend to a
geographical context with
details and examples
Page 23 of 23
5.3 ASSESSMENT ITEM 2: PART 2 CRITERIA SHEET (OR RUBRIC)
Criteria Unsatisfactory
0-49%
Pass
50-64%
Credit
65 – 74%
Distinction
75 – 84%
High distinction
85 – 100%
Identification of
desired future
outcome
(25%)
Identified a simple
future outcome with
incomplete argument
of desirability and
limited evaluation of
desired outcomes for
stakeholders
Identified a routine
future outcome
with adequate
argument for
desirability and
evaluation of
desired outcomes
for stakeholders
Identified a routine
future outcome
with appropriate
argument for
desirability and
evaluation of
desired outcomes
for stakeholders
Identified a
sophisticated future
outcome with
appropriate
argument for
desirability and
evaluation of
outcomes for
stakeholders
Identified a sophisticated
future outcome with
advanced argument for
desirability and insightful
evaluation of outcomes
for stakeholders
Creation of
futures wheel
(25%)
Created an
incomplete and
simplistic futures
wheel which
considers only basic
elements and linkages
Created a futures
wheel which
adequately
considers elements
and linkages
Created a futures
wheel which
considers
appropriate
elements and
linkages
Created a detailed
futures wheel
which
demonstrates
broad consideration
of elements and
linkages
Created a detailed and
complex futures wheel
which demonstrates
broad consideration of
diverse elements and
linkages
Explanation of
main elements of
futures wheel
(25%)
Demonstrated limited
ability to synthesise
factual information
and explain
connections to
desired future
Demonstrated
adequate ability to
synthesise factual
information and
explain connections
to desired future
Demonstrated
ability to synthesise
factual information
and explain
connections to
desired future
Demonstrated
advanced ability to
synthesise factual
information and
explain connections
to a dynamic
desired future
Demonstrated ability to
analyse and synthesise
ambiguous information
and explain connections
to a dynamic desired
future
Identification of
changes to
government
policy and/or
industry practice
(25%)
Identified limited
understanding of
specific implications
for THE policy and
practice and changes
required
Identified basic
understanding of
implications for
specific THE policy
and practice and
changes required
Identified
understanding of
implications for
specific THE policy
and practice and
changes required
Identified
appropriate
understanding of
implications for THE
policy and practice
and changes
required
Identified broad and
coherent range of
implications and changes
for THE policy and
practice
Subject Title Innovation for Tourism, Hospitality and Events Futures
Subject Code TO2051
Credit Points 3
Study Period TR2
Attendance Mode Internal
Campus Singapore
Prerequisite/s Nil
Subject Coordinator/
College
Kim Lim Tan (JCU Singapore)
Gianna Moscardo (JCU Australia)
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).
Page 2 of 23
Contents
1 Subject details ........................................................................................................................................ 3
1.1 Student participation requirements ................................................................................................... 3
1.2 Teaching Staff contact details............................................................................................................. 3
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 ....................................................................................... 4
1.7 Generative AI Usage ........................................................................................................................... 4
2 Assessment details................................................................................................................................ 5
2.1 Key dates ........................................................................................................................................... 5
2.2 Requirements for successful completion of this subject ..................................................................... 5
2.3 AccessAbility Services and Support..................................................................................................... 5
2.4 Assessment items .............................................................................................................................. 7
3 Submission and return of assessment.......................................................................................... 13
3.1 Submission of assessment ................................................................................................................ 13
3.2 Late submissions .............................................................................................................................. 13
3.3 Special Consideration (including deferrals and extensions) ............................................................... 14
3.4 Academic Integrity ........................................................................................................................... 14
3.5 Return of assessment ....................................................................................................................... 14
3.6 Review of assessment ...................................................................................................................... 14
4 Learning and teaching in this subject ........................................................................................... 16
4.1 Subject calendar .............................................................................................................................. 16
4.2 Learning and teaching activities/expectations .................................................................................. 20
5 Appendix 1: Assessment Criteria Sheets or Rubrics ................................................................ 21
5.1 ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC) ......................................................................... 21
5.2 ASSESSMENT ITEM 2: PART 1 CRITERIA SHEET (OR RUBRIC) ............................................................. 22
5.3 ASSESSMENT ITEM 2: PART 2 CRITERIA SHEET (OR RUBRIC) ............................................................. 23
This Subject Outline has been prepared by John Ng for the College of Business, Law and Governance,
James Cook University. Updated 12 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.
Page 3 of 23
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)
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.
1.2 Teaching Staff contact details
Teaching
team
Staff member Room Phone Email
Consultation
times*
Subject
Coordinator
Kim Lim Tan E3-01 TBC kimlim.tan@jcu.edu.au By email
Lecturer John Ng TBC TBC john.ng@jcu.edu.au By email
Tutor John Ng TBC TBC john.ng@jcu.edu.au 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.
Page 4 of 23
1.3 Subject description
Improving the performance of tourism, hospitality and events (THE) requires an understanding of these
sectors as a system and the pressures on these systems. One critical pathway to this is through systems
analysis and the ability to generate and use futures scenarios to improve business and government
strategy in the sectors. This subject will examine the key features of THE systems and the current and
predicted forces that will impact on them, specifically in the areas of changing technologies, changing
market demand, changing political, social and cultural dimensions of tourism practice and
environmental issues and limitations. The subject will also cover futures scenario building methods and
demonstrate how future scenarios can be used to improve THE planning and management.
1.4 Subject learning outcomes and course learning outcomes
On successful completion of this subject, you will be able to:
• compare and contrast the systems and pressures impacting on the tourism, hospitality and events
(THE) industry
• use big data to describe impacts and assess trends for sustainable growth initiatives in the tourism,
hospitality and events (THE) industry
• use futures scenario techniques to improve tourism, hospitality and event planning and management
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.
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 or
directly in the relevant week/topic folder in the LearnJCU subject site.
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 5 of 23
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 - Workbook (40%) Due Week 5, 6 July 2024
Assessment item 2: Written - Research report (60%)
- Part 1 (30%)
- Part 2 (30%)
Part 1: Due Week 8, 27 July 2024
Part 2: Due Week 10, 10 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.
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).
2.2.1 How do I track my progress in this subject?
Attendance at classes and/or engagement with the learning materials may include quizzes and revision
exercises which will provide students with formative feedback on their progress.
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.
Page 6 of 23
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 https://www.jcu.edu.au/inherent-
requirements/bachelor-of-tourism-hospitality-and-events-inherent-requirements
Page 7 of 23
2.4 Assessment items
This subject has 2 assessments as set out in the Courses and Subjects Database which contribute to the
overall marks and grade for the subject. Please note the Research report has two parts the to
assessment.
There is also a pre-census formative self-evaluation that is not compulsory, and which does not
contribute to the overall marks for the subject. The aim is to allow student to assess their progress in
the so that they can adjust their enrolments before the census date.
This is a short online quiz (30-60 minutes) that will be available through the subject learnjcu site for
students to complete. The test will be open on 28 May 9am and will be available until 11pm on 29 May.
All core assessment items must meet the following minimum standards to achieve a minimum pass
level
Criteria Unsatisfactory Minimum Standard Required for a Pass
Presentation & Style
Convey information clearly and
fluently, in high quality written
form appropriate for target
audiences
Presented work that demonstrates a lack
of literacy and rudimentary writing skills.
Does not convey specific meaning, has a
number of grammatical and English
expression errors and uses poor
referencing.
Employs appropriate language and accepted principles
of English and APA citation. Communicates clearly and
coherently but not always concisely with very few
errors in expression and referencing
Presentation & Style
Full and proper acknowledgment
of sources
Plagiarism software identified issues
with material taken from sources
without appropriate acknowledgment
No identification of direct quotes or a
failure to use in text citation with page
numbers for direct quotes
Poor referencing
More than 5 direct quotes
All sources are acknowledged with in text citations and
proper and complete APA style references
All direct quotes are identified with quotation marks,
author and date and page number
Plagiarism software does not identify issues with close
paraphrasing
Uses 5 or fewer direct quotes
Structure
Must include all the sections set
out as instructed
Not included or not completed according
to directions
Included and completed as directed
Effort
Students must be able to
demonstrate that they have
made an concerted effort to
complete the work required for
the assessment (ie. Assigned
readings, reading and research
required to understand the topic)
Evidence to support the required effort
is not provided
Evidence to support the required effort is provided
Page 8 of 23
ASSESSMENT ITEM 1: WORKBOOK
Aligned subject learning
outcomes
• compare and contrast the systems and pressures impacting on the tourism, hospitality
and events (THE) industry
Group or individual Individual assessment item
Weighting and due date 40% Due Week 5, 6 July 2024 11:59pm
Requirements for
successful completion of
this assessment item
Students need to achieve an overall percentage of 50% or more across all assessment tasks, therefore
a student may not need to pass this assessment task to pass this subject.
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
“Everything's science fiction until someone makes it science fact.” Marie Lu, Science Fiction Writer.
Watch the recorded presentation on assessment 1 (in the assessment 1 folder) to get more information
on this assessment.
Students will be required to choose one of the following two options
- read one science fiction book from the list provided in the assessment 1 folder (or any other approved by
the lecturer); or
- read the set of short science fiction stories provided in the assessment 1 folder (this is the option for those
who do not have the ability to access the first option)
Students will then have to answer the following set of questions aligned to the first 4 topics, analysing
what these future visions of tourism/hospitality/events can tell us both about aspects of the future in
general and how current trends might alter THE futures. Students should aim to write between 500 and
1000 words in the answer for each question. You should attempt to demonstrate that you have listened
to and read the relevant recorded lectures and readings set for each topic. Good students will also link
their answers to relevant literature from beyond the set readings.
BE CAREFUL: This is not a book or story report or review, do not provide any evaluation of the quality the
story, or the writing. Focus on the tourism that is portrayed and what it tells us about current tourism
systems and how people think about tourism futures.
Questions for Those that Read One Novel (I expect more depth in the analysis but the answers overall
will be more descriptive)
1. Describe the type of future tourism that is being described in the science fiction novel you read. You should
both describe it briefly in general and then label it using the categories described in the Topic 1 lectures
and readings before briefly setting out the main features of the tourism being described. You should also
briefly describe the core features of the larger world that tourism exists within.
2. Describe what is the same and what is different between current tourism and the future tourism described
in your story. What assumptions have been made about tourism that underpin these things that are the
same and different? What current trends have been used to generate the tourism future described.
Page 9 of 23
3. Thinking about the larger system that tourism is within in your story. Describe the main ways in which
tourism is influenced by and/or reflects features of the larger system it is within. Describe how the future
tourism portrayed has impacts on the larger world.
4. Decide if the tourism future you are analysing is a desirable one or not. If it is undesirable use back casting
to map out what actions could be started and/or taken now to avoid it. If it is a desirable tourism future
use back casting to map out what actions could be started and/or taken now to move towards it.
Questions for Those that Read The Set of short Stories (I expect less detail for each tourism future but
more analysis based on comparing and contrasting the examples)
Select 4 of the stories and for each of them you should
1. Describe the type/s of future tourism that is being described in each of the stories you read. You should
both describe it or the using the categories described in the Topic 1 lectures and readings and briefly set
out the main features of the tourism being described. You also briefly describe the core features of the
larger worlds that the tourism exists within.
2. For each story you should
a. Describe what is the same and what is different between current tourism and the future tourism
described in the story.
b. What assumptions have been made about tourism that underpin these things that are the same
and different?
c. What current trends have been used to generate the tourism futures described in ech of the three
stories you chose?
3. For the same 4 stories you analysed for the previous question think about the larger systems that tourism
is within in each story. Describe the main ways in which tourism is influenced by and/or reflects features
of the larger system it is within. Describe how the future tourism portrayed has impacts on the larger
world.
4. For each of these same stories decide if the tourism future presented is a desirable one or not. For
undesirable futures use backcasting to map out what actions could be started and/or taken now to avoid
it. For desirable tourism futures use backcasting to map out what actions could be started and/or taken
now to move towards it.
The assessment must be presented with the following sections and the exact headings as set out in the
following list.
Cover page – with student name, student ID, the version of the class they are enrolled in (i.e. CNS
Internal, TSV internal or external), and the name of the book, the films or the short stories that were
read/watched.
Question 1- Descriptions of Tourism Futures Portrayed – answer
Question 2 – Comparisons and Assumptions - answer
Question 3 – Underlying systems - answer
Question 4 – Backcasting to achieve or avoid the portrayed future tourism scenarios - answer
Conclusions – 200–500-word reflection on what you have learnt about tourism from this analysis of
tourism futures represented in science fiction
Page 10 of 23
References: in APA format including any of the set readings and other material used. It is not necessary
to reference material covered in the recorded lectures.
ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)
Refer to Appendix 1.
Page 11 of 23
ASSESSMENT ITEM 2 : RESEARCH REPORT PART 1
Aligned subject learning
outcomes
• compare and contrast the systems and pressures impacting on the tourism, hospitality
and events (THE) industry
• use big data to describe impacts and assess trends for sustainable growth initiatives in
the tourism, hospitality and events (THE) industry
Group or individual Individual assessment item
Weighting and due date 30% Due Week 8, 27 July 2024 11:59pm
Requirements for
successful completion of
this assessment item
Students need to achieve an overall percentage of 50% or more across all assessment tasks, therefore
a student may not need to pass this assessment task to pass this subject.
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: PART 1 DESCRIPTION
Students will be provided with a list of trends. The trends are grouped according to major themes. Students
should select one of these trends. Students may need to modify the topic or choose a specific topic within the
trend. The trend should be applied to Australia. Student need to choose a specific region, e.g. Far North
Queensland, QLD, North Coast, NSW or Gippsland, VIC. The report should focus on the current situation and near
future (up to 2028). Students should confirm their topic with their instructor by the online session in Week 6. This
assignment is linked to Assignment 3. Think of how you will develop the topic from assignment 2 to assignment 3.
Students will be required to:
- Seek relevant literature (a minimum of 5 sources including academic papers and industry/government
reports) to investigate this chosen megatrend;
- Explain the trend including the forces that gave rise to this trend and its key characteristics (500-750 words);
and
- Analyse impacts of the trend on the chosen sector and the chosen geographical area (500-750 words).
The list of trends is as follows:
Demographics:
1. A globally ageing population
2. Urbanisation and population loss in regional areas
3. International migration including modern nomads
Social change:
4. The rise of post-modern values of quality of life and memorable experiences
5. Expanding socio-economic inequalities
6. Ethical consumption
Politics:
7. Nationalism on the rise
8. Increasingly challenging bilateral and multilateral relations’
Environment:
9. Growing frequency of extreme weather events and natural disasters
10. The current mass extinction event: rapid loss of biodiversity
11. Influence of climate change on business operations
Page 12 of 23
Economics:
12. More flexible and less secure work patterns
13. Less predictable patterns of economic growth
14. Asia as an economic centre of the world
Technology:
15. The new industrial revolution through automation
16. A data-driven and connected world: big data, machine learning and Internet of Things
17. Innovation and investment in transportation
18. Other (you can suggest your own topic, the topic must be approved by the lecturer)
The suggested structure of the report is as follows (these are not report subheadings!):
1. Introduction 150-200 words
2. Why is this happening? Factors that gave rise to the trend (250-350 words)
3. What is happening? Explain the trend, what are its key characteristics. Section 2 and this section are
closely interlinked. Both parts are NOT Australia-specific at this stage. You may want to use examples or
best practices from around the world (250-400 words)
4. How is it impacting tourism/hospitality/events in Australia (or specific region)? Apply the trend to the
context of Australia/one of the states/one of the regions. At this stage you don’t need to think about
long-term futures. Focus on the current situation and near future (up to 2027). (400-650 words)
5. Conclusion. Summarise the main idea of the report. (100 words).
1. Make sure that all arguments are supported by the relevant academic literature, industry reports, or
news media. Do not forget to question the accuracy of the information. Industry reports may have vested
interests while news media tends to focus on more sensational material.
ASSESSMENT ITEM 2: PART 1 CRITERIA SHEET (OR RUBRIC)
Refer to Appendix 1
Page 13 of 23
ASSESSMENT ITEM 2: RESEARCH REPORT PART 2
Aligned subject learning
outcomes
• use futures scenario techniques to improve tourism, hospitality and event planning and
management
Group or individual Individual assessment item
Weighting and due date 30% Due Week 10, 10 August 2024 11:59pm
Requirements for
successful completion of
this assessment item
Students need to achieve an overall percentage of 50% or more across all assessment tasks, therefore
a student may not need to pass this assessment task to pass this subject.
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: PART 2 DESCRIPTION
Students should take the topic from assessment 2 and carry out further analysis using futures thinking
techniques to do the following:
- Identify the desirable future outcome for this trend (with argument for to whom it is desirable - ie. in
what ways will it benefit/impact key stakeholders in the system - and why its desirable) (250-350 words);
- Analyse how to achieve this desirable future by creating a detailed futures wheel with backcasting to at
least 3 levels (diagram can be created using https://online.visual-
paradigm.com/drive/#diagramlist:proj=0&new=FuturesWheel) and short explanations of the main
elements of the futures wheel (500 – 750 words); and
- Identify what changes should be made in present government policy and/or industry practice related to
this trend in order to realise the desired future (750-1000 words).
ASSESSMENT ITEM 2: PART 2 CRITERIA SHEET (OR RUBRIC)
Refer to Appendix 1
3 Submission and return of assessment
3.1 Submission of assessment
All assessments should submitted online though the learnjcu site for the subject.
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.
Page 14 of 23
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
3.5 Return of assessment
Students will be given feedback online within 7 working days of submission of the assessment if the
assessment is submitted on the due date.
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.).
Page 15 of 23
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.
Page 16 of 23
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
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
1
What are futures and why do
they matter
- Definitions of key terms
- Benefits for Managers
- Our values & aspirations
- Overview of the whole
subject
Introduction to assessment 1
What about our personal
futures?
Lateral thinking exercises
Create a tourism future.
Think about its impacts
Moscardo, G. (2020). The story turn in tourism: forces and futures. Journal of
Tourism Futures. doi/10.1108/JTF-11-2019-0131.
Van Duijine, F. & Bishop, P. (2018). Introduction to Strategic Foresight. Available
at
https://www.futuremotions.nl/wp-
content/uploads/2018/01/FutureMotions_introductiondoc_January2018.pdf
Voros, J. (2001). A primer on Futures Studies, foresight and the use of scenarios.
Available at https://thevoroscope.com/publications/foresight-primer/
World Business Council for Sustainable development (WBCSD) (2015). Futures
Thinking. Available at
https://docs.wbcsd.org/2017/01/Future_Thinking/1_Futures_Thinking.pd
1
2
Futures Thinking
- Core steps in more detail
An example of application to a
tourism example (Wildlife
Based Tourism)
What do we fear from the
future?
What frightens us the most
when we think about thinking
about the future?
Analyse our Tourism future
from week 1 using the basic
steps of futures thinking
Inayatullah, S. (2008). Six pillars: futures thinking for transforming. Foresight,
10(1); 4-21.
Hughes, K., & Moscardo, G. (2019). ICT and the future of tourist management.
Journal of Tourism Futures, 5 (3), 228-240.
Moscardo, Gianna, Minihan, Christina and O’Leary, Joseph (2015). Dimensions of
the food tourism experience. In I. Yoeman, U. McMahon-Beattie, K. Fields, J.N.
Albrecht and K. Meethan (Eds.), The Future of Food Tourism. Bristol, Channel
View, pp. 208-224.
Moscardo, G. (2021). Promises and pitfalls in the future of sustainable wildlife
interpretation. In G. Bertella (Ed.) Wildlife Tourism Futures (pp. 85-97). Bristol:
Channel View.
1
3
Systems Thinking
- What is systems thinking,
definitions and basic steps
- Building systems models
Build a systems model for a
tourism case
Use the systems model to
identify leverage points for
change and creat a different
Betley, E., Sterling, E.J., Akabas, S., Paxton, A., & Frost, L. (2021). Introduction to
systems and systems thinking. Lessons in Conservation, 11(1), 9-25.
Moscardo, G. (2019). Connecting people with experiences. In S. McCool and K.
Bosak (Eds.). A Research Agenda for Sustainable Tourism (pp. 70-89). Cheltenham;
Edward Elgar.
1
Page 17 of 23
Week/
Module
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
- Using systems models to think
about futures
Links to design
future pathway for your
example
Moscardo, G. The Responsible Management of Ecotourism Experiences: Exploring
Ecotourism Selfies. In D. Agapito, M.A. Ribeiro and K.M. Woosnam (Eds.),
Handbook On The Tourist Experience: Design, Marketing and Management.
Edward Elgar.
4
Futures Methods
- Horizon scanning
- Assumption testing
- Building and using futures
scenarios
- Futures wheels
- Backcasting
- Stakeholder engagement/
empowerment
Storytelling & Story co-creation)
Apply different futures
methods to our tourism
example
Inayatullah, S. (2013). Futures studies: theories and methods. There’s a future:
Visions for a better world, 36-66. Available at
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.739.2488&rep=rep1&
type=pdf
Voros, J. (2001). A primer on Futures Studies, foresight and the use of scenarios.
Available at https://thevoroscope.com/publications/foresight-primer/
World Business Council for Sustainable development (WBCSD) (2015). Futures
Thinking. Available at
https://docs.wbcsd.org/2017/01/Future_Thinking/1_Futures_Thinking.pd
1
5
Defining trends (megatrends
and fads)
Visitor statistics,
Forecasting visitor arrivals and
expenditure
Content analysis of news
List of trends
Simulated parliament dealing
with a problem
Selection of topics for
assignment 2
Pratt, S., & Tolkach, D. (2018). The politics of tourism statistics. International
Journal of Tourism Research, 20(3), 299-307.
Song, H., Qiu, R. T., & Park, J. (2019). A review of research on tourism demand
forecasting: Launching the Annals of Tourism Research Curated Collection on
tourism demand forecasting. Annals of Tourism Research, 75, 338-362.
Tolkach, D., Chon, K. K., & Xiao, H. (2016). Asia Pacific tourism trends: Is the future
ours to see?. Asia Pacific Journal of Tourism Research, 21(10), 1071-1084.
IBISWorld (2021). Tourism in Australia.
https://www.ibisworld.com/au/industry/tourism/1903/
Skift (2021). Megatrends: Looking Ahead to 2025.
Tourism Research Australia (n.d.). Home. https://www.tra.gov.au/
UNWTO (2021). UNWTO Tourism Data Dashboard.
https://www.unwto.org/unwto-tourism-dashboard
WTTC (2021). Data Gateway https://wttc.org/Research/Economic-Impact/Data-
Gateway
2
LR LECTURE RECESS
Page 18 of 23
Week/
Module
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
6
Forces on Tourism Hospitality
Event Systems:
-Motivation
-Leisure
-Transport
-Technology
-Globalisation
-Politics
-Economic development
-Demographics
-Mobilities
-Sustainability
-Marketing
Look at past trends and what
has changed
Tolkach, D. (2016). The Constant Trends of Tourism. In CAUTHE 2016 Conference
Proceedings, pp. 851-857.
Yeoman, I., & McMahon-Beattie, U. (Eds.). (2019). The Future Past of Tourism:
Historical Perspectives and Future Evolutions. Channel View Publications.
2
7
Abrupt Change & Disruption
Risk & Crisis Management
EarthCheck CrisisReady
Program
Workshop on EarthCheck
CrisisReady app
Glaesser, D. (2004). Crisis management in the tourism industry. Routledge.
Ritchie, B. W. (2004). Chaos, crises and disasters: a strategic approach to crisis
management in the tourism industry. Tourism management, 25(6), 669-683.
2
8
Building Resilience
- What is resilience?
- What contributes to
vulnerability in THE?
How might THE contribute to
resilent destination
communities?
Case study
Folke, C., S. R. Carpenter, B. Walker, M. Scheffer, T. Chapin, and J. Rockström.
2010. Resilience thinking: integrating resilience, adaptability and transformability.
Ecology and Society 15(4): 20. [online] URL:
http://www.ecologyandsociety.org/vol15/iss4/art20/26 May
Emma Calgaro, Kate Lloyd & Dale Dominey-Howes (2014) From vulnerability to
transformation: a framework for assessing the vulnerability and resilience of
tourism destinations, Journal of Sustainable Tourism, 22:3, 341-
360, DOI: 10.1080/09669582.2013.826229
Anna Scuttari & Philipp Corradini (2018). Multidisciplinary Approaches to
Resilience in Tourism Destination Studies: A Conceptual Framework. In Destination
Resilience: Challenges and Opportunities for Destination Management and
Governance. Edited By Elisa Innerhofer, Martin Fontanari, Harald Pechlaner.
Routledge.
Girish Prayag (2018). Symbiotic relationship or not? Understanding resilience and
crisis management in tourism, Tourism Management Perspectives, Volume 25,
2018, Pages 133-135, https://doi.org/10.1016/j.tmp.2017.11.012.
3
Page 19 of 23
Week/
Module
Topic Online Tutorial Focus Readings/Preparation
Relationship
to
assessment
9
Creativity & Innovation
- Defining creativity and
innovation
- Overview of different types of
innovation
Techniques and exercises for
creativity and innovation
Creative thinking and
innovation exercises
Magadan, M. and Rivas, J. Innovation, Creativity and Tourism (2018), in "Prelims",
Sotiriadis, M. (Ed.) The Emerald Handbook of Entrepreneurship in Tourism, Travel
and Hospitality, Emerald Publishing Limited, Bingley,Chapter 5 pp. 71-88.
https://doi.org/10.1108/978-1-78743-529-220181011.
Nordin, Sara & Hjalager, Anne-Mette. (2017). Doing, Using, Interacting: Towards a
New Understanding of Tourism Innovation Processes. I In book: Driving Tourism
through Creative Destinations and Activities (pp.165-180)10.4018/978-1-5225-
2016-0.ch008.
3
10
Transformation & planned
change
- How do we change THE
governance to be able to
make planned or guided
change
- How do we transform THE so
it moves towards aspirational
futures
Can/how can THE be a force for
good in the future?
Futures wheel example
Matunga, H., Matunga, H. and Urlich, S. (2020). From Exploitive to Regenerative
Tourism: Tino rangatiratanga and tourism in Aotearoa New Zealand. Mai Journal
DOI: 10.20507/MAIJournal.2020.9.3.10.
Joppe, M. (2018). Tourism policy and governance: Quo vadis?, Tourism
Management Perspectives, Volume 25, Pages 201-204,
https://doi.org/10.1016/j.tmp.2017.11.011.
Maria Jose Zapata Campos & C. Michael Hall (2019) Transformative collaboration:
knocking down taboos, challenging normative associations, Journal of Policy
Research in Tourism, Leisure and Events, 11:sup1, s13-s18, DOI:
0.1080/19407963.2018.1556857.
Pg 310 to 2323 of McCool, S. Friemund, W. and Breen C. (2015). Beneifting from
complexity thinking in G.L Worboys, M. Lockwood, A. Kothari. S Peary and I.
Pulsford (eds) Protected Area Governance and Management, pp 291-326. ANU
Press Canberra.
3
SB STUDY BREAK
Page 20 of 23
4.2 Learning and teaching activities/expectations
This subject is based an active and immersive learning approach.
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 21 of 23
5 Appendix 1: Assessment Criteria Sheets or Rubrics
5.1 ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)
All students must achieve the following minimum standards on core criteria to pass. In other words if you don’t
achieve the following criteria you fail no matter the content and other features of the assessment. Students who
exceed the minimum standard may be awarded additional marks for their extra effort. Submissions that are
identified as having significant numbers of unacknowledged sources will be referred to the Academic Head for a
potential student academic misconduct process.
Criteria Unsatisfactory
0-49%
Pass
50-64%
Credit
65 – 74%
Distinction
75 – 84%
High distinction
85 – 100%
For all four questions
Appropriate use and
application of concepts,
processes or methods
from relevant
lectures/readings/learnin
g activities
(20% of the mark for this
assessment)
No, limited or
inappropriate
use of concepts,
processes or
methods
covered in any
aspect of
lectures,
readings or
learning
activities
Some limited
use of relevant
concepts,
processes or
methods but
sufficient to
demonstrate a
basic
understanding
of them
Use of relevant
concepts, processes
and methods in
sufficient detail to
demonstrate a sound
understanding of them
Use of relevant
concepts, processes and
methods in sufficient
detail to demonstrate a
good understanding of
them
Use of additional
references beyond those
provided
Use of relevant
concepts, processes and
methods in sufficient
detail and in innovative
ways to demonstrate a
detailed understanding
of them
Use of additional
references beyond those
provided
Question 1
Description/classification
of tourism futures
(10% of the mark for this
assessment)
No, limited or
incorrect
descriptions and
classifications
Some limited
but correct
description/
classification
with no
additional
detail
Use of correct
description/classificati
on in just enough
detail to demonstrate
a basic understanding
of them
Use of correct
description/classification
in sufficient detail to
demonstrate a good
understanding of them
Use of correct
description/classificatio
n in detail and in
innovative ways to
demonstrate a
sophisticated
understanding of them
Question 2 Comparison
of future tourism to
present tourism and
identification of
assumptions
(20% of the mark for this
assessment)
No, limited or
incorrect
comparisons
and/or
identification of
assumptions
Some limited
but correct
comparison
and
identification of
assumptions
with no
additional
detail
Use of correct
comparison and
identification of
assumptions in just
enough detail to
demonstrate a basic
understanding of them
Use of correct
comparison and
identification of
assumptions in sufficient
detail to demonstrate a
good understanding of
them
Use of correct
comparison and
identification of
assumptions in detail
and in innovative ways
to demonstrate a
sophisticated
understanding of them
Question 3 Analysis of
tourism systems and
future tourism impacts
(20% of the mark for this
assessment)
No, limited or
incorrect
analysis of
tourism systems
and future
tourism impacts
Some limited
but correct
analysis of
tourism
systems and
future tourism
impacts with
no additional
detail
Use of correct analysis
of tourism systems and
future tourism impacts
in just enough detail to
demonstrate a basic
understanding of them
Use of correct analysis
of tourism systems and
future tourism impacts
in sufficient detail to
demonstrate a good
understanding of them
Use of correct analysis
of tourism systems and
future tourism impacts
in detail and in
innovative ways to
demonstrate a
sophisticated
understanding of them
Question 4 Backcasting
(20% of the mark for this
assessment)
No, limited or
incorrect use of
backcasting
techniques
Some limited
but correct use
of backcasting
techniques
Use of correct
backcasting techniques
in just enough detail to
demonstrate a basic
understanding of them
Use of correct
backcasting techniques
in sufficient detail to
demonstrate a good
understanding of them
Use of correct
backcasting techniques
in detail and in
innovative ways to
demonstrate a
sophisticated
understanding of them
Conclusions & Reflection
(10% of the mark for this
assessment)
No, limited or
inappropriate
conclusions,
limited and/or
superficial
reflections
Some limited
but appropriate
conclusions and
a small set of
limited
reflections
Appropriate
conclusions described
in sufficient detail and
a small set of
reflections that suggest
some genuine insights
Appropriate conclusions
described in good detail
detail and a larger set of
reflections that suggest
some genuine insights
Appropriate conclusions
described in good detail
detail and a set of
sophisticated reflections
that suggest genuine
insights and innovative
capacity
Page 22 of 23
5.2 ASSESSMENT ITEM 2: PART 1 CRITERIA SHEET (OR RUBRIC)
Criteria Unsatisfactory
0-49%
Pass
50-64%
Credit
65 – 74%
Distinction
75 – 84%
High distinction
85 – 100%
Introduction and
Defining the
trend
(10% of the mark
for this
assessment)
The trend is not
clearly defined, no
support is provided to
demonstrate what is
happening
The trend is not
very clearly
defined, limited
support is provided
to demonstrate
what is happening
The trend is
adequately defined,
some support is
provided
The trend is clearly
defined with
sufficient detail and
good support
provided to
demonstrate what
is happening
The trend is clearly
defined and excellent
support provided to
demonstrate what is
happening
Forces influencing
the trend
(20% of the mark
for this
assessment)
No understanding of
the forces behind the
trend are evident or
the assertions are
incorrect
Some limited
understanding of
the forces behind
the trend are
evident and/or the
assertions are
partially incorrect
Basic understanding
of the forces behind
the trend is evident
Good
understanding of
the forces behind
the trend is evident
A sophisticated
understanding of the
forces behind the trend is
evident
Explanation of the
trend
(40% of the mark
for this
assessment)
Inadequate
explanation of the
trend with no support
from literature and
examples
Limited explanation
of the trend with
limited support
from literature and
examples
Adequate
explanation of the
trend with some
support from
literature and
examples
Good explanation
of the trend with
support from
literature and
examples
Excellent explanation of
the trend with support
from literature and
examples
Application of the
trend to a
geographical
context and
conclusions
(30% of the mark
for this
assessment)
No, limited or
incorrect application
of the trend to a
geographical context
Brief, barely
adequate or
partially incorrect
application of the
trend to a
geographical
context
Adequate
application of the
trend to a
geographical
context
Good application of
the trend to a
geographical
context with details
and examples
Outstanding application
of the trend to a
geographical context with
details and examples
Page 23 of 23
5.3 ASSESSMENT ITEM 2: PART 2 CRITERIA SHEET (OR RUBRIC)
Criteria Unsatisfactory
0-49%
Pass
50-64%
Credit
65 – 74%
Distinction
75 – 84%
High distinction
85 – 100%
Identification of
desired future
outcome
(25%)
Identified a simple
future outcome with
incomplete argument
of desirability and
limited evaluation of
desired outcomes for
stakeholders
Identified a routine
future outcome
with adequate
argument for
desirability and
evaluation of
desired outcomes
for stakeholders
Identified a routine
future outcome
with appropriate
argument for
desirability and
evaluation of
desired outcomes
for stakeholders
Identified a
sophisticated future
outcome with
appropriate
argument for
desirability and
evaluation of
outcomes for
stakeholders
Identified a sophisticated
future outcome with
advanced argument for
desirability and insightful
evaluation of outcomes
for stakeholders
Creation of
futures wheel
(25%)
Created an
incomplete and
simplistic futures
wheel which
considers only basic
elements and linkages
Created a futures
wheel which
adequately
considers elements
and linkages
Created a futures
wheel which
considers
appropriate
elements and
linkages
Created a detailed
futures wheel
which
demonstrates
broad consideration
of elements and
linkages
Created a detailed and
complex futures wheel
which demonstrates
broad consideration of
diverse elements and
linkages
Explanation of
main elements of
futures wheel
(25%)
Demonstrated limited
ability to synthesise
factual information
and explain
connections to
desired future
Demonstrated
adequate ability to
synthesise factual
information and
explain connections
to desired future
Demonstrated
ability to synthesise
factual information
and explain
connections to
desired future
Demonstrated
advanced ability to
synthesise factual
information and
explain connections
to a dynamic
desired future
Demonstrated ability to
analyse and synthesise
ambiguous information
and explain connections
to a dynamic desired
future
Identification of
changes to
government
policy and/or
industry practice
(25%)
Identified limited
understanding of
specific implications
for THE policy and
practice and changes
required
Identified basic
understanding of
implications for
specific THE policy
and practice and
changes required
Identified
understanding of
implications for
specific THE policy
and practice and
changes required
Identified
appropriate
understanding of
implications for THE
policy and practice
and changes
required
Identified broad and
coherent range of
implications and changes
for THE policy and
practice
