Cambridge International AS & A Level Travel & Tourism 9395

Scheme of Work Cambridge International AS & A Level Travel & Tourism

9395 For examination from 2017

Contents Introduction ................................................................................................................................................................................................................................................ 3 Paper 1 1.1 Features of the travel and tourism industry ......................................................................................................................................................................................... 6 1.2 Principles of customer service in travel and tourism ......................................................................................................................................................................... 16 Paper 3 3.1 Defining the tourism market .............................................................................................................................................................................................................. 20 3.2 Building a destination brand .............................................................................................................................................................................................................. 27 3.3 Implementing the destination brand .................................................................................................................................................................................................. 31 3.4 Monitoring the effectiveness of the destination brand ....................................................................................................................................................................... 37 Paper 4 4.1 Organisations involved in destination management, their roles and priorities .................................................................................................................................. 39 4.2 Destination management .................................................................................................................................................................................................................. 45 4.3 Impacts of tourism development ....................................................................................................................................................................................................... 51

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017 Scheme of Work

Introduction This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you could take. Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation.

Key Concepts The Key Concepts are highlighted as a separate item in the new syllabus and teachers should be aware that learners will be assessed on their direct knowledge and understanding of the same. Learners should be able to describe and explain the Key Concepts as well as demonstrate their ability to apply them to novel situations and evaluate them. Reference to the Key Concepts is made throughout the scheme of work using the key shown below: Key Concept 1 (KC1) – Global and growing Key Concept 2 (KC2) – Change and development Key Concept 3 (KC3) – Customer focus Key Concept 4 (KC4) – Sustainability and responsibility Guided learning hours Guided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses are designed around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The table below gives some guidance about how many hours are recommended for each topic.

Topic Suggested teaching time (%)

Paper 1 It is recommended that the topics for this unit should take about 120 hours (33%) of the course.

Paper 2 It is recommended that this coursework unit should take about 60 hours (17%) of the course.

Paper 3 (A Level) It is recommended that the topics for this unit should take about 90 hours (25%) of the course.

Paper 4 (A Level) It is recommended that the topics for this unit should take about 90 hours (25%) of the course.

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Resources The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. Teacher support Teacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at https://teachers.cie.org.uk If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org. Websites This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site’s owners (or their products/services).

The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended.

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https://teachers.cie.org.uk/

https://teachers.cie.org.uk./

http://www.openoffice.org/




How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies We have written this scheme of work for the Cambridge International AS & A Level Travel & Tourism (9395) syllabus and it provides some ideas and suggestions of how to cover the content of the syllabus. We have designed the following features to help guide you through your course.

Syllabus ref and Key Concepts

Learning objectives Suggested teaching activities

KC3 (b) Market research: advantages and disadvantages of each research method.

x Learners will be able to identify and describe different types of market research.

x In context learners

will be able to evaluate the value of each method.

Get learners to design a simple class questionnaire and distribute it to other learners using www.surveymonkey.com. They could ask aspirational questions about where their peers might want to travel in the future (e.g. after school or university graduation). Try and get a mixture of open and closed questions. Ask colleagues to complete it too.

Ask learners to consider why response rates were low or high – and how that might reflect or differ from a similar questionnaire issued by the local Tourist Board. (I) How were results skewed or otherwise by differing responses by learners and staff? How useful were the answers to open questions compared to closed ones? (Again consider the impact on a tourist board survey.) Extension activity: Identify and recommend suitable market research for a local (or otherwise well-known) destination (basic) or provide a challenging destination for the same exercise (stretching), e.g. a developing destination with low resources or a destination with very wide and varied target market, such as New York.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk (F)

Learning objectives help your learners by making it clear the knowledge they are trying to build. Pass these on to your learners by expressing them as ‘We are learning to / about…’.

Suggested teaching activities give you lots of ideas about how you can present learners with new information without teacher talk or videos. Try more active methods which get your learners motivated and practising new skills.

Formative assessment (F) is on-going assessment which informs you about the progress of your learners. Don’t forget to leave time to review what your learner has learnt; you could try question and answer, tests, quizzes, ‘mind maps’ or ‘concept maps’. These kinds of activities can be found in the scheme of work.

Past Papers, Specimen Papers and Mark Schemes are available for you to download at:

https://teachers.cie.org.uk

Using these resources with your learners allows you to check their progress and give them confidence and understanding.

Extension activities provide your more able learners with further challenge beyond the basic content of the course. Innovation and independent learning are the basis of these activities.

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1.1 Features of the travel and tourism industry

Syllabus ref and Key Concepts Learning objectives Suggested teaching activities

1.1.1 The nature of travel and tourism

KC1 (a) Main types of tourism

x Learners will be able to appreciate that there are a number of different types of tourism.

x Learners will be able

to identify types of tourist from data or source material.

Ask learners if they have ever taken a holiday. Those learners that have taken a holiday could then identify where they went, how they travelled, where they stayed, what they did whilst they were away, etc. If it is unlikely that learners will have travelled on holiday, you could introduce the topic using a case study scenario of different visitors – e.g. a family taking a holiday by visiting relatives abroad, a businessman travelling to a meeting in a different part of his own country, a couple going away on honeymoon. Develop this activity into definitions of key terminology, including the main types of tourism:

x domestic x international x inbound x outbound x mass x specialised x independent x packaged

You could further develop this by asking learners either individually or in groups to produce descriptions or pictorial sources to illustrate these types of tourist. (I) You could also ask learners to describe a type of tourism and ask the rest of the group to identify what type it is; a similar activity includes giving learners definitions and asking them to identify the type of tourism. Information can be accessed from any travel and tourism textbook. Collect travel brochures or magazines. Use photographs (www.gettyimages.co.uk). Local tourist information sources could be helpful and may be prepared to answer questions or give a talk about the types of tourists they come into contact with during their work. (This could be useful as this could tie in with KC3 with some information about customer service.)

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http://www.gettyimages.co.uk/



KC1 (b) Types of destination

x Learners will be able to recognise the following types of tourist destination: resorts/cities/coastal.


to identify different types of destination within those categories.


to recognise what types of countries make up MEDCs and LEDC s and should recognise examples of tourist destinations within those countries.

Learners need to be able to recognise the different types of tourist destinations that are listed within the syllabus. They must know what MEDCs and LEDCs are and should be able to identify these types of countries from various sources of information (textbooks/websites, etc.) Teaching activities could include:

x Identification of various types of destination from photographs and/or guide books; learners could make presentations or information sheets about the various types of destinations. (I)

x There could be quiz questions about places. x Extension activity: Learners could produce a guide of tourist destinations within their country using

local, regional and national examples to cover all in the specification. This could be done on an individual or group basis.

Resources could include:

x national tourist office websites, e.g. www.visitbritain.com x guide books such as the Rough Guide. x brochures from tour operators, plus travel and tourism textbooks.

KC1 (c) (i) Main reasons why people travel

x Learners will be able to recognise that there are different reasons for travel.


to identify types of tourists.

Learners need to realise that there are different types of tourist: x business x leisure x visiting friends and relatives (VFR).

Learners need to identify the impact that each of these types of tourists has on a destination and should be able to interpret the importance of each type from data. Suggested teaching activities could include:

x Case studies of tourists – learners determine what their reason for travel would have been. (I) x Extension activity: Use of data regarding reasons for travel into a country – learners could produce

various types of charts/graphs to illustrate data and draw conclusions from it about the structure of tourist types within various countries.

Resources could include various sets of data available from national tourism departments.

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http://www.visitbritain.com/



KC1 (c) (ii) Key specialised markets/travel motivations (d) Characteristics of destinations / attractions which appeal to visitors

x Learners will be able to identify the various specialised tourism markets and the reasons that people have for travelling.

Learners need to recognise that there are a variety of niche or specialised markets for tourists including the following:

x medical tourism x religious tourism x adventure tourism x cultural tourism x ecotourism x sports tourism x health and spa tourism x special interest which includes dark tourism, slum tourism and film tourism.

They should find out what the appeal of these destinations is to tourists and what tourists would expect to find in them including:

x how accessible they are x what built/natural attractions there are in the destination x what the climate is like x what the culture includes – traditions/language/gastronomy/dress/handicrafts x religion x history of destinations and the architecture x what leisure activities are available x the range of accommodation available.

Learners could produce investigations into these types of tourism and make up information sheets, posters or adverts for examples of each of these tourism types. They could provide examples from their own countries or somewhere that they are familiar with. (I) Case studies of destinations can be provided and learners identify which tourism type they relate to. Sources of information can include: tourism brochures, tourist information, websites as appropriate, travel and tourism textbooks.

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KC1 (e) Challenges of the travel and tourism industry and how these are overcome.

x Learners will be able to understand the meaning of these terms: o Seasonality o Intangibility o Perishability.

x Learners will be able to explain why these are a problem to the tourism industry.


to suggest ways in which their impacts can be minimised.

Learners should be encouraged to look up the meanings of these terms and to try and identify why these can be issues for the tourism industry. They need to research ways in which these problems can be overcome. (I) Allow learners to use textbooks/internet to research the problems and then they can see how various travel and tourism industries can overcome these issues. It may be worth learners looking up various industries using the internet to see how they can try and overcome these issues – for example, what is put on during the low season to encourage visitors? How can they sell additional tickets? How can they get over the idea of perishability – use of videos/films/photographs to record a moment? Use any travel and tourism textbook, or use the websites of major companies, etc., such as Universal Studios or Disneyland to see, what is on offer throughout the year.

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1.1.2 The scale of the travel and tourism industry

KC1 (a) Key patterns in local, national and global tourism (including data interpretation and manipulation)

x Learners will be able to use data to determine patterns in the number of tourists and suggest reasons for the patterns using prior background knowledge.


to read simple graphs such as tally charts/bar charts/line graphs/pie charts.

Encourage learners to become familiar with data sources in graphs, pictures and written formats. This is to allow them to be able to undertake simple data analysis to determine patterns of tourism so that they can determine where tourists are coming from, where they may be going to, what types of tourists they are, what age groups they belong to, how they may be travelling. They can find this information by examining the statistics that are available from government sources in most countries. They could be given tasks to find out various types of information about their own country using government figures. It could be an idea to undertake a project or case study about their own country or a selected one and find out how many people arrive annually so that they can determine whether tourism is increasing or decreasing and they can then explore the reasons for this pattern. For example, it may be that the number of tourists in the over 60 years old age group is growing so they could explain why that may the case – more leisure time, retirement at an early age and more money being the reasons. Learners need to be able to recognise where most tourists to their country both come from and go to – they should also be able to suggest reasons for these patterns. Other data that they need to be able to identify includes information about:

x employed in the industry in both a direct and indirect manner, they should be aware of the amount that visitors can spend in a destination – by doing this they become aware of the significance/importance of tourism to the economy; and

x occupancy rates in hotels and other forms of accommodation together with details about the length of stay and the methods of transport that may be used.

There are many interlinking topics here as other factors will underpin the data and learners must be aware of these factors in order to be able to analyse the data they will be presented with in the exam paper. See 1.1.3 (a) Economic factors. Sources of information most suitable for use include the Travel & Tourism textbooks to assist with analysis; the government websites and tourist information websites for data that is up to date; tourist information websites will also offer explanations for data trends and will also point out the trends. Past exam papers too will provide sample questions that allow learners to practise how to interpret data.

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1.1.3 Factors affecting tourism and their impact

KC1/KC2 (a) Economic factors

x Learners will be able to identify changes that have occurred in national economies and the reasons behind any changes.

In order to be able to achieve this objective learners must be prepared to examine the economic changes that have occurred throughout world economies and be able to explain the impacts that these changes have had on the travel and tourism industry. There will be overlap here with the previous section – the scale of the travel and tourism industry. The best way to examine this is to encourage learners to identify changes that have occurred in economies – such as those in the levels of income, GDP and numbers employed in travel and tourism industries. Exchange rate impacts must also be explained and the impact of the growth of travel and tourism on infrastructure is relevant. Travel and tourism textbooks will contain relevant information to support these points. Data can be obtained from government websites (such as www.ons.gov.uk). Tourism information sites (such as www.visitbritain.com) will contain useful information. Learners also need to be able to recognise new countries that are having an impact, such as the BRIC countries (Brazil, Russia, China and India), and be able to explain the impact that this will have on the travel and tourism industry worldwide.

KC1/KC2 (b) Social factors

x Learners will be able to explain and suggest how various social factors can have an impact on the travel and tourism industry.

Learners should be able to justify changes that have occurred within the travel and tourism industry from a social perspective. It would probably be useful if this was done as a group activity with groups/individuals contributing to the overall picture. They must include:

x the effect of ageing populations x the impact of the decline of leisure time related to raising the pension age in some countries x the impact of a rising middle class in countries such as China and India x the impact of new family structures/increased numbers of single travellers/fewer families with children x increased awareness of health issues/health risks/increased risk of disease through international travel –

SARS, H1N1, ebola, etc. x the effects on health of pollution issues.

Again this lends itself to a group production with all contributing to the study and acquisition of information. Tour operators and government websites will contain information about these facts and advice for travellers.

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http://www.ons.gov.uk/

http://www.visitbritain.com/



KC1/KC2 (c) Political factors

x Learners will be able to explain and answer questions about the influence of politics upon the travel and tourism industry.

Political factors can include any of the following: x terrorism/war/civil unrest/crime, etc. x changes to security measures/visa requirements/entry controls x changes to legislation such as consumer protection/employment law/anti-discrimination procedures

Learners could use case studies provided by the tutor to explain what effect these impacts have had on the industry. (I) It may also be useful to use past questions.

KC1/KC2 (d) Technological factors

x Learners will be able to identify how developments in transport technology and developments in information technology have had an impact on the travel and tourism industry.

This again is a big topic and learners need an appreciation of the impacts that these two aspects have on the industry. Transport can include changes in types of transport, the choice available, how it is cheaper to travel further and how the price of air travel has declined, and especially the fact that people can now travel much further. It may be appropriate to cover the problems of diminishing oil supplies and developing new travel forms from (e) Ecological factors in this part. Teachers could select suitable topics for their learners to research.

x Information technology is a large topic – learners must appreciate how easy it is today to make reservations and to find out information without the use of a PC or laptop because this can be done on a phone or through a tablet device.

x Social media can have an impact on both providers and on tourists – marketing and reputations can be made through this.

x E marketing and ticketing has made the use of IT important in the industry. x There is also an overlap with political factors because biometric passports can be used in security

measures.

Again it is important to be aware of the time available for delivery of this unit and it may be worth either giving learners a case study to follow or past questions to complete – textbooks may also provide useful examples of work or use this as a group activity with all contributing to a final presentation.

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KC1/KC2/KC4 (e) Ecological factors

x Learners will become familiar with the problems that may be caused by environmental issues.

Learners need to consider how natural and cultural environments may be protected and conserved so that they can be enjoyed by future generations. In view of time constraints, it may be appropriate to link this part with the development and promotion of sustainable and responsible tourism (also relevant in (f) Changing consumer needs and expectations) and link this to changing needs and expectations. Learners need to investigate the problems that climate change and natural disasters may have on the tourism industry. (I) It would probably be appropriate to use case studies for the delivery of this part of the syllabus. Local examples may help understanding or the use of well-known examples such as the Japan, New Zealand or Italy earthquakes. Again sources would include websites – news sites such as Sky News or CNN, for example. Travel and tourism textbooks also cover this aspect comprehensively.

KC2/KC4 (f) Changing consumer needs and expectations

x Learners will be aware of the ways in which the travel and tourism industry can adapt to both the needs and expectations of its customers and operators.

Learners are to study how the travel and tourism industry responds to issues in modern business. They need to note that the industry has to respond to the market that is operating in specific destinations/areas. This could include looking at various places to see how travel and tourism in those places has changed over the years as fashions and demands change. They could undertake surveys of different age groups to see what people in the age groups like to do in their leisure/holiday times, what they would expect in types of accommodation, etc. – in other words what interests them and then they can compare the age groups. They also need to see how some products vary in order to access different markets. For example, some hotel groups, such as Accor (www.accor.com), have varying hotel brands within their group to reach different markets. The trend towards sustainable/responsible tourism is also relevant here but could have been dealt with in (e) Ecological factors.

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http://www.accor.com/



1.1.4 The structure of the travel and tourism industry

KC1/KC2 (a) Business ownership (i) Commercial organisations (for profit) (ii) Non-commercial organisations (not for profit)

x Learners will be aware of how businesses operate (what their aims are) and how they raise money.

Learners could visit organisations or have a visiting speaker from an organisation who could explain what the relationship is between the types of organisation and how they raise money. For example, hotels would be the commercial sector needing to make a profit, whereas museums or castles may be in the non-commercial sector and would raise money in different ways. With planning this could also be used to find out customer service information for 1.2 Principles of customer service in travel and tourism. Exam questions on past papers could be looked at and teachers could ask for a table of comparisons between different organisations in order to show the variations between the two types of business.

KC1/KC2 (b) Organisations and their influence on international travel and tourism

x Learners will be able to identify the main types of organisation that operate and impact on the travel and tourism industry.

x Learners will be able to identify what impacts these organisations could have on the industry.

Learners could undertake individual research in order to find out what the role of the following organisations is today (I):

x World Tourism Organisation (UNWTO) x national tourism organisations (NTOs) x regional and local tourism organisations x consular service providers x industry groups and trade associations x destination management companies (DMCs)

Depending on the numbers involved in the group it may be more appropriate for individual learners to take responsibility for researching one particular group or organisation. (All these organisations will be found on the internet and there is also information in travel and tourism textbooks.)

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1.1.5 Subsectors of the travel and tourism industry

KC1/KC2 (a) Transport (b) Accommodation and catering (c) Tour operations and travel agencies (d) Visitor attractions (e) Ancillary service provision

x Learners will be able to recognise what is included in each of these sections and how they appeal to different visitor types.

Learners have to identify what is included within each of these sections and must know how they appeal to each visitor type. The areas could be split between the members of the group and they could then report back on their findings – they would need to be carefully directed to find out what the component parts are of each sector and then to say how they appeal to different visitor types.

x Transport – air (scheduled/chartered/low cost and budget flights), sea (cruise and ferry services), rail (national/international/luxury train routes), road (car hire/coach services).

x Accommodation and catering (hotels/hostels/guesthouses/campsites/self-catering/food & beverage outlets).

x Tour operators and travel agencies (holiday representatives). x Visitor attractions (natural attractions – national parks, coral reefs, wildlife reserves, landscape features

such as lakes/mountains/beaches. Built attractions, e.g. zoos, aquariums, theme parks, galleries, theatres, museums, castles, gardens).

x Ancillary service provision includes currency exchange, car hire, tourist information and guiding services, bookings and reservations.

Suitable resources would include local area guides, local tourist board information, internet sites, advertisements, textbooks as relevant.

Past and specimen examination papers


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1.2 Principles of customer service in travel and tourism


1.2.1 Customers and their needs

KC3 (a) (i) Types of external customers of travel and tourism organisations (ii) Needs of external customers of travel and tourism organisations and how they are met

x Learners will be able to identify what external and internal customers are.

x Learners will be

able to identify the various types of external customers.

Learners will be able to recognise the needs of external customers and how the needs can be met.

It may be more suitable to deal with the sections within this part of the syllabus by using practical methods such as visits to suitable organisations and to use the experiences of learners if they have jobs. Hotels tend to be helpful with information that would support this part of the course. Learners need to recognise the difference between external and internal customers – they then need to be able to identify different types of external customers – including:

x individuals x groups (different age or cultural groups/educational groups/special interest groups) x families x foreign visitors with language and cultural differences x people with special needs, people with mobility and access difficulties, people with sensory difficulties,

visitors with special dietary requirements.

This could be achieved through a visit and a list in which learners identify how the organisation deals with each of these customers. Learners must then learn what these customers need and how these needs can be met, including:

x what types of travel and tourism products and services can meet these needs x ancillary products and services that are available x information and advice x assistance x resolving customers’ problems and complaints.

Again the best way to do this is to use this as a checklist and to find out from the selected organisation how it is achieved. (I)

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KC3 (b) (i) Types of internal customers of travel and tourism organisations (ii) Needs of internal customers of travel and tourism organisations and how they are met

x Learners will be able to identify different types of internal customers.

x Learners will be

able to identify the needs of the internal customers and how they can be met.

Learners must know that the internal customers are the people who work in the organisation and again the easiest way to acquire this knowledge is through a visit or talk. Internal customers include:

x members of staff within an organisation x an organisation’s suppliers x employees of other organisations that may be in contact in some way.

They have the following needs and it is the responsibility of the organisation to meet them: x safe working environment x training appropriate to their jobs x knowledge of procedures, routines and performance standards for carrying out specific duties x job satisfaction x incentives and rewards x respect from colleagues and managers.

Again a way to achieve this is from first hand investigation either through a visit or talk in order to find out how organisations can reward their internal customers, for example through rewards, pay rises, holidays, etc. (I)

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1.2.2 Impacts of quality customer service

KC3 For the customer For the employee For the organisation

x Learners will be able to identify what impacts good and bad customer service has on customers, employees and organisations.

Impacts include positive and negative customer experiences and how these can impact on the organisation and its employees. Customers may be very pleased with the service they receive or very dissatisfied and people will react in different ways to this. If customers feel they are getting good value for money, it will be good for all concerned. If customer service is good and employees treat their customers well, then employees will be treated well by both the customers and the organisation which will be making money, and their job satisfaction will increase. Bad customer service makes employees unhappy and this is reflected in the atmosphere in the workplace. Again, for the organisation there are differing outcomes from good and bad customer service. Their workforce may be working harder and getting better results if things are good, customers will be happy and business will increase, other customers will be attracted there resulting in higher profits and a better reputation. If things are bad, then the opposite will be true. Information for this part again could be found by questioning employees in the workplace or by information from a visit or talk. Textbooks can help but again many learners may be working and may be able to contribute to discussions about this topic. Case studies provided by the teacher could be used and past exam papers will show what types of questions are likely.

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1.2.3 Assessing the quality of customer service in travel and tourism organisations

KC3 (a) Techniques to assess the quality of customer service in travel and tourism organisations

x Learners will be able to understand the ways in which customer service can be assessed.

x Learners will be

able to recognise which ways are more appropriate for assessment in various organisations.

Learners have to find out the ways in which customer service can be assessed and this includes: x setting service standards x performance management and appraisal x general feedback from customers, including the use of social media, suggestion boxes and comment

cards x specific forms of market research, including surveys, mystery shoppers, focus groups and observation.

The most appropriate ways in which to do this may be to use visits to organisations in order to find out how a variety of places use feedback methods and what forms of feedback they use and why that particular format is used as some may be more valid than others. Textbooks will be useful as they will provide the advantages and disadvantages of each feedback method and may also provide examples of their use. Past exam questions may help to provide some indication about the types of information required and use of websites such as tripadvisor.com will help learners to see what feedback can be received.



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http://www.tripadvisor.com/



3.1 Defining the tourism market


3.1.1 Market research and analysis

KC1/KC2 (a) Aims of market research and market analysis.

x Learners will be able to confidently identify and apply in a given context the reasons for market research.

(If AS and A Level units are in the same year this topic may be delivered as part of 2.2 (a) of Paper 2, and revision of this topic for an exam could be part of 2.6 (a) of Paper 2.)

Learners should reflect on Paper 2 – 2.2 Choosing the event as part of the feasibility study. Through scientific or intuitive methods they identified:

x potential customers (the market) x customer needs and wants.

The event may have been one that customer had to buy in to, in which case learners have already identified:

x competition x customer preferences.

Reflecting on their experience they can also consider how their event may be less or more popular in the future as consumer tastes change so they are aware of:

x customer behaviours and travel trends x popularity of destinations.

Butler’s Model is less likely to be used in Paper 2 and learners may have a limited sense of the development and changes in destinations. Butler’s Model (using Blackpool, England and Benidorm, Spain as examples) is explained in textbooks and on numerous internet sites such as: https://rua.ua.es/dspace/bitstream/10045/27662/6/benidorm_evolution.pdf and http://geographyfieldwork.com/ButlerModel.htm Many learner videos on this topic can be found on the internet. These could be used as a revision check to see if learners agree with the content and rationale within. Extension activity: Learners could use the information in the following article to draw a real time Butler’s Model timeline and then evaluate the reasons for their own projections into the future. www.galapagos.org/conservation/conservation/conservationchallenges/tourism-growth

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https://rua.ua.es/dspace/bitstream/10045/27662/6/benidorm_evolution.pdf

http://geographyfieldwork.com/ButlerModel.htm

http://www.galapagos.org/conservation/conservation/conservationchallenges/tourism-growth



(b) Market research: advantages and disadvantages of each research method

x Learners will be able to identify and describe different types of market research.

x In context learners will be able to evaluate the value of each method.

Get learners to design a simple class questionnaire and distribute it to other learners using www.surveymonkey.com. They could ask aspirational questions about where their peers might want to travel in the future (e.g. after school or university graduation). Try and get a mixture of open and closed questions. Ask colleagues to complete it too.

Ask learners to consider why response rates were low or high – and how that might reflect or differ from a similar questionnaire issued by the local Tourist Board. (I) How were results skewed or otherwise by differing responses by learners and staff? How useful were the answers to open questions compared to closed ones? (Again consider the impact on a tourist board survey.) Use secondary data from the World Bank (such as http://data.worldbank.org/country/india or for another suitable country); facilitate learners to consider accessibility of data vs suitability, impact of trends, averages, etc. Build up a range of advantages and disadvantages of:

x primary research x secondary research x qualitative research x quantitative research.

Extension activity: Identify and recommend suitable market research for a local (or otherwise well-known) destination (basic) or provide a challenging destination for the same exercise (stretching), e.g. a developing destination with low resources or a destination with very wide and varied target market, such as New York. The following website is useful for revision of this topic: http://businesscasestudies.co.uk/business-theory/marketing/market-research.html#axzz4NWsvoR2k

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http://www.surveymonkey.com/

http://data.worldbank.org/country/india

http://businesscasestudies.co.uk/business-theory/marketing/market-research.html%23axzz4NWsvoR2k

http://businesscasestudies.co.uk/business-theory/marketing/market-research.html%23axzz4NWsvoR2k



KC2 (c) (i) Market analysis tools and techniques

x Learners will be able to understand each of the key market analysis tools and can select an appropriate model and apply it in context to evaluate the situation of a given destination.

x Statistical analysis of travel trends, customer behaviours and preferences for destinations, and the popularity of destinations

x Competition amongst destinations

Use the slideshow from the web address below and give different groups of learners different information slides (which can be used as differentiation). Through feedback and discussion, build up an overall picture of the current growth and changes in tourism globally. www.slideshare.net/chrisfair/15-024-res-webinar-tourism-2020-high-res-opt

KC2/KC3 (c) (ii) Market analysis tools and techniques


x Analysis of Strengths, Weaknesses, Opportunities and Threats (SWOT analysis) x Analysis of Political, Economic, Social and Technological external influences (PEST analysis)

Provide groups with different destinations to apply PEST and SWOT to – the information and detail can be differentiated, or destinations can be provided for individual research (I). Destinations in the news because of natural disasters or conflicts are useful. The World Tourism Organization has a wide variety of tourism data: www.e-unwto.org/toc/unwtotfb/current

The following article can be used to draw up both a SWOT and PEST analysis and evaluate the position of the USA in the market (see page 10, “Brits flock to the US, but are spending less”): http://content.yudu.com/A406ec/TTG-30-06-16/resources/index.htm The following website could be used for revision of this topic: http://www.tutor2u.net/business/blog/revision-presentation-swot-analysis.

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http://www.slideshare.net/chrisfair/15-024-res-webinar-tourism-2020-high-res-opt

http://www.e-unwto.org/toc/unwtotfb/current

http://content.yudu.com/A406ec/TTG-30-06-16/resources/index.htm

http://www.tutor2u.net/business/blog/revision-presentation-swot-analysis

http://www.tutor2u.net/business/blog/revision-presentation-swot-analysis



KC2/KC3 (c) (iii) Market analysis tools and techniques


x The Ansoff Matrix x The Boston Matrix

These online study notes (www.tutor2u.net/business/reference/ansoffs-matrix) explain the Ansoff Matrix from a business perspective, but exchanging “increasing length of stay/spend” for “more products to the same customers” make them more relevant. The other sections can also be applied to destinations, by considering cruise tourism/eco-tourism/development of short stay as well as different distribution channels, etc. The use of different destinations can add stretch and differentiation. The Boston Matrix is similarly explained from a business perspective but can be extended to destinations: www.tutor2u.net/business/reference/boston-matrix-and-product-portfolios Destinations such as Florida, US, or Whistler, Canada (www.whistler.com/about-whistler), have varying attractions that could be analysed into a Boston Matrix Model.

(d) Market segmentation (target customers)

x Learners will be able to identify how the market can be broken down into segments.

x Learners will be able to apply target market segments in context and further apply this to situation tools such as SWOT, Boston Matrix and the position of a destination on Butler’s Model.

x By travel motivation – relaxation, social, self-esteem (e.g. culture), self-realisation (e.g. bucket list trip/volunteer)

x Demographic segmentation – age, race, religion, gender, family size, ethnicity, income, and education x Psychographic segmentation – personality traits, values, attitudes, interests, and lifestyles of consumers x Geographic segmentation – when you serve customers in a particular area, where customers live, or

when your broad target audience has different preferences based on where they are located Provide travel brochures and ask the learners to identify (and justify their thinking about) how destinations segment their market. In groups, select a specific destination and research how it is marketed to other target markets than those identified in the provided brochure (I). Different groups can then apply their findings into a situational analysis tool. This activity can be differentiated by analysis model used. E-brochures are available for a number of destinations if printed versions are not easily available.

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http://www.tutor2u.net/business/reference/ansoffs-matrix

http://www.tutor2u.net/business/reference/boston-matrix-and-product-portfolios

https://www.whistler.com/about-whistler



(e) Visitor profiling x Learners will be able to identify how visitors may be categorised and further link this to an appropriate target market.

Western Australia has profiles for a number of overseas visitor markets: www.tourism.wa.gov.au/Research-Reports/Facts-Profiles/Pages/International-Visitor-Profiles.aspx Issue a different profile to differentiated groups. Get learners to identify key visitor trends, and evaluate why the profile of visitors to Western Australia display these characteristics. It may be helpful to learners to have access to a world map or atlas to help in their evaluations. Learners should consider:

x length of stay x accommodation preference x spending power x choice of products and activities x media type x booking method.

With the last two bullet points learners may need more guidance in making assumptions and drawing conclusions. They could be tasked with an individual research project to come up with evidence for the media and booking methods. (I) Compare and contrast these findings with characteristics of overnight and daytrip visitors for the same area (www.tourism.wa.gov.au/Research-Reports/Facts-Profiles/Pages/Overnight-Daytrip-Profiles.aspx). What is the target market? Extension activity: Compare and contrast the tourism offerings of Western Australia with Winnipeg Canada. What are the similarities and differences in visitor profiles? Consider reasons for those similarities and differences. Access to climate as well as geographical information may help! What is the target market of this Tourism Winnipeg document? http://tourismwpg.uberflip.com/i/331847-2012-winnipeg-visitor-profile

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http://www.tourism.wa.gov.au/Research-Reports/Facts-Profiles/Pages/International-Visitor-Profiles.aspx

http://www.tourism.wa.gov.au/Research-Reports/Facts-Profiles/Pages/International-Visitor-Profiles.aspx

http://www.tourism.wa.gov.au/Research-Reports/Facts-Profiles/Pages/Overnight-Daytrip-Profiles.aspx

http://tourismwpg.uberflip.com/i/331847-2012-winnipeg-visitor-profile

http://tourismwpg.uberflip.com/i/331847-2012-winnipeg-visitor-profile



KC3/KC4 (f) ‘Product’ positioning

x Learners will be able to identify how a destination fits into the tourism market, and will be able to analyse and evaluate in context how a destination can be identified and perceived.

Ask learners to identify (if they can) from knowledge an island destination. What do they know about it, why do people go? If this is outside their experience, go straight to the top 10 islands according to the Fodor’s Travel website (www.fodors.com/news/photos/10-best-island-getaways-for-2015). Use some or all of them and ask learners to read the Fodor’s description only. Get them to consider how they are similar or different, what the Unique Selling Point (USP) is (if any!) and who might be in direct competition. What image is suggested by Fodor’s? Then compare this with the official government tourist website (if there is one). Does the official website brand match up to learners’ original suggestions? Is the USP and image clearly and easily identified? Consider how successful the island destination(s) may be with regards to:

x visitor perceptions of destination through image/reputation x relationship of destination to competitors through differentiation strategies x the importance of a USP x communication and presentation of clear and attractive image/position.

This is a good opportunity to revise market segmentation, visitor profiling, the marketing mix (especially product/promotion) and market analysis tools (SWOT, PEST, etc.).

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http://www.fodors.com/news/photos/10-best-island-getaways-for-2015



KC2 (g) Review the marketing mix

x Learners will be able to identify and apply the 4Ps in context and evaluate how a destination can develop by using components of the marketing mix.

x Product (what the destination offers) x Price (approaches and strategies used to charge customers for using the products and services of the

destination) x Place (distribution channels in making the destination accessible to customers) x Promotion (using a range of promotional methods to raise awareness of the destination with customers)

Provide learners with the following diagram: https://wcs.smartdraw.com/cmsstorage/exampleimages/174c8b70-c80a-42ae-8468-b481bb0a012c.png?bn=1510011058 Use information about Barbados (www.visitbarbados.org) or another destination to apply and evaluate the components of the marketing mix. Which of the Ps could be improved and how? If this topic is taught first, then the destination can also be used to lead into segmentation by using tourism websites and the 4Ps to describe potential tourists. If the topic is taught in syllabus order, it can be a revision exercise for segmentation and visitor profiling. The following webpages provide useful revision materials for this topic: www.tutor2u.net/business/reference/marketing-mix-promotion-revision-presentation www.tutor2u.net/business/quiz/promotion/quiz.html



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https://wcs.smartdraw.com/cmsstorage/exampleimages/174c8b70-c80a-42ae-8468-b481bb0a012c.png?bn=1510011058

https://wcs.smartdraw.com/cmsstorage/exampleimages/174c8b70-c80a-42ae-8468-b481bb0a012c.png?bn=1510011058

https://www.visitbarbados.org/

http://www.tutor2u.net/business/reference/marketing-mix-promotion-revision-presentation

http://www.tutor2u.net/business/quiz/promotion/quiz.html



3.2 Building a destination brand


3.2.1 Establishing the destination identity

KC1/KC2 (a) Reasons for branding a destination

x Learners will be able to identify and explain reasons for creating a destination brand.

http://businesscasestudies.co.uk/business-theory/marketing/branding.html#axzz4NWrYTECT provides a brief overview of how branding can be used. http://www.slideshare.net/muddywater121/destination-branding-6983276 gives a general overview of the value of a successful brand. http://placebrandobserver.com/tourism-brands-destination-marketing-asia Ask learners what they know about Montenegro. Knowledge is likely to be limited, so start a discussion about what the following logo might suggest about the country as a tourist destination: www.qunar.travel/uploads/6/1/4/5/6145932/2635345_orig.jpg Montenegro was one of the top 10 fastest growing tourist destinations in 2012. Using relevant information from Lonely Planet (www.lonelyplanet.com/montenegro/history) and the national tourist office website (www.visit-montenegro.com), learners can draw out evidence for the following reasons for a brand:

x change the perception of unfavourable stereotypes of a destination x create a common vision for the future of the community and its potential as a tourist destination x provide a consistent representation of the destination x enhance local, regional, national and/or global awareness of a destination x make it more appealing.

Some concepts are more difficult than others to identify and explain and so provide an opportunity for individual or group differentiation.

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http://businesscasestudies.co.uk/business-theory/marketing/branding.html%23axzz4NWrYTECT

http://www.slideshare.net/muddywater121/destination-branding-6983276

http://placebrandobserver.com/tourism-brands-destination-marketing-asia

http://www.qunar.travel/uploads/6/1/4/5/6145932/2635345_orig.jpg

http://www.lonelyplanet.com/montenegro/history

http://www.visit-montenegro.com/

http://www.visit-montenegro.com/



KC2/KC3 (b) Characteristics of an effective destination brand

x Learners will be able to identify, explain and evaluate brand characteristics in context.

Brand webinar: www.youtube.com/watch?v=72IrLltoA7w British Columbia (BC) brand background, etc.: www.destinationbc.ca/Resources/british-columbia-tourism-brand.aspx BC tourism website: www.hellobc.com/default.aspx?CC=CA BC tourism videos: www.youtube.com/user/TourismBC Depending on the group of learners either:

1. The hellobc website and tourism website videos can be used to identify the characteristics listed below – and the webinar used to evaluate whether the brand is consistent.

OR 2. The webinar can be used to identify characteristics and these can then be evaluated and tested against

the other sources.

x memorable x attractive x matched to destination attributes x consistent with destination’s positioning x easily understood by customers x integrated into promotional activities at a local, national and global level x sustained over a significant period of time x reflective of customers’ actual experiences x targeted at both existing customers and at prospective visitors x accepted by stakeholders x credible

Extension activity: Consider www.tourismvictoria.com. Victoria is in BC, Canada, and references itself as part of “Super Natural British Columbia”. To what extent does it follow the branding/mood and positioning suggested by hellobc.com?

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https://www.youtube.com/watch?v=72IrLltoA7w

http://www.destinationbc.ca/Resources/british-columbia-tourism-brand.aspx

http://www.destinationbc.ca/Resources/british-columbia-tourism-brand.aspx

https://www.hellobc.com/default.aspx?CC=CA

https://www.youtube.com/user/TourismBC

http://www.tourismvictoria.com/



KC1 (c) Creating a brand identity

x Learners will be able to identify, explain and evaluate appropriate methods of branding in context.

The Trans-Canada Rail Odyssey (www.youtube.com/watch?v=YbSAVEOyiIw) and the Venice Simplon Orient Express (www.belmond.com/venice-simplon-orient-express) are both rail tourism experiences. Use the resources alongside up-to-date pricing to identify the following features of the brands:

x brand name x slogan/tagline x logo x USP x use of colour x price in association with image x distinctive packaging x corporate identity (uniforms, furnishings, etc.)

Get learners to compare and contrast each and evaluate which is better on each feature and how they might improve.

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https://www.youtube.com/watch?v=YbSAVEOyiIw

http://www.belmond.com/venice-simplon-orient-express



(d) Marketing activities for launching the brand

x Learners will be able to identify in order and in context the marketing activities needed to launch or reposition a brand.

Using http://web1.visitcalgary.com/sites/default/files/2014stratplan.final2__0.pdf, break down the pages of the document so they can be issued to differentiated groups. First use the relevant pages to revise previous sections of the syllabus taught, such as SWOT, establishing a brand, segmentation, visitor profiling, etc. Encourage learners to identify and evaluate to what extent Visit Calgary has considered and implemented the following marketing activities:

x agree timing for action x agree costs and resources x decide on ‘guardians of the brand’ and level of involvement of key personnel x set objectives x decide the communication methods and events x design promotional materials x agree the overall campaign.

Extension activity: Search YouTube, social media and travel sites to identify whether these activities were successful and continue or if Visit Calgary has attempted to reposition the brand.



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http://web1.visitcalgary.com/sites/default/files/2014stratplan.final2__0.pdf



3.3 Implementing the destination brand


3.3.1 Communicating the destination brand

(a) Interdependent stakeholders in the destination branding process and the role each plays

x Learners will be able to identify stakeholders in the process and their roles, and analyse the impact of them working together.

http://stravelandtourism.weebly.com/public-private-and-voluntary-sector.html can be used to broadly introduce stakeholders (the website can be adapted with local examples):

x national tourism organisations (NTOs) x regional tourism organisations x local tourism organisations x commercial travel and tourism organisations (for profit) x non-commercial travel and tourism organisations (not for profit) x the local community.

Using the list on this webpage www.aalep.eu/key-tourism-stakeholders-eu-28, select a country such as Poland or Malta (or France/Spain if it fits better with learners’ first language) that also has a UNESCO World Heritage Site.

Investigate the stakeholders listed, and categorise them according to the content listed above. Research other organisations, such as Tourism Concern or WWF, that are involved in those destinations. Identify local and regional organisations that are not listed. (I) From the categories and research, build up what each stakeholder is doing and how they create synergy.

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http://stravelandtourism.weebly.com/public-private-and-voluntary-sector.html

http://www.aalep.eu/key-tourism-stakeholders-eu-28



KC3 (b) (i) Communication methods used to raise awareness of the destination’s brand identity

x Learners will be able to identify and propose suitable methods to raise awareness and evaluate their value in context.

Revise the Promotion P of the Marketing mix (see 3.1.1 (g)). Using the destination(s) used in 3.3.1(a), identify and evaluate how the destination uses the following methods:

x websites, especially that of the NTO x publicity materials x use of social media x email marketing x public relations x advertising x sales promotion x word of mouth x signage x destination environment.

Brochures, newspapers (online if needed), YouTube and www.travelweekly.com/Fam-Trips can be useful research tools for this. Suggest how destinations might use any methods not currently apparent. Extension activity: Use a developing tourism destination, such as Nepal, Zimbabwe, Bhutan or Antarctica (increasing order of stretch and challenge), to evaluate current methods used and evaluate which missing method should be employed next.

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http://www.travelweekly.com/Fam-Trips



KC2 (b) (ii) Considerations for selection of communication method/s

x Learners will be able to identify and evaluate factors that impact the choice of communication methods.

The following show a range of communications from Visit Malta: x www.visitmalta.com/en/press-articles x www.facebook.com/VisitMalta.US/?brand_redir=317238445597 (This is the US version – another

regional Facebook page from VisitMalta may be more appropriate to the location and language of learners)

x https://vimeo.com/29326657 (learners may need to be guided about the purpose of Vimeo) x www.telegraph.co.uk/travel/destinations/europe/malta/articles/malta-travel-guide-/

Also use a hard copy brochure if locally available. Using the resources and the Cambridge International AS & A level Travel and Tourism Coursebook (Cambridge University Press; pages 138 and 139), groups of differentiated learners should consider what impact the following have had on Malta and how they may have limited the marketing communication. If learners are unfamiliar with Malta, then a brief overview should be provided of its size, wealth, location, etc., to help with the activity.

x costs x global reach x 24-hour marketing x lead times x options for personalisation x ability to track success/conversion rates.

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http://www.visitmalta.com/en/press-articles

https://www.facebook.com/VisitMalta.US/?brand_redir=317238445597

https://vimeo.com/29326657

http://www.telegraph.co.uk/travel/destinations/europe/malta/articles/malta-travel-guide-/



KC2 (c) Different media used to communicate the destination’s brand identity

x Learners will be able to identify explain and propose in context appropriate media channels.

Use the following resources www.titan-seo.com/newsarticles/trifecta.html and www.toprankblog.com/2011/07/online-marketing-media-mix to generate evaluation of the following types of online media:

x owned x paid for x earned x shared.

Select a wealthy nation’s NTO, such as www.ilovejapan.ca (or the variation in the first language of learners), and a less wealthy/developing nations NTO, such as www.dominica.dm. Ask learners to investigate the online presence of each and identify examples of each type that are used or not and compare each NTO’s success. (I) Learners can then be encouraged to consider the value of online profiles for developing nations, and whether they found any difference between the wealthy and less wealthy countries’ online presence.

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https://www.titan-seo.com/newsarticles/trifecta.html

http://www.toprankblog.com/2011/07/online-marketing-media-mix

http://www.ilovejapan.ca/

http://www.dominica.dm/



3.3.2 Difficulties in implementing the destination brand

(a) Challenges in branding destinations

x Learners will be able to identify obstacles to creating a brand and evaluate in context how these might limit the effectiveness of the brand or its success.

x A destination is made up of composite products, not just one product x The destination’s reputation and image are not created by the destination management organisations in

charge of its marketing and promotion x Difficult to create a unique identity in the face of stiff competition

Ask learners to write down anything they know about Florida (maximum five things – it doesn’t matter if they can only think of Disney World). If Florida is outside their sphere of experience, start with using Disney World as a revision for segmentation, product positioning, customer profiling, destination branding and Product of the 4 Ps. If learners have little or no knowledge of Florida or Disney World, the idea of intangibility can be explored now. Expand the study of Florida by using www.visitflorida.com/en-uk.html. Through discussion, the differences between “Disney” Florida and the rest of Florida can be identified and, thus, the obstacles above can be evaluated in the case of Visit Florida. Learners can further investigate other news in Florida (I) – for example, the controversy over SeaWorld treatment of animals (2016), Orlando night club bombing (2016), Hurricane Matthew (2016), alligator attack on toddler at Disney World (2016), Disney World bus crash (2016) – and evaluate how Visit Florida may be affected. A destination’s image is affected by natural disasters, political unrest, acts of terrorism and other social, economic and political factors.

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http://www.visitflorida.com/en-uk.html



x Intangibility of the tourism offering x Diverse range of organisations and partners involved in crafting and delivering the brand x Lack of funding for marketing efforts.

Other resources that will help evaluate the remaining obstacles in context include:

x www.orlandosentinel.com/news/politics/os-visit-florida-spending-tourism-20160326-story.html x www.visitflorida.com/en-us/about-visit-florida.html x www.floridatrend.com/article/14761/visit-florida--reinvented

Extension activity: Consider the following article: www.campaignlive.co.uk/article/1101605/visitengland-funding-domestic-tourism-promotion# How is funding different for VisitFlorida and VisitEngland? Which is most likely to be effective and why? What limitations are there for each?



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http://www.orlandosentinel.com/news/politics/os-visit-florida-spending-tourism-20160326-story.html

http://www.visitflorida.com/en-us/about-visit-florida.html

http://www.floridatrend.com/article/14761/visit-florida--reinvented

http://www.campaignlive.co.uk/article/1101605/visitengland-funding-domestic-tourism-promotion

http://www.campaignlive.co.uk/article/1101605/visitengland-funding-domestic-tourism-promotion



3.4 Monitoring the effectiveness of the destination brand


3.4 Monitoring the effectiveness of the destination brand

(a) Methods used to monitor costs and marketing activities

x Learners will be able to identify and describe methods used to monitor costs and marketing activities.

x In context learners

will be able to analyse and evaluate appropriate methods to use.

x Resources invested x Marketing activities, e.g. number of brochures distributed x Visitor surveys x Provider surveys x Website traffic x Search engine optimisation x Social media response rates

Read the following guidance http://www.foodanddrink.scot/site/guide_doc/How-do-I-monitor-my-marketing-campaign-2.pdf (this can be used as a good revision tool for market research).

Learners can use this outline from the food and drink industry to write guidance for a relevant destination. (This could be a differentiated activity using a food and drink festival to a resort, city or whole country as the methodology and assessment for each are increasingly complex.)

x Attendance at trade fairs, take up for familiarisation trips, incentive tours, numbers of sponsors

Learners often have difficulties with these concepts. The following resources can help explain them.

www.travelweek.ca/marketplace/jump-ireland-education-trip-2016/ www.travelweek.ca/marketplace/fams/jtb-announces-schedule-2016-fams-canadian-agents www.tourismkelowna.com/meeting-planners/incentive-travel Once knowledge and understanding is sound, learners can then consider:

x How valuable are incentives and familiarisation tours as marketing tools? x How take up can be monitored? x Considering (as revision) PEST and SWOT, what might influence the take up of these tours that might

skew accurate results of its success?

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http://www.foodanddrink.scot/site/guide_doc/How-do-I-monitor-my-marketing-campaign-2.pdf

http://www.foodanddrink.scot/site/guide_doc/How-do-I-monitor-my-marketing-campaign-2.pdf

http://www.travelweek.ca/marketplace/jump-ireland-education-trip-2016/

http://www.travelweek.ca/marketplace/fams/jtb-announces-schedule-2016-fams-canadian-agents

http://www.tourismkelowna.com/meeting-planners/incentive-travel



KC2/KC3 (b) Key Performance Indicators (KPIs)

x Learners will be able to recognise KPIs, analyse data and evaluate from that, in context, the effectiveness of a destination brand.

x Destination popularity ranking x Changes in arrival numbers x Changes in visitor spend x Changes in average length of stay x Changes in occupancy rates x Job creation within the tourism sector x Changes in market share x Brand awareness x Return on investments (ROI) x New/repeat business

Learners can be given some or all of the resources listed below. All the KPIs are covered in them but not every resource has all of the KPIs so they can be easily differentiated. Learners can then produce short evaluative reports on one or more KPI which can be combined for a whole class resource. (I) www.tourism.gov.ph/pages/industryperformance.aspx https://tourismns.ca/sites/default/files/page_documents/industryfacts2010-11final_0.pdf https://en.wikipedia.org/wiki/World_Tourism_rankings (a well referenced summary)

http://ec.europa.eu/eurostat/statistics-explained/index.php/Tourism_statistics_-_characteristics_of_tourism_trips www.statssa.gov.za/?p=6166 www.tatnews.org/thai-tourism-industry-created-jobs-for-6-2-million-people-in-2013-mots-report-shows/ www.tourism.gc.ca/eic/site/034.nsf/eng/00217.html



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http://www.tourism.gov.ph/pages/industryperformance.aspx

https://tourismns.ca/sites/default/files/page_documents/industryfacts2010-11final_0.pdf

https://en.wikipedia.org/wiki/World_Tourism_rankings

http://ec.europa.eu/eurostat/statistics-explained/index.php/Tourism_statistics_-_characteristics_of_tourism_trips

http://ec.europa.eu/eurostat/statistics-explained/index.php/Tourism_statistics_-_characteristics_of_tourism_trips

http://www.statssa.gov.za/?p=6166

http://www.tatnews.org/thai-tourism-industry-created-jobs-for-6-2-million-people-in-2013-mots-report-shows/

http://www.tourism.gc.ca/eic/site/034.nsf/eng/00217.html



4.1 Organisations involved in destination management, their roles and priorities


4.1 Organisations involved in destination management, their roles and priorities

KC1/KC2 x Learners will be able to understand what is meant by destination management.

Teacher led activity: Q&A – What is Destination Management (DM)? Learners can research the phrase using the internet and textbooks, and can find examples of companies, e.g. www.visitmalta.com/en/dmc (I) Using a world map, get learners to pinpoint destinations where DM companies are found. Ask learners to design a fact sheet on an organisation involved with DM, giving as much detail as possible. (I) Quiz learners on the precise meaning of DM and of the different organisations they have found. (F) Extension activity: Write a report entitled “Assess the role and functions of destination management companies”. Begin a glossary of Travel and Tourism key terms.

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http://www.visitmalta.com/en/dmc



KC1/KC2 (a) Governments, Ministries, National Tourism Organisations (NTOs)

x Learners will be able to understand the main strategic development of governments, ministries and national tourism organisations in destination management.

Ask learners to research a destination. They should find examples of travel and tourism organisations at both local and national levels. Suggested destinations include: Dubai, New York, Mauritius, Brunei, USA, Zimbabwe, UK. List the organisations found (government, national tourist boards, regional tourist boards, hotels, conference bureau, airlines, etc.). (I) Q&A: What exact functions do these organisations have in the travel and tourism industry? E.g. Selling holidays, guiding tourists, creating holiday packages, organising conferences, researching, developing tourism, checking hotels, etc. (F) Using their chosen destination, ask learners (in small groups) to find and select government statistics to show the scale and nature of the tourism industry. Lead a discussion on ‘Why is tourism deemed to be more important for some destinations than others?’ Learners to discuss and note take. Lead an activity to analyse statistics. Use case study of Trinidad and Tobago (www.tourism.gov.tt) or a destination of your choice. In pairs, ask learners to produce a fact file covering up to two destinations; they should give details of the organisations involved in tourism at a local and national level and provide statistics on numbers of visitors. Extension activity: Assess the scale and nature of the tourism industry in Trinidad and Tobago.

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http://www.tourism.gov.tt/



Visit www2.unwto.org/en/category/technical-product-target/destination-management-organizations – in small groups, discuss the importance of each category. Use a case study; Wales (http://businesswales.gov.wales/dmwales/), Zimbabwe

(www.pindula.co.zw/Zimbabwe_Tourism_Authority), or one of your own choice. (I) Lead a discussion about the possible priorities for organisations. Rank the priorities – which are the most important and why? To whom are they important?

Give examples of each of the following priorities:

x Environmental x Marketing x Economic x Research

Ask the learners to map and decide if they interlink. In small groups, draw a diagram to show the linking of these priorities. Extension activity: Ask learners: How can governments assess the success of strategic developments? What can be done to influence the impacts on tourism? What is your understanding of the role of destination management in, for example, LEDCs?

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http://www2.unwto.org/en/category/technical-product-target/destination-management-organizations

http://businesswales.gov.wales/dmwales/

http://www.pindula.co.zw/Zimbabwe_Tourism_Authority



KC1/KC2/KC3/KC4 (b) Local authorities, regional tourism organisations, Destination Management Companies (DMCs)

x Learners will be able to understand the role and priorities of local authorities, regional tourism organisations, Destination Management Companies (DMCs)

Learners can research local case studies/newspaper reports and articles. (I) Create a display that has the following headings:

x Land-use regulation at a local level x Planning control x Infrastructure development and control x Regional and local promotion including specialised markets, specialised tourism products x Visitor management

Question learners on the meaning of each heading before finding articles to include in each section. If possible, find local examples for each heading; this lesson can be linked to previous research by learners. Learners can complete a matching exercise to ensure understanding. Useful possible case studies: Republic of South Africa: www.tourism.gov.za/AboutNDT/Branches1/Knowledge/Documents/National%20Tourism%20Sector%20Strategy.pdf Dubai, UAE: www.visitdubai.com/en/department-of-tourism Learners can complete a story board of their findings. (I) Extension activity: Evaluate (1) the role and priorities of regional tourism organisations or (2) the importance of planning control in destination management.

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http://www.tourism.gov.za/AboutNDT/Branches1/Knowledge/Documents/National%20Tourism%20Sector%20Strategy.pdf

http://www.tourism.gov.za/AboutNDT/Branches1/Knowledge/Documents/National%20Tourism%20Sector%20Strategy.pdf

http://www.visitdubai.com/en/department-of-tourism



KC1/KC4 (c) International development agencies, non-governmental organisations (NGOs)

x Learners will be able to understand the role and priorities of international development agencies, and (NGOs).

In pairs, ask learners to research an NGO – a local one or one of international significance. They should prepare a presentation or talk to explain the roles and priorities of the chosen organisation. Possible organisations are:

x WWF x Tourism Concern x Friends of the Earth x Conservation International x Wildlife Conservation Society x Royal Society for the Protection of Birds.

Roles and priorities may include:

x research, fundraise, develop and finance project x specialist knowledge and expert staff to oversee projects x guidance in regional planning for projects assistance in training and education of local communities x promote awareness of political, environmental, sociocultural issues x promote awareness of demand for specialist tourism products.

If funding permits, sponsor animals or join an organisation as a tourism group. www.tourismconcern.org.uk www.worldwildlife.org www.conservation.org www.wcs.org Extension activity: Ask learners: Do NGOs really have a place in the modern travel and tourism industry? How do we assess the role of ethical tourism? Can NGOs be easily manipulated by governments?

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https://www.tourismconcern.org.uk/

http://www.worldwildlife.org/

http://www.conservation.org/Pages/default.aspx

https://www.wcs.org/



KC1/KC2 (d) Commercial organisations

x Learners will be able to understand the role and priorities of commercial organisations.

Discuss the role of commercial organisations. Give examples at local and national level. Using a street map of the local area, ask learners to ascertain organisation types along a section in the centre of town. (A field visit may also be useful here if feasible.) Learners can colour-code each type of commercial travel and tourism organisation. They can then analyse the information through pie or bar charts. (I) Using the list compiled by learners, discuss the role and priorities of each of the commercial organisations found and question learners on understanding. A visiting speaker from a commercial organisation is a useful addition to the classroom. Learners are then able to ask questions and understand fully the roles and priorities. Extension activity: Write an analysis of the role and priorities of commercial organisations found.

Individually or in pairs, leaners should now research the major commercial organisations in the travel and tourism industry. Learners select from national and international examples, look at the products and services of these organisations, and compare and contrast with local examples. Useful areas to research are: www.jactravel.co.uk and www.germany.travel/en/germany/about-us/partners/tourism-companies/tui-ag.html Having looked at commercial organisations involved in destination management, learners can create a display that shows each organisation with roles and priorities clearly displayed. (I) Extension activity: Evaluate the economic impacts of encouraging commercial organisations to develop tourism.



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http://www.jactravel.co.uk/index.html

http://www.germany.travel/en/germany/about-us/partners/tourism-companies/tui-ag.html

http://www.germany.travel/en/germany/about-us/partners/tourism-companies/tui-ag.html



4.2 Destination management


KC1/KC2/KC4 (a) Objectives of tourism development and management

x Learners will be able to understand the objectives of tourism development, and the development of sustainable practices.

Using large sheets of paper, ask learners to write down costs vs benefits of tourism. Discuss the learners’ lists. Ask learners to classify their lists into economic, sociocultural, environmental and political impacts (some may fall into more than one classification). Read a case study. Learners should highlight all impacts within the text. Suggested case studies include: Kenya: www.patana.ac.th/secondary/geography/IB/Globalisation/Impacts%20of%20Tourism%20Kenya.htm Nepal: www.rgs.org/NR/rdonlyres/75AD6C2D-B268-43A6-B5C1-C3EE440E09FA/0/F3tourismfactsheet.pdf Quiz the learners on their understanding. (F) Ensure learners write up lists correctly in their own notes in readiness for later lessons. Extension activity: Evaluate the negative impacts of tourism development on Nepal or Kenya.

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https://www.patana.ac.th/secondary/geography/IB/Globalisation/Impacts%20of%20Tourism%20Kenya.htm

https://www.rgs.org/NR/rdonlyres/75AD6C2D-B268-43A6-B5C1-C3EE440E09FA/0/F3tourismfactsheet.pdf




x Learners will be able to understand the objectives of tourism development.

Expand learners’ understanding of tourism development with case studies of new and emerging destinations. Suggestions include: Antarctica, Mexico, Greenland, Papua New Guinea, Mongolia, Iran, New Zealand, Namibia, Ethiopia, Bhutan, Zambia, Oman, Costa Rica, Laos, Burma, Myanmar and Vietnam. Read more at: www.dailymail.co.uk/travel/travel_news/article-2931712/The-emerging-destinations-travellers-visit-year.html#ixzz4AsoepMO0 Lead an activity looking at current visitor figures and discuss Butler’s Model. In small groups, learners can position both established and emerging destinations onto a blank Butler’s model diagrams. Quiz learners on these positions. Compare and contrast with other groups. (F) Learners must be able to classify by economic, sociocultural, environmental and political impacts and objectives. Compare to established/successful destinations, such as Dubai, New York, London or South Africa. Individually, or in pairs, learners can write a newspaper article on new/emerging destinations giving the positive impacts of tourism for the reader. Peer assessment: Learners can assess each other’s articles, giving reasons for which one they prefer. Extension activity: Evaluate the reasons why partnership work is important for destination management.

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http://www.dailymail.co.uk/travel/travel_news/article-2931712/The-emerging-destinations-travellers-visit-year.html%23ixzz4AsoepMO0

http://www.dailymail.co.uk/travel/travel_news/article-2931712/The-emerging-destinations-travellers-visit-year.html%23ixzz4AsoepMO0




x Learners will be able to understand the political objectives of tourism development.

Introduce the topic: Political – positive vs. negative impacts. Consider reputation and image of destinations. Give learners a list of destinations and ask them to rank in order of image. Suggested destinations: Mauritius, Brunei, South Africa, Dubai, Brazil, USA, UK, France, Russia, China, Jordan. In small groups, learners discuss what the reasons are for their choices. What makes one destination more appealing than another? What deters learners from wanting to visit a certain place? (I) Teacher led discussion: How can we find out accurate information about a destination that we wish to visit? Individually, or in pairs, learners can do some internet research – visit the UK Foreign and Commonwealth (FCO) website (www.fco.gov.uk) or similar for your own destination. The FCO gives travel advice on visas, inoculations, terrorism, and general health, safety and security issues. In small groups discuss the regions least likely to be popular. Ask learners: How does this impact on tourism development? Learners should take notes and compile a list of destinations that are both suitable and unsuitable to visit. The listings could be included in a travel blog or brochure. Extension activity: Assess the positive political impacts of tourism development.

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http://www.fco.gov.uk/



KC1/KC2/KC4 (b) Destination management activities

x Learners will be able to understand destination management activities.

Discuss: What does sustainable tourism actually mean? Is this the same as ecotourism? Responsible tourism? Ask learners to visit the World Tourism Organisation website (www.unwto.org)and research the meaning of sustainable tourism. (I) In small groups, encourage learners to draw up a list of the sustainable tourism policies and practices that should be used to encourage good practice by destinations. The following list can be used:

x develop new products and services x investment x community involvement x widening access to facilities x regular environmental impact auditing x communication and liaison with visitors and providers x monitoring and evaluation of how the destination is being managed.

Individually, or in pairs, ask learners to research case studies from Mauritius and Brunei for discussion. www.mauritius.net/what_to_see/eco.php www.visitborneo.com/info/sustainable-wildlife-nature-sights.php Quiz learners on their understanding. (F) Extension activity: Discuss the ways in which sustainable tourism policies and practices can contribute to successful destination management. This could be a group discussion, or a written report.

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http://www.unwto.org/

http://www.mauritius.net/what_to_see/eco.php

http://www.visitborneo.com/info/sustainable-wildlife-nature-sights.php



KC1/KC2/KC3/KC4 (b) Destination management activities


Introduce a destination, such as Malaysia, Chile or Brunei. With learners, attempt to guess all the different organisations that might be involved in the tourism industry in one particular area, e.g. Maseru in Brunei. Ask learners, in small groups, to research partnerships and attempt to find out exactly what they do. What are the benefits of partnerships? Benefits might be:

x advertising x funding x promotions x joint developments x assistance with planning.

Then get learners to explore each of these benefits, finding examples of how they might work. Introduce the key term ‘triangular relationship’ – the relationship between (a) hosts, (b) public/private/NGO, and (c) commercial organisations. Ask learners: How does the community benefit? How do they all work together? Extension activity: Think critically about the benefits of tourism and the issues for and against tourism developing in a chosen destination and write a report. Ask learners: How can the triangle be developed? Introduce learners to the VICE model and compare with the triangle.

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KC1/KC2/KC3/KC4 (b) Destination management activities


Discuss with learners: What is marketing? Once the discussion is complete, give a precise definition. Ask learners to explain the term ‘branding’. Looking around classroom/internet, ask learners to list as many brands as they can. Next consider the major brands in the travel and tourism industry. Using maps, brochures, newspapers and the internet, list as many known brands as possible (major airlines, tour operators, hotels, resorts, attractions, etc.). In small groups, ask learners to discuss the role and importance of branding in the travel and tourism industry. Look at destinations and ask learners to give suggestions for new brands and slogans for the different areas covered. Choosing one or two countries, e.g. Australia, Kenya, USA, Turkey, Spain, watch online advertisements – discuss who the adverts are aimed at. (If internet access is unavailable, use holiday brochures or newspapers.) Individually, or in pairs, ask learners to create a display of as many branded products and services from the industry. Learners can peer assess and decide on the best displays. Extension activity: Answer either of these questions:

x Discuss why destination branding is an important aspect of destination management. OR

x Assess destination management activities that might be suitable for an emerging destination.



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4.3 Impacts of tourism development


4.3.1 Economic impacts

KC1/KC2/KC3/KC4 (a) Positive economic impacts (b) Negative economic impacts

x Learners will be able to understand the economic impacts of tourism development.

Talk to learners about the topic ‘Economic impacts – Positive vs negative’ using facts and figures from published sources, such as government digest information. For one particular country, ask learners to research the % of GDP that tourism generates, numbers employed in the tourism industry, hotel occupancy rates, infrastructure improvements, and new projects. (I) Quiz learners to ensure that key terminology is understood. Suggested case studies for the Olympics: London: www.gamesmonitor.org.uk/files/PWC%20OlympicGamesImpactStudy.pdf Sydney: http://olympicstudies.uab.es/pdf/wp094_eng.pdf Barcelona: http://olympicstudies.uab.es/pdf/wp084_eng.pdf Future Olympics: www.businessinsider.com/economic-benefits-of-hosting-olympics-2014-10?IR=T Positive economic impacts of tourism

x multiplier effect x employment x wealth creation x increase in foreign exchange x infrastructure improvements

Negative economic impacts of tourism

x leakages x increased living costs x part-time and seasonal jobs x increased taxes

Extension activity: Evaluate the economic impacts of hosting an Olympic Games.

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http://www.gamesmonitor.org.uk/files/PWC%20OlympicGamesImpactStudy.pdf

http://olympicstudies.uab.es/pdf/wp094_eng.pdf

http://olympicstudies.uab.es/pdf/wp084_eng.pdf

http://www.businessinsider.com/economic-benefits-of-hosting-olympics-2014-10?IR=T



4.3.2 Environmental impacts

KC1/KC2/KC4 (a) Positive environmental impacts (b) Negative environmental impacts

x Learners will be able to understand the environmental impacts of tourism development.

Introduce the topic ‘Environmental impacts – Positive vs negative’. Learners could read case studies of rural and urban tourism to highlight the importance of environmental issues affecting not just the countryside. (I) Venice, Italy, is an interesting case study: www.cbsnews.com/news/venice-too-many-tourists/ and www.gdrc.org/uem/eco-tour/envi/one.html In small groups ask learners to read case studies and help them to list appropriate terminology. Positive environmental impacts:

x improved assets x conservation of heritage sites x regeneration x redevelopment of derelict sites, landscaping x pollution control x traffic management schemes x education

Negative environmental impacts

x traffic congestion x erosion x water and air pollution x litter x increased noise x loss of visual perception x destruction of habitats and breeding patterns x loss of bio-diversity

Individually, or in pairs, ask learners to write a Code of Conduct for responsible tourists visiting either a rural or urban destination. Compare codes with each other. Extension activity: Evaluate the environmental impacts of tourism on destinations such as Venice.

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http://www.cbsnews.com/news/venice-too-many-tourists/

http://www.gdrc.org/uem/eco-tour/envi/one.html



4.3.3 Sociocultural impacts

KC1/KC2 (a) Positive sociocultural impacts (b) Negative sociocultural impacts

x Learners will be able to understand the sociocultural impacts of tourism development.

Introduce the topic ‘Sociocultural – Positive vs negative’. Suggested case study – Padaung women of Northern Thailand: http://myanmargeneva.org/tourism/THE%20PADAUNG_files/THE%20PADAUNG.htm and https://tourthaitour.wordpress.com/pages/indigenous-people-in-thailand/ Explain key terminology, learners to note take. Positive sociocultural impacts

x preservation of crafts, customs x provision of community facilities and public services x improvement of the quality of life x civic pride x revival of traditional activities

Negative sociocultural impacts

x staged authenticity x demonstration effect x crime and conflicts x social problems – begging, prostitution x loss of cultural identity

Organise learners into a debate. Groups should debate the positive and negative sociocultural issues arising from the above case study. Extension activity: Assess the sociocultural impacts of tourism in Thailand.



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http://myanmargeneva.org/tourism/THE%20PADAUNG_files/THE%20PADAUNG.htm

https://tourthaitour.wordpress.com/pages/indigenous-people-in-thailand/


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